Adolescent Personality Development: Three Phases, Three Courses and Varying Turmoil. Findings from the Toronto Adolescent Longitudinal Study

1989 ◽  
Vol 34 (6) ◽  
pp. 500-505 ◽  
Author(s):  
H. Golombek ◽  
P. Marton ◽  
B.A. Stein ◽  
M. Korenblum
Keyword(s):  
Longitudinal Study ◽  
Clinical Sample ◽  
Personality Development ◽  
Three Phases ◽  
Adolescent Personality

The Toronto Adolescent Longitudinal Study was launched in 1977 to examine personality development in a non-clinical sample of children from ages ten through 19 over an eight year period. Following a description of their conceptualized model of personality and of the nature of the study, the authors summarize their findings which suggest new perspectives in three areas of adolescent personality development: 1) the subphases of adolescence, 2) the routes of passage through which adolescents proceed, and 3) adolescent turmoil.

A Study of Disturbed and Non Disturbed Adolescents: The Toronto Adolescent Longitudinal Study. I

1986 ◽  
Vol 31 (6) ◽  
pp. 532-535 ◽  
Author(s):  
H. Golombek ◽  
P. Marton ◽  
B. Stein ◽  
M. Korenblum
Keyword(s):  
Longitudinal Study ◽  
Clinical Sample ◽  
Personality Development ◽  
Full Range ◽  
Psychosocial Characteristics ◽  
Personality Functioning ◽  
Regular Classrooms ◽  
Complete Study ◽  
And Behavior ◽  
Full Day

The Toronto Adolescent Longitudinal Study was undertaken to examine personality development in a non-clinical sample of children from ages 10 through 19. Fifty-nine boys and girls, selected to represent the full range of behavior presentation in regular classrooms, have participated throughout the complete study. Each year the students and at least one parent participated in a full day evaluation during which a comprehensive battery of measures was administered to assess their psychosocial characteristics. Some exemplary results are presented regarding the personality functioning and associated characteristics of the group at age 13. Our results lead us to conclude that adolescence should not be considered as a homogeneous developmental stage. Young adolescents can be differentiated along a dimension of competence in personality functioning which is associated with differences in their clinical presentation, self concept and behavior patterns.

Genetic and Environmental Contributions to Personality Trait Stability and Change Across Adolescence: Results From a Japanese Twin Sample

2015 ◽  
Vol 18 (5) ◽  
pp. 545-556 ◽  
Author(s):  
Tetsuya Kawamoto ◽  
Toshihiko Endo
Keyword(s):  
Secondary School ◽  
Genetic Factors ◽  
Rank Order ◽  
Personality Development ◽  
Stability And Change ◽  
Trait Stability ◽  
Best Fitting ◽  
The University ◽  
Fitting Model ◽  
Adolescent Personality

We examined developmental trends and sources of stability and change in adolescent personality by using twin data collected from 1981 to 2010 (273 monozygotic (MZ) and 48 dizygotic (DZ) twin pairs) from a secondary school affiliated with the University of Tokyo. Phenotypic analyses showed high rank-order stability and substantial mean-level increases in neuroticism and declines in extraversion over the adolescent years. Longitudinal bivariate genetic analyses revealed that the best-fitting model for adolescent personality includes additive genetic and non-shared environmental influences. Heritability estimates ranged approximately from 0.30 to 0.60. Additionally, three-year stability in adolescent personality was influenced mainly by genetic factors, and there were both genetic and environmental innovations in mid-adolescence. Our findings suggest that both genetic and environmental effects have significant roles in the etiology of personality development across adolescence.

scholarly journals Memory and Personality Development in Adulthood: Evidence From Four Longitudinal Studies

2020 ◽  
Vol 76 (1) ◽  
pp. 88-97
Author(s):  
Yannick Stephan ◽  
Angelina R Sutin ◽  
Martina Luchetti ◽  
Antonio Terracciano
Keyword(s):  
Longitudinal Study ◽  
Personality Traits ◽  
Memory Performance ◽  
Meta Analysis ◽  
Personality Development ◽  
The United States ◽  
Personality Change ◽  
Delayed Recall ◽  
Lower Baseline ◽  
Wisconsin Longitudinal Study

Abstract Objectives Personality traits have been related to concurrent memory performance. Most studies, however, have focused on personality as a predictor of memory; comparatively less is known about whether memory is related to personality development across adulthood. Using 4 samples, the present study tests whether memory level and change are related to personality change in adulthood. Method Participants were drawn from 2 waves of the Wisconsin Longitudinal Study Graduates (WLSG; N = 3,232, mean age = 64.28, SD = 0.65) and Wisconsin Longitudinal Study Siblings (WLSS; N = 1,570, mean age = 63.52, SD = 6.69) samples, the Midlife in the United States (MIDUS; N = 1,901, mean age = 55.43, SD = 10.98), and the Health and Retirement Study (HRS; N = 6,038, mean age = 65.47, SD = 8.28). Immediate and delayed recall and the 5 major personality traits were assessed at baseline and follow-up. Results There was heterogeneity in the associations across samples. A meta-analysis of latent change in the four samples indicated that lower baseline memory performance was related to an increase in neuroticism (B = −0.002; 95% CI = −0.004, −0.0008) and a decrease in agreeableness (B = 0.004; 95% CI = 0.002, 0.007) and conscientiousness (B = 0.005; 95% CI = 0.0008, 0.010). In addition, declines in memory were related to steeper declines in extraversion (B = 0.06; 95% CI = 0.003, 0.11), openness (B = 0.04; 95% CI = 0.007, 0.069), and conscientiousness (B = 0.05; 95% CI = 0.019, 0.09). Discussion The present study indicates that poor memory and declines in memory over time are related to maladaptive personality change. These associations, however, were small and inconsistent across samples.

IES Arrow-Dot Longitudinal Study of Personality Development in Preschool Children

1975 ◽  
Vol 40 (1) ◽  
pp. 209-210 ◽  
Author(s):  
Lois S. Goldberg
Keyword(s):  
Longitudinal Study ◽  
Preschool Children ◽  
Personality Development ◽  
Significant Rise ◽  
Developmental Patterns ◽  
Developmental Trends ◽  
School Year ◽  
Personality Integration ◽  
Effective Use

Preschool children were administered the IES Arrow-Dot at the beginning and end of the school year and scores compared with those based on a prior study in a Montessori preschool. Developmental trends of declining Impulsivity and rising Ego scores were corroborated. Superego development remained almost stable in contrast to a significant rise for the Montessori sample. Results support effective use of the test with preschoolers to assess baselines and developmental patterns of personality integration.

Patterns of Personality Development in Middle-Aged Women: A Longitudinal Study

1976 ◽  
Vol 7 (2) ◽  
pp. 107-115 ◽  
Author(s):  
Florine B. Livson
Keyword(s):  
Longitudinal Study ◽  
Sex Role ◽  
Personality Development ◽  
Middle Aged ◽  
Middle Years ◽  
Feminine Roles

Personality development was examined in two groups of women studied since adolescence who were judged psychologically healthy at age fifty: 1) Independents, whose health improved from forty to fifty, were ambitious and intellectual. 2) Traditional, healthy at both ages, were gregarious and nurturant. Traditionals showed steady personality growth since adolescence. Independents were constricted at age forty but recovered by fifty. These patterns are compared in terms of the fit between personality and sex role. Traditional personalities fit conventional feminine roles, accounting for their health throughout the middle years. Independents improved when disengaging from mothering freed them to develop their more assertive skills.

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