Temperament and development
About: This article is published in Psychiatric Annals.The article was published on 1978-03-01. It has received 727 citations till now. The article focuses on the topics: Temperament.
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TL;DR: It is suggested that delinquency conceals 2 distinct categories of individuals, each with a unique natural history and etiology: a small group engages in antisocial behavior of 1 sort or another at every life stage, whereas a larger group is antisocial only during adolescence.
Abstract: This chapter suggests that delinquency conceals two distinct categories of individuals, each with a unique natural history and etiology: A small group engages in antisocial behavior of one sort or another at every life stage, whereas a larger group is antisocial only during adolescence. According to the theory of life-course-persistent antisocial behavior, children's neuropsychological problems interact cumulatively with their criminogenic environments across development, culminating m a pathological personality. According to the theory of adolescence-limited antisocial behavior, a contemporary maturity gap encourages teens to mimic antisocial behavior in ways that are normative and adjustive. There are marked individual differences in the stability of antisocial behavior. The chapter reviews the mysterious relationship between age and antisocial behavior. Some youths who refrain from antisocial behavior may, for some reason, not sense the maturity gap and therefore lack the hypothesized motivation for experimenting with crime.
9,425 citations
Cites background from "Temperament and development"
...Symptoms of brain dysfunction detected during neurological examinations were significantly related to an index of difficult temperament taken at ages 1, 2, and 3 (Thomas & Chess, 1977; the index comprised rhythmicity, adaptability, approach-withdrawal, intensity, and mood)....
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...…be clumsy and awkward, overactive, inattentive, irritable, impulsive, hard to keep on schedule, delayed in reaching developmental milestones, poor at verbal comprehension, deficient at expressing themselves, or slow at learning new things (Rutter, 1977, 1983; Thomas & Chess, 1977; Wender, 1971)....
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TL;DR: Meta-analytic techniques used to test whether trait consistency maximizes and stabilizes at a specific period in the life course showed that the longitudinal time interval had a negative relation to trait consistency and that temperament dimensions were less consistent than adult personality traits.
Abstract: The present study used meta-analytic techniques to test whether trait consistency maximizes and stabilizes at a specific period in the life course. From 152 longitudinal studies, 3,217 test-retest correlation coefficients were compiled. Meta-analytic estimates of mean population test-retest correlation coefficients showed that trait consistency increased from .31 in childhood to .54 during the college years, to .64 at age 30, and then reached a plateau around .74 between ages 50 and 70 when time interval was held constant at 6.7 years. Analysis of moderators of consistency showed that the longitudinal time interval had a negative relation to trait consistency and that temperament dimensions were less consistent than adult personality traits.
2,820 citations
Cites background from "Temperament and development"
...The first is the concept of "goodness of fit" (Thomas & Chess, 1977)....
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...According to Thomas and Chess (1977), goodness of fit results when the properties, expectations, and demands of the environment are consistent with a person's "own capacities, characteristics , and style of behaving" (p. 11)....
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...According to R. P. Martin et al., the existence of the rhythmicity and threshold factors may be in part the result of the wide use of the Thomas and Chess (1977) scales of temperament, which include these two dimensions ....
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...…1996), temperaments tend to be distinguished from adult personality traits in that they are often linked directly to neurobiological functioning at birth, as well as to the early childhood environment (A. H. Buss & Plomin, 1975; Goldsmith, 1996; Rothbart & Bates, 1998; Thomas & Chess, 1977)....
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01 Jun 2007
TL;DR: In this paper, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence, and methods and measures pertaining to the study of children's peer experiences are described.
Abstract: The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research.
Keywords:
friendship;
peer interactions;
peer relationships;
peer rejection;
social acceptance;
social competence
2,664 citations
TL;DR: The CBQ scales demonstrate adequate internal consistency, and may be used in studies requiring a highly differentiated yet integrated measure of temperament for children in this age range, and also appears to be reliably recovered in ratings of children in other cultures.
Abstract: This article reviews evidence on the reliability and validity of the Children's Behavior Questionnaire (CBQ), and presents CBQ data on the structure of temperament in childhood. The CBQ is a caregiver report measure designed to provide a detailed assessment of temperament in children 3 to 7 years of age. Individual differences are assessed on 15 primary temperament characteristics: Positive Anticipation, Smiling/Laughter, High Intensity Pleasure, Activity Level, Impulsivity, Shyness, Discomfort, Fear, Anger/Frustration, Sadness, Soothability, Inhibitory Control, Attentional Focusing, Low Intensity Pleasure, and Perceptual Sensitivity. Factor analyses of CBQ scales reliably recover a three-factor solution indicating three broad dimensions of temperament: Extraversion/Surgency, Negative Affectivity, and Effortful Control. This three-factor solution also appears to be reliably recovered in ratings of children in other cultures (e.g., China and Japan). Evidence for convergent validity derives from confirmation of hypothesized relations between temperament and socialization-relevant traits. In addition, parental agreement on CBQ ratings is substantial. The CBQ scales demonstrate adequate internal consistency, and may be used in studies requiring a highly differentiated yet integrated measure of temperament for children in this age range.
