Personality and Temperament: Genetics, Evolution, and Structure (German Edition)

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  1. Big Five personality traits - Wikipedia
  2. Prof. Dr. Niels Dingemanse
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Specifically, she intends to identify sources of diversity observed in social attitudes, and in educational and social achievements through statistical analyses of underlying genetic and environmental commonalities and specificities as well as the interplay with IQ, personality traits, and family environments.

Her goal is to construct a grand theory that can be used to reinterpret traditional sociological and psychological theories and to explain mechanisms by which individuals, families, and societies are linked. Her studies have been published in international journals e. Shinji Yamagata is an assistant professor at the Kyushu University, Japan.

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His interests are broad and cover not only the genetic and environmental etiologies of personality and behavior problems but also the measurement and development of cognitive ability, the analysis of unequal opportunity in education from a behavior genetic perspective, and political socialization. Kim, and has written many academic papers and chapters in Japanese. Rainer Riemann is professor of personality psychology and psychological assessment at Bielefeld University. He graduated in Psychology at Bielefeld, earning his PhD there with a thesis on George Kelly's personal construct theory.

He published a number of papers on the behavioral genetics of personality. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account. If the address matches an existing account you will receive an email with instructions to retrieve your username. Read the full text. Tools Request permission Export citation Add to favorites Track citation. Share Give access Share full text access.

Share full text access. Please review our Terms and Conditions of Use and check box below to share full-text version of article. Fact: American women are 15 percent less likely to reach a managerial position in the workplace than are men—but in Sweden women are 48 percent less likely, in Norway 52 percent, in Finland 56 percent, and in Denmark 63 percent. Whatever the differences in men's and women's psyches—empathy, jealousy, cognitive abilities, mate preferences—many theories in psychology assume that they result primarily from direct gender socialization by parents, media, and societal institutions.

As a result, it is often expected that sex differences will be smaller in cultures with higher levels of gender-related egalitarianism, as in Scandinavia, where socialization and roles are more balanced between men and women and sociopolitical gender equity prevails. Surprisingly, several large cross-cultural studies have found this is not at all the case.

Big Five personality traits - Wikipedia

Whether scientists measure Big Five personality traits, such as neuroticism; Dark Triad traits, such as psychopathy ; or self-esteem , subjective well-being, or depression, empirical evidence shows that most sex differences are conspicuously larger in cultures with more egalitarian gender roles—as in Scandinavia. The same holds true for cognitive attributes, including mental rotation and location ability, objectively measured on tests, as well as for physical traits such as height and blood pressure both greater in men. And among such differences as preferring physically attractive mates, some of the largest psychological variances of all occur among the most progressive people: Scandinavians.

The phenomenon is called the gender equality paradox. Culture matters in explaining psychological sex differences, but not in the way most people think. It's not harsher gender socialization by parents and media, stringent societal gender roles, or institutional sociopolitical forces that widen the differences between men and women in the most progressive nations in the world. When you treat everyone the same, as in the Nordic countries, it's only genetic predispositions that produce the most observable individual differences.

Extremes of sexual freedom beget larger psychological sex differences. Or as explained by Israeli psychologists Shalom Schwartz and Tammy Rubel-Lifshitz, it may be that having fewer gendered restrictions in a culture allows "both sexes to pursue more freely the values they inherently care about more.

If your sexual identity is "I am a man," it is likely that you also have a deeper voice and a stronger sex drive than most women. But not all women. Evolution in sexually reproducing species allows for a lot of variation along sex and gender dimensions. Our psychological sex difference dials do not all need to be turned up to 11 for men and women to be significantly different from one another and for evolution to have played a role in producing human sexual diversity. Rather, there are likely dozens, if not hundreds, of evolved functional mechanisms generating physical sex differences in height, strength, voice, and hirsuteness and psychological differences in personality, play preferences, mate selection, erotic desires, personal values, and cognitive abilities.

It is ironic that just when science is rapidly improving its fundamental understanding of sex differences and documenting the sometimes subtle ways that biology and culture interact, the progress has come under assault. The uproar over the Google memo was just one example. Healthy backlash points out the dangers of wholly biologizing our sexual selves, but Fine repudiates psychological sex differences altogether.

Perhaps significantly, the judges were primarily media members, not scientists. Despite Fine's increasingly vocal perspective, substantial evidence attests to the existence of many psychological sex differences. But even a difference clearly stemming from prenatal hormone exposure—say, preference for rough-and-tumble play—does not imply genetic determinism; the feature is still modifiable by future developmental experiences.

