Evaluation - Suooort for validity - Attachment type defined by the strange situation is strongly predictive of later development. Conducted in a lab setting - allows control for extraneous variables that may impact results, giving them a greater level of control. Results can be seen to lack ecological validity and may not generalise to real-world settings as attachment behaviour may be different in-lab settings Ethical issues - putting children in such stressful situations, they were intentionally emotionally harmed. 20% of children cried desperately at one point, highlighting how it is ethically innaporpiate to deliberately psychologically harm. A further strength of the strange situation is the level of agreement between different observers. A team of training observers found ageement on attachment types in 94% go cadges. This high level of inter-rater reliability may be because the procedure takes place under controlled conditions and because behaviours involved large movements that are easy to observe. Therefore, the results found can be vernalised go the wider population as well as being able to ue the findings in real day to day situation. The test may be culture bound. Cultural differences in childhood experiences are likely to mean that children respond differently to the strange situation. For example, Takashi (1990) noted that the test does not really work in Japan because Japanese mothers are so rarely separated from their babies that as we would expect, there are very high levels of separation anxiety. Also in the reunion stage, Japanese mothers rushed to the baby and scooped them up, meaning the child's response was hard to observe. There is at least one more attachment type. Solomon (1986) pointed out that a minority of children display atypical attachments that do not fall within A, B or C. This atypical behaviour is commonly known as disorganised attachment. Disorganised children display an odd mix of resistant and avoidant behaviours