Chapter 10B - Temperament Flashcards
TEMPERAMENT
TEMPERAMENT refers to all those characteristics that account for individual differences in development. In other words, temperament is the sum of individual differences in emotional and behavioural style - it does not refer to what one does, rather to how one does it. The term ‘temperament’ is used for newborn and infants, whereas ‘personality’ is used in regards to older children.
Some traits seem to be INNATE and STABLE throughout development - such as INHIBITION TO THE UNFAMILIAR, avoidance and distress in unknown circumstances.
Temperament traits interact with the ENVIRONMENT: if a temperament trait lives up to the expectation that a social environment requires, development of such trait will be typical.
CHESS and THOMAS’ classification of TEMPERAMENT
In a longitudinal study, researchers THOMAS and CHESS followed 141 US middle-class families over a timespan of 20 years and identified several dimensions of temperament:
1) ACTIVITY level;
2) RHYTHMICITY - the regularity in biological functioning;
3) APPROACH / WITHDRAWAL -the tendency to approach novel objects and situations;
4) ADAPTABILITY - the tendency to adapt to novel environments;
5) INTENSITY of emotional response;
6) Quality of MOOD;
7) DISTRACTIBILITY from negative emotions - easiness of soothing.
8) THRESHOLD of emotional response to stimulation;
9) ATTENTION SPAN.
They were able to identify 3 basic types of temperament:
1) EASY CHILDREN, who make up 40% of infant population - they show generally positive moods and adapt easily to new experiences;
2) DIFFICULT CHILDREN, who make up 10% of infant population - they have a hard time adapting to changes, they react negatively and cry frequently and they are hard to calm down;
3) SLOW-TO-WARM-UP CHILDREN, who make up 15% of infant population - they are slow to adapt, show mild emotional responses and are often fearful.
35% of children investigated in the longitudinal study did not fit any of the three patterns.
TEMPERAMENT and ADJUSTMENT - GOODNESS OF FIT
Assessment of temperamental traits as adaptive or maladaptive depend on several factors, such as age, context and culture.
The relationship between these variables is known as GOODNESS OF FIT, which refers to the match or mismatch between child’s characteristics and environmental demands.
Studies on MASAI INFANTS in Kenya showed that DIFFICULT CHILDREN - according to Thomas and Chess’ classification - were more likely to survive the famine. During a famine, those children who cry more vigorously are more likely to receive food and attention.
ROTHBART’s BIOLOGICAL TEMPERAMENT MODEL
In ROTHBART’s BIOLOGICAL TEMPERAMENT MODEL, she proposes two major dimensions of temperament:
1) REACTIVITY: the speed, frequency, duration ,and intensity of motor, emotional, and attentional responses at different levels - such as behavioural, physiological.
2) SELF- REGULATION: the set of strategies serving to modulate reactivity.
SELF REGULATION
SELF REGULATION is the set of EXECUTIVE FUNCTIONS which allow to regulate one’s thoughts, emotions, and behaviors. It includes (1) the ability to plan activities and (2) to sustain attention. It is one of the two components of temperament according to Rothbart’s biological model.
EFFORTFUL CONTROL - a self regulation skill - is the ability to inhibit an action that is underway or to postpone a pleasing experience when necessary - it has been studied in the famous MARSHMALLOW EXPERIMENT, in which children are asked not to eat the marshmallow in front of them in exchange for a bigger reward.
Self regulation can be assessed by observing every day behaviours, such as:
- reaction to losing a game;
- waiting for one’s turn;
- sitting for a long time;
- reaction to peer conflict.
Long term advantages of efficient self regulation skills are higher academic achievement, social acceptance, better emotional and behavioural adjustment, avoidance of risk-taking behaviours and healthy eating patterns.
Several strategies have been developed to improve self regulation in children. They include:
1) PHYSICAL REGULATION STRATEGIES - such as stretching, breathing, biofeedback;
2) EMOTION REGULATION STRATEGIES - such as expression training, labelling of feelings;
3) COGNITIVE REGULATION STRATEGIES - such as training in planning and organization;
ASSESSMENT of TEMPERAMENTAL TRAITS
TEMPERAMENTAL TRAITS are assessed by means of:
1) Parental or teacher REPORTS or SELF-REPORTS for older children;
2) Naturalistic and laboratory BEHAVIOURAL OBSERVATIONS;
3) PHYSIOLOGICAL MEASURES, such as heart rate or cortisol concentration.
