Putting attachment in its place: Disciplinary and cultural contexts
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper examines the reception of John Bowlby’s and Mary Ainsworth’s ethological theory of attachment among anthropologists and cultural psychologists. First, it shows that from Margaret Mead’s criticisms in the mid 1950s to the present, many of them have challenged the main tenets of attachment theory but attachment theorists ignored those challenges. Second, it argues that we need to understand the different disciplinary goals of psychology and anthropology after WWII in order to illuminate the lack of attention to children’s cultural context in attachment research. The privileging within psychology of laboratory data over field observations supported the rise of attachment research focused on the strange situation procedure and contributed to the neglect of ethnographic data about children in their socio-cultural milieu. Recognizing the importance of studying children in context, however, recent studies by anthropologists and developmental psychologists sensitive to the power of culture have deepened the challenge to attachment theory.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it