child developement: temperament

更多类似内容

Self-Concept Mind Map

由Christopher Budd

Characteristics of culture

由Sintia Madrid-Romero

Suggestopedia

由berenice gzz

Haudenosaunee

由Lindsay Clark

child developement: temperament

Temperament and AttachmentS. Hinshaw DVD 6

Temperament and Attachment are the 2 earliest influences on the creation of the childs mind (s.hinshaw)

The amount the baby cries is related to temperament

The soothability is related to the type of attachement (s. Hinshaw)

Consequences for developement

Specific applicability

Possibly influencing resistance to stress

i.e. more stress (i.e. when hospitalized) experienced with certain temperament?study: true for children from poor background

reasearch is ongoing

Early indicator of adjustment problems

Behaviour / peer problems

Learning and Attention problems

General

temp. diff. can however be overcaome with maturation and by experience

Reininforcement of temperament

temperamental predispositions influence information processing / cognition

attention influences learning and memory

emotion influences memory

d) temperament determines impact of environment

i.e. stress response

c) by self-selecting environmentsthat fit temperament

b) by determining response of others

nice and easy behaviour get more positive attention

a) through a parental environment which is genetically similar

introverted kid raised by introverted mother

goodness of fit

Temperament influenced by several factors

other biolgogical factors

illness

low birht weigth

premature birth

environmental i.e. goodness of fit

genetics

Stability of temperament

Temperament possibly the building block of personality (hinshaw)

overall: genetic influencewill decrease with more environmental difference

Caspi et al: similarities between 3 and 26 y

stable: over > 2 years

Temperament occuring so early that it is assumed that no learning has occurd (hinshaw)

Role

determine infdividual differences in behaviour

Consitency of behavioural style

Across age/ time

Accross Situations

Personality concepts

Trait

People varying on dimensions

Amalgam of genes, chosices & experience

Cattell 16-PF (Catell & Kline)

Big 5 (Costa & McCrae)

biological / nativist

EPI 3 (Eysenck)

extroversion/introversion, neuroticism/stability, psychoticism/stabilization)

Type

qualitatively distinct types

i.e. MBTI

thinkers, feelers, intuiters, sensers

Problems

Problems with measurement

Who should measure them (mothers?)

How to measure them (problem of (mis) interpreting questions)

what factors are relevant

3 versus 5 versus 9?

Adultness vs childhood

differnt asessment mehthods

kids can't fill out question.

differnt traits surface

vs. concept of "Personality"

Temperament = based in biology

Personality = more experience/ envrionmentally based

Temperamental = basis of Personality?

Similarity of EAS with Eysenck's Dimensions

similarity of t&c 5 robust factors with big 5

Personality determines

experession of temperamental traits (the "how")

Purpose (why)

Content (what)

Personality = central organizer of behaviour

Temeperament = dimensions of personality grounded in biology

Factors not comparable

effect of temperament on developement

Thomas and Chess(their transactional concept)

Goodness of fit

"If a person’s characteristics of individuality match, or fit, thedemands of a particular social context then positive interactions andadjustment are expected"

Sameroff

Child actively creates his experiences

indirectly

Transactional Model

Child influences behaviourof caretakers

directly

child selects preferred environments

Keogh

influence of temperament in school

3 temp. factors

-Task Orientation,-Personal–Social Flexibility -Reactivity

All effect performance and (via attention or shaping of social context)

Dunn and Kendrick

Temperament is also context/relation dependent

Somehow similar to ...

Sameroff's Transaction (nature vs. nurture)

Stability of attachment

Stable only if family situation is stable

Stability of relation guaranteesstability of temperament

"behavioural style that a child will show in a particular setting will be consistent. This consistency is a property of the relationshipbetween the child and the other person"

KagenTemperament approach(inhibition to the unfamiliar)

Kagan identified behavioural types accroding to their inhibition to unfamiliar events and people(shyness) as one of the most stable temperament dimensions.

Found important physiologicaldifferences in reactivity (e.g.autonomous nervous system)

suggests differnces in brain sites concerned with emotinal regulation and long term memory

Bad memory performance after emotional experience

cortisol secretion

Pupil dilation

Blood Pressure

Heart Rate variabilty

Heart rate

Dick Day: "Neurtoic introverts"

15 per cent or so of children aged 2–3 years of age are very shy and timid when faced with the unfamiliar. 15% are uninhibited and socially responsive when confronting unfamiliar people. These 2 groups show a high degree of stability into middle childhood with the children becoming quiet and cautious, and talkative and sociablerespectively. Rest 70% normal

75% of the first 2 groups show high stability of behaviour

Those 15% seem similar to the "difficult child"

Rothbart & Derryberry(not in the book)

temperament =

Processes that regulate reactivity

attention, approach-withdrawal, inhibition, and self-soothing

Reactivity

activation of motor, affective, autonomic, and endocrine systems

Buss & Plomin EAS-Framework

advantages

Relatedness to Eysenck's dimensions of "extroversion" (sociability) and "neuroticism" (emotionality)

reducess complexity (onyl 3 vs. 9)

emotionality, activitysociability

sociability

= friendlieness towards peoeple

activity

= how active (motorwise)

emotionality

strenght and duration o

Thomas & Chess (9 Dimensions)first researcher to devolp systematictheory of temperament

Problems

Validity of construct: Substantial overlap between factors

5 are enough

mood, approach-withdrawal, intensity, threshold, rhythmicity, distractibility, attention span, persistence, and adaptability

2 inconsistent ones

threshold and biological rhythmicity

5 robust factors

resemble the "big 5"

NYLS (New York Longtitudanal study)

Concept of "the difficult child"

children rated high on Intensity and Reaction and on NegativeMood and low on Adaptability, on Rhythmicity and on Approach

increased risk of later behaviour disorders.(confirmed by Earls and Jung) and others

Tested children at ages 3, 8 and 13

Important categorization: a.) easy’ child b.) the ‘slow to warm up’ child andc.) the ‘difficult’ child