Lecture 17 Flashcards
What do researchers agree upon about temperament?
- i__ differences in behavioral f__.
- emerge e__
- b__ based
- somewhat s__ over time
individual, functioning
early
biologically
stable
Thomas and Chess’s 9 dimensions of temperament
m__:
- predominant q__
- p__ or n__
a__/w__:
- response to n__
- b__ vs. s__
a__:
- response to e__ changes
- r__ with the punches vs. slow to a__.
i__:
- strength of e__ r__
- extreme h__ and l__ vs. m__
r__:
- regularity of b__ c__
- p__ vs. u__
p__:
- response to c__ and o__
- g__ u__ vs. k__ at it
t__:
- sensitivity to s__
- notice vs. doesn’t notice s__ c__.
a__:
- proportion of time a__ vs. i__.
- can’t s__ s__ vs. l__.
d__:
- ability to f__ a__
- notice every d__ vs. extreme c__
mood
- quality
- positive, negative
approach/withdrawal
- novelty
- bold, shy
adaptability
- environmental
- roll, acclimate
intensity
- emotional reactions
- highs, lows, mellow
rhythm
biological cycles
predictable, unpredictable
persistence
- challenges, obstacles
- gives up vs. keeps at it
threshold
- stimulation
- small changes
activity
- active, inactive
- sit still, lethargic
distractibility
- focus attention
- distraction, concentration
New York Longitudinal Study
-first major study of temperament
- 141 participants (infancy
- > adulthood)
-parental interviews
Temperament types:
Easy (__%)
- p__ mood
- r__/r__ in body functions
- a__
- reactions m__ ->m__ in intensity
Difficult (__%)
- n__ mood
- a__
- i__/a__
- u__
- w__ from novelty
- very i__ emotional reactions
Slow to Warm Up (__%) “S__”
- w__ from novelty
- s__ to adapt
- reactions m__-> m__ in intensity
- l__ in activity
Average (remaining __%)
-not particularly __ or __ on any dimensions
40 positive regular/rhythmic adaptable mild, moderate
10 negative active irregular, arhythmic unadaptable withdraw intense
15%, shy withdraw slow mild, moderate low
35%
high, low
New York Longitudinal Study:
Criticisms:
- h__ effects: a type of cognitive bias in which our overall i__ of a person influences how we f__ and t__ about his or her c__.
- p__ interviews
halo, impression, feel, think, character
parental
Measuring Temperament:
parent q__:
e.g., Bates’ ICQ; Rothbart’s IBQ/CBQ
p__ measures:
heart rate variability, EEG measures
l__/o__ measures:
look at individual differences in kids’ reactions to staged situations
questionnaires
physiological
laboratory, observational
Temperament shows m__ s__ over time.
Nature and Nurture!
-“goodness of fit”
good”fit”-> p__ child outcomes
bad “fit”-> n__ child outcomes
modest, stability
positive, negative
