w4 - 5 Flashcards
current definition of temperament (4)
constitutionally based (inborn)
individual differences
relating to affect - activity and attention
visible from early childhood
how is temperament different from personality
- temperamental qualities form the BASIC COMPONENTS of personality (not a clear cut difference)
- personality is more abstract and complex than temperament
- temperament is more biological while personality is more socialized - controlled proccess
brief history of temperament before thomas and chess’s groundbreaking study
- greeks: thought to be determined by four humours (blood phlegm black and yellow bile)
- allport: biological component of personality
describe thomas and chess’s work on temperament (methods - findings - 3 - example dimensions)
- reaction to strong influence of envioment on development
- wanted to see if there were biological influences on a child’s individual differences
- conducted detailed interviews with parent to derive rating
- identified temperament categories based on common themes - 9 distinct dimensions
(activity level - adaptability - attention span ex.) - domains include:
DIFFICULT (rarest - negative mood, withdrawn, intense moods)
EASY (most common - positive mood - adaptable)
SLOW TO WARM UP (still rare but more common than difficult - low activity level become increasingly adaptable - initially withdrawn - between the two temperaments)
- these patterns stay stable throughout childhood
HOWEVER - large amount of participants did not fit into these categories
describe rothbart’s temperament model (3 main dimensions - benefits of this measure over thomas and chess (3) )
- composed of diff dimensions that have diff subcomponents (not just categorical - but more on a continuum)
- negative emotionality (fear sadness etc.) - surgency (behavioural - anticipation impulsivity) - effortful control (attention - focusing - perceptual control)
benefits:
- easier to measure (less subjective)
- can be applied to a certain degree to non-human animals
- derived from questionnaires (much easier to measure - cost effective)
describe other methods to measure temperament (5)
self-report questionnaires:
- pros: makes use of repeated observations (longitudinal) - measures multiple characteristics at once - inexpensive - large samples ]
- cons: more subjective -social desirability
naturalistic observations at home or at school
-pros: less bias, context
- cons: expensive - narrow view
structured observations and tasks
- pros: standardized stimuli - precise observations
- cons: unusual environment, carryover effects (after doing a task multiple times the behaviour will no longer be independent)
interview with parents and kids
mechanical measures (asses movement and activity)
describe the basis of behavioural inhibitions (6)
- characterized by INTIAL NEGATIVE EMOTIONAL AND MOTOR REACTIVITY TO NOVELTY DURING INFANCY - and a tendency in later childhood to display fearful or withdrawn behaviour when confronting unfamiliar events - people - objects
- BI conveys heightened risk for anxiety disorders
- high heart rate - elevated cortisol - pupil dilation - startle response
- greater ERN responses (brain-related activity that shows they are more self-conscious of errors)
-hyper-responsive amygdala
- candidate gene: 5-HTT serotonin transporter
developmental origin of temperament (3)
- appear early (in fetus’s !)
- will show differences in expression of negative emotions in early infancy
(2-3 mo frustration) (7-10 mo fear)
attentional control starts developing in first year of life - becomes developed in childhood
(2.5 yrs - children within a category present the same for effortful control - predicts ability later in life)
how temperament can effect development (4) - transactional model - differential susceptibility
direct linear effects:
- extreme temperament might lead to or create a vulnerability to particular outcome (anxiety disorders)
indirect effects:
- child’s temperament affects environment - which then impacts social adjustment (sullen child will get an unfriendly reception)
interactional effects
goodness of fit:
no good or bad temperament - these characteristics determine how well-suited a child is for it’s environment
transactional model:
development is outcome of a child’s intrinsic characteristics (temperament) interacting with the environment (constant interactions between child and the environment)
moderational effects:
influence of temperament is moderated by the environment (ex. more fearful children will be greater impacted by GENTLE DISCIPLINE - non-fearful kids will not be impacted)
differential susceptibility: children with more extreme temperamental characteristics are more susceptible to socialization experiences (positively and negatively)
describe mischel marshmellow task. what did the initial findings show ? how is this related to biological temperament ? describe the follow up study of kidd et al. What did they look to study ? describe their methods and findings
initial findings showed that kids who waited longer to eat the marshmallow had greater success in life - idea is that temperament factors (delaying gratification attentional control etc.) play a role in driving a child’s ability to WAIT (regulate themselves)
kidd et al revisited this with the questions - WHAT IF children are actually weighing short terms over long terms gains - giving the reliability of their environment - would be more rational to go for the short term gain if long term isn’t guaranteed - not JUST about self-control
method:
first kids are provided with crayons (use these now or wait and i will bring you better crayons and a sticker) one reliable one not reliable
reliable group waited MUCH LONGER than the group with the unreliable condition (in the classic marshmallow experiment)
this SHOWS that the information children receive about their environment (reliability) impacts their SELF-CONTROL - SO temperament is not completely biological after all
how does temperament highlight the role of nature and OR nurture in social development
nature - biological basis (physiological heart rate - cortisol etc.)
nurture - information from the environment (nurture)
temperament (continuity or discontinuity)
continuity (relatively stable and can predict future behaviour - effective control - doesn’t go through significant changes)
definition of attachment
affectionate tie that forms from one person to another - enduring feeling or bond with that person
describe harlow’s work on attachment
experiments driven by learning theory
idea of DRIVE REDUCTION THEORY - attachment because mother provides food (secondary drive)
monkeys - cloth or wire mother
greater attachment to cloth mother - (should be wire WITH FOOD - disproves drive reduction)
describe bowlby’s work on attachment (4 points)
- attachment as an instinctual response for the survival of the species
- mutual - complementary responses from mother to child - cries responds
- parents provide secure base - safety to explore world with a protector
- attachments as a feature of dyads
describe the four phases of attachment
pre-attachment - no fear of strangers or social response (till 6w)
attachment in the making - 6w to 8mo - recognizes familiar people - social signals toward particular person - recognizes parent but doesn’t protest when separated
clear-cut attachment - (8mo - 24 mo) - separation anxiety - wary of strangers
goal-corrected partnership (24mo) - reciprocity in relationships - understands caregivers schedule and needs - separation protest declines
