Secondary reinforcement is a key concept in the Learning Theory of attachment, particularly in the context of operant conditioning. While primary reinforcers are inherently satisfying or necessary for survival (like food), a secondary reinforcer gains its reinforcing properties through association with a primary reinforcer. In the case of attachment, the caregiver, initially a neutral figure, becomes a secondary reinforcer. This transformation occurs as the caregiver is consistently associated with fulfilling the infant’s primary needs (e.g., hunger). Over time, the infant begins to associate the caregiver not just with the satisfaction of these needs but also with the comfort and security that accompanies them. Therefore, the presence or actions of the caregiver themselves become reinforcing, encouraging the infant to seek proximity and forming the basis of the attachment bond. This concept illustrates how emotional attachments can develop from associations built on basic needs.

The Learning Theory can be applied to explain differences in attachment styles among infants by considering the variability in the conditioning experiences of different infants. For instance, if a caregiver is consistently responsive to an infant's needs, providing comfort and meeting needs efficiently, the infant is likely to form a secure attachment. This consistency acts as a positive reinforcement, strengthening the attachment bond. Conversely, if a caregiver is inconsistent or unresponsive, the conditioning process may lead to insecure attachment styles. An anxious-ambivalent attachment could develop in situations where the caregiver's response is unpredictable, causing the infant to become unsure about the likelihood of their needs being met. In cases where the caregiver is frequently unresponsive or neglectful, an avoidant attachment might form, as the infant learns that seeking proximity to the caregiver does not reliably result in comfort or satisfaction of needs. Therefore, the Learning Theory suggests that the nature of the caregiver’s responsiveness and the consistency of reinforcement play significant roles in the development of different attachment styles.

Imprinting is a concept more closely associated with ethological theories of attachment, particularly the work of Konrad Lorenz, rather than with the Learning Theory. Imprinting refers to a critical period in some animals' lives when they form attachments, usually to the first moving object they see, which is often their mother. However, when examining the Learning Theory of attachment in humans, imprinting doesn’t have a direct application, as this theory emphasises learning through conditioning rather than innate programming. In contrast, the Learning Theory suggests that attachment develops through experiences and interactions with the caregiver, particularly through the satisfaction of basic needs and the resultant conditioning process. While imprinting implies a pre-programmed, instinctual process occurring in a critical time window, the Learning Theory proposes a more gradual and experience-based process of attachment formation.

The Learning Theory of attachment primarily focuses on environmental interactions and learning processes, particularly conditioning, to explain attachment formation. It largely overlooks the role of biological factors, which are more emphasised in other theories like Bowlby’s Attachment Theory. However, it is possible to integrate some aspects of biology within the Learning Theory framework. For instance, one could argue that the infant’s biological needs (such as hunger) and their innate responses to those needs (like crying) set the stage for conditioning processes to occur. The caregiver’s response to these biological signals can reinforce certain behaviors and shape the attachment. Nevertheless, the Learning Theory itself does not explicitly address biological predispositions or innate characteristics in its explanation of attachment. Instead, it attributes the formation of attachment bonds to the dynamics of conditioning and reinforcement within the caregiver-infant relationship, rather than to inherent biological programming.

Applying the Learning Theory of attachment to understand adult relationships is an extension beyond its original scope, which focuses on infant-caregiver dynamics. However, some principles of the theory can be metaphorically used to shed light on adult attachments. In adult relationships, the concept of reinforcement can still be relevant. Positive interactions, emotional support, and mutual satisfaction of needs might act as reinforcers, strengthening the attachment bond between adults. Just as an infant associates a caregiver with comfort and security, adults may form attachments based on the association of their partner with positive experiences and fulfillment. However, it's important to note that adult attachments are far more complex, influenced by a myriad of factors beyond basic conditioning. These include cognitive factors, past experiences, cultural influences, and individual personality traits. Therefore, while some basic principles of the Learning Theory might be applicable, adult attachment requires a more comprehensive approach that incorporates a broader range of psychological theories and concepts.