Psychology Dictionary of ArgumentsHome
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| Temperament: Temperament in psychology refers to innate, enduring traits that influence an individual's emotional and behavioral tendencies. It encompasses mood, activity level, rhythmicity, tendency for approach or withdrawal, and adaptability, often observed from early childhood. See also Personality traits, Personality. _____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
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Developmental Psychology on Temperament - Dictionary of Arguments
Corr 181 Temperament/Developmental Psychology/Rothbart: Developmental research to date indicates that the reactive systems of emotion and orienting are in place before the development of executive effortful attention (Posner and Rothbart 2007(1); Rothbart and Bates 2006)(2). Early forms of what will later be called Extraversion or Surgency are present in the smiling and laughter and rapid approach of infants to a novel object by six months, and measures of approach tendencies and smiling and laughter at this early age predict children’s extraverted tendencies at seven years (Rothbart, Derryberry and Hershey 2000)(3). >Extraversion, >Introversion, >Personality types. Throughout early development, children who are more extraverted also appear to express greater anger and frustration, and are more prone to externalizing disorders (Rothbart and Bates 2006(2); Rothbart and Posner 2006)(4). Lengua, Wolchik, Sandler and West (2000)(5) found that low positivity and high impulsivity in children, as well as high rejection and inconsistency in parenting, predicted conduct problems. High negative emotionality and low positive emotionality in children and rejection and inconsistency in parenting predicted child depression. Inconsistent discipline had a stronger association with conduct problems and depression for children who were high in impulsivity than children who were lower in impulsivity. 1. Posner, M. I. and Rothbart, M. K. 2007. Educating the human brain. Washington, DC: American Psychological Association 2. Rothbart, M. K., and Bates, J. E. 2006. Temperament in children’s development, in W. Damon and R. Lerner (Series eds.) and N. Eisenberg (Vol. ed.), Handbook of child psychology, vol. III, Social, emotional, and personality development, 6th edn, pp. 99–166. Hoboken, NJ: Wiley 3. Rothbart, M. K., Derryberry, D. and Hershey, K. 2000. Stability of temperament in childhood: laboratory infant assessment to parent report at seven years, in V. J. Molfese and D. L. Molfese (eds.), Temperament and personality development across the life span, pp. 85–119. Hillsdale, NJ: Erlbaum 4. Rothbart, M. K. and Posner, M. I. 2006. Temperament, attention, and developmental psychopathology, in D. Cicchetti and D. Cohen eds., Developmental psychopathology, vol. II, Developmental neuroscience, 2nd edn, pp. 465–501. Hoboken, NJ: Wiley 5.Lengua, L. J., Wolchik, S. A., Sandler, I. N. and West, S. G. 2000. The additive and interactive effects of parenting and temperament in predicting adjustment problems of children of divorce, Journal of Clinical Child Psychology 29: 232–44 Mary K. Rothbart, Brad E. Sheese and Elisabeth D. Conradt, “Childhood temperament” in: Corr, Ph. J. & Matthews, G. (eds.) 2009. The Cambridge Handbook of Personality Psychology. New York: Cambridge University Press_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Developmental Psychology | ||
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