2,112 citations
Cites background or methods or result from "Temperament and development"
...However, the assumption that temperamental processes are synonymous with, or restricted to, affective processes has been challenged by the research and theory of Rothbart and colleagues (Rothbart, 1981, 1989; Rothbart, Ahadi, & Evans, 2000; Rothbart & Derryberry, 1981; Rothbart & Posner, 1985)....
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...This broad framework (Rothbart, 1989; Rothbart & Derryberry, 1981) allows for the investigation of dimensions of temperamental variability that are not studied in other systems, and the differentiated assessment of individual characteristics of positive emotional reactivity (smiling/laughter,…...
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...…does not appear until about 6 to 7 months of age, the beginnings of executive attentional self-regulation are not seen until about 10 to 12 months of age, and the executive system appears to undergo rapid development during the toddler and preschool years (Posner & Rothbart, 1998; Rothbart, 1989)....
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...The CBQ follows a third approach, in which items are rationally generated to assess theoretically derived temperament dimensions....
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...Because Inhibitory Control develops after early infancy (Rothbart, 1989), it is not assessed in either the IBQ or the NYLS system; however, it is assessed in the PRQ (Derryberry & Rothbart, 1988) and is appropriate to this age range (3–7 years) in children....
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TL;DR: Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health.
Abstract: Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process– context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future
2,009 citations
References
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TL;DR: It is suggested that delinquency conceals 2 distinct categories of individuals, each with a unique natural history and etiology: a small group engages in antisocial behavior of 1 sort or another at every life stage, whereas a larger group is antisocial only during adolescence.
Abstract: This chapter suggests that delinquency conceals two distinct categories of individuals, each with a unique natural history and etiology: A small group engages in antisocial behavior of one sort or another at every life stage, whereas a larger group is antisocial only during adolescence. According to the theory of life-course-persistent antisocial behavior, children's neuropsychological problems interact cumulatively with their criminogenic environments across development, culminating m a pathological personality. According to the theory of adolescence-limited antisocial behavior, a contemporary maturity gap encourages teens to mimic antisocial behavior in ways that are normative and adjustive. There are marked individual differences in the stability of antisocial behavior. The chapter reviews the mysterious relationship between age and antisocial behavior. Some youths who refrain from antisocial behavior may, for some reason, not sense the maturity gap and therefore lack the hypothesized motivation for experimenting with crime.
9,425 citations
01 Jun 2007
TL;DR: In this paper, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence, and methods and measures pertaining to the study of children's peer experiences are described.
Abstract: The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research.
Keywords:
friendship;
peer interactions;
peer relationships;
peer rejection;
social acceptance;
social competence
2,664 citations
TL;DR: The CBQ scales demonstrate adequate internal consistency, and may be used in studies requiring a highly differentiated yet integrated measure of temperament for children in this age range, and also appears to be reliably recovered in ratings of children in other cultures.
Abstract: This article reviews evidence on the reliability and validity of the Children's Behavior Questionnaire (CBQ), and presents CBQ data on the structure of temperament in childhood. The CBQ is a caregiver report measure designed to provide a detailed assessment of temperament in children 3 to 7 years of age. Individual differences are assessed on 15 primary temperament characteristics: Positive Anticipation, Smiling/Laughter, High Intensity Pleasure, Activity Level, Impulsivity, Shyness, Discomfort, Fear, Anger/Frustration, Sadness, Soothability, Inhibitory Control, Attentional Focusing, Low Intensity Pleasure, and Perceptual Sensitivity. Factor analyses of CBQ scales reliably recover a three-factor solution indicating three broad dimensions of temperament: Extraversion/Surgency, Negative Affectivity, and Effortful Control. This three-factor solution also appears to be reliably recovered in ratings of children in other cultures (e.g., China and Japan). Evidence for convergent validity derives from confirmation of hypothesized relations between temperament and socialization-relevant traits. In addition, parental agreement on CBQ ratings is substantial. The CBQ scales demonstrate adequate internal consistency, and may be used in studies requiring a highly differentiated yet integrated measure of temperament for children in this age range.
2,112 citations
TL;DR: Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health.
Abstract: Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process– context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future
2,009 citations
TL;DR: In this article, a review of psychological theory and research critical to understanding why parents become involved in their children's elementary and secondary education is presented, and three major constructs are believed to be central to parents' basic involvement decisions.
Abstract: This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ perceptions that the child and school want them to be involved. Hypotheses concerning the functioning of the three constructs in an additive mode...
1,776 citations