temperament

Goals of Lecture
- Understand and explain the differences between personality and temperament
- Recognize and explain different temperaments and the way they are measured
- Understand and explain innate and experiential influences of temperament
- Recognize and discuss consequences of temperament

Definition: Temperament is defined as the characteristic mood, activity level, and emotional reactivity of an individual.
Developmental Evidence: Evidence of individual differences in temperament can be observed as early as 3 months of age.

Definition: Personality refers to a broader set of traits that encompasses temperament. Personality is also influenced by cognitive and social components, making it more comprehensive than temperament alone.

Study Overview: This study measured 9 dimensions of temperament through parent reports.
Dimensions Measured:
- Activity: Level of physical activity and movement (
- Regularity: Predictability of biological functions (eating, sleeping)
- Distractibility: Ease with which attention can be diverted
- Approach/Withdrawal: Response to new situations or people
- Adaptability: Ability to adjust to changes and new experiences
- Attention Span: Duration of focus on tasks
- Reaction Intensity: Strength of emotional responses
- Threshold of Responsiveness: Sensitivity to stimuli
- Quality of Mood: General emotional tone (positive/negative)

Three Categories of Temperament:
- The Easy Child: Generally adaptable, positive moods, regular habits.
- The Slow-to-Warm-Up Child: Somewhat hesitant in novel situations, gradually warms to them.
- The Difficult Child: High activity levels, intense emotions, irregular habits.

Research Findings:
- No Correlation: Several reports indicate that children identified with difficult temperaments in infancy did not show significant behavioral problems in adulthood.
- Positive Correlation: Other studies suggest a connection between difficult temperament and adjustment problems in adolescence and adulthood, indicating varying findings in the literature.

Measurement Tools:
- Infant Behavior Questionnaire (IBQ)
- Child Behavior Questionnaire (CBQ)
Key Dimensions Measured in these tools:
- Fear: Responses to potential threats
- Distress/Anger/Frustration: Emotional reactions to challenges or disappointments
- Attention: Focused engagement in activities
- Activity: Physical engagement and energy levels
- Smiling and Laughter: Indicators of positive emotional reactions

Research by Plomin & Rowe (1979):
- Conducted a study on the social development of male and female twin pairs (monozygotic (MZ) and dizygotic (DZ)).
- Findings on Approaching Strangers:
- MZ twins showed higher correlations in behaviors (approaching and vocalizing to strangers) compared to DZ twins, suggesting a genetic influence on temperament.
- Specific correlations noted:
  - Approaching/look at strangers:
  - MZ: 0.70
  - DZ: 0.50
  - Vocalizing to stranger:
  - MZ: 0.30
  - DZ: 0.10
  - Nearness to stranger:
  - Showed similar patterns.

Stability Over Time: Percentage of children remaining in the same temperament category by age 7, indicating the stability of temperament
- Inhibited at Age 2:
- Remained Inhibited: 80%
- Uninhibited at Age 2:
- Remained Uninhibited: 70%
- Extremely Inhibited at Age 2:
- Remained Extremely Inhibited: 60%
- Extreme Uninhibited at Age 2:
- Remained Extremely Uninhibited: 50%

Responses from Caregivers and Peers: Different temperaments elicit varying responses from caregivers and peers, influencing social development.
Attachment Differences: There may be differences in attachment styles attributed to the child's temperament, affecting emotional bonding and social relations.