And sometimes we will want to do all that we can to modify sex differences. It is critical to acknowledge that biological sex differences are not necessarily morally good or justifiable. There are sex differences whose development society needs to actively redress, such as the greater risk of severe autism in males and depression in females.

There is only one way to develop the tools necessary for subduing such undesirable developments—understanding their biological provenance. And that starts with recognizing their existence. Back Psychology Today. Back Find a Therapist. Back Get Help. Back Magazine. The New Science of Sleep Experts suggest ways to correct the habits that keep us from resting well. Subscribe Issue Archive.

Back Today. The Truth About Sex Differences It's an elemental fact that people increasingly don't want to hear: Sex differences in personality and behavior are real. And they have a profound effect on many aspects of health.

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Prof. Dr. Niels Dingemanse

Well-parented, the child emerges from this stage with self-confidence, elated with his or her newly found control. The early part of this stage can also include stormy tantrums , stubbornness, and negativism, depending on the child's temperament. The third stage occurs during the "play age," or the later preschool years from about three to entry into formal school.

The developing child goes through Learning Initiative or Guilt Purpose. The child learns to use imagination; to broaden skills through active play and fantasy; to cooperate with others; and to lead as well as to follow. If unsuccessful, the child becomes fearful, is unable to join groups, and harbors guilty feelings. The child depends excessively on adults and is restricted both in the development of play skills and in imagination. The fourth stage, Learning Industry or Inferiority Competence , occurs during school age, up to and possibly including junior high school.

The child learns to master more formal skills:. At this stage, the need for self-discipline increases every year. The child who, because of his or her successful passage through earlier stages, is trusting, autonomous, and full of initiative, will quickly learn to be industrious. However, the mistrusting child will doubt the future and will feel inferior.

The fifth stage, Learning Identity or Identity Diffusion Fidelity , occurs during adolescence from age 13 or Maturity starts developing during this time; the young person acquires self-certainty as opposed to self-doubt and experiments with different constructive roles rather than adopting a negative identity, such as delinquency. The well-adjusted adolescent actually looks forward to achievement, and, in later adolescence, clear sexual identity is established.

The adolescent seeks leadership someone to inspire him or her , and gradually develops a set of ideals to live by. The Child Development Institute CDI rightfully points out that very little knowledge is available on the type of specific environment that will result, for example, in traits of trust being more developed in a person's personality.

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Helping the child through the various stages of emotional and personality development is a complex and difficult task. Searching for the best ways of accomplishing this task accounts for most of the research carried out in the field of child development today. Renowned psychologist Carl Rogers emphasized how childhood experiences affect personality development. Many psychologists believe that there are certain critical periods in personality development — periods when the child will be more sensitive to certain environmental factors. Most experts believe that a child's experiences in the family are important for his or her personality development, although not exactly as described by Erikson's stages, but in good agreement with the importance of how a child's needs should to be met in the family environment.

For example, children who are toilet trained too early or have their toilet training carried out too strictly may become rebellious. Another example is shown by children who learn appropriate behavior to their sex lives when there is a good relationship with their same-sex parent. Another environmental factor of importance is culture. Researchers comparing cultural groups for specific personality types have found some important differences.


For example, Northern European countries and the United States have individualistic cultures that put more emphasis on individual needs and accomplishments. In contrast, Asian, African, Central American, and South American countries are characterized more by community-centered cultures that focus on belonging to a larger group, such as a family, or nation. In these cultures, cooperation is considered a more important value than competitiveness, which will necessarily affect personality development.

Infants who are just a few weeks old display differences between each other in how active they are, how responsive they are to change, and how irritable they are. Some infants cry constantly while others seem happy and stay fairly quiet. Child development research conducted by the CDI has identified nine temperamental traits that may contribute to a child's personality development being challenging or difficult:.

Temperamental traits are enduring personality characteristics that are neither "good" nor "bad. Later, as the child grows up, parents can help the child to adapt to his or her own world in spite of inborn temperament. Most children experience healthy personality development. However, some parents worry as to whether their infant, child, or teenager has a personality disorder.

Parents are usually the first to recognize that their child has a problem with emotions or behaviors that may point to a personality disorder. Children with personality disorders have great difficulty dealing with other people. They tend to be inflexible, rigid, and unable to respond to the changes and normal stresses of life and find it very difficult to participate in social activities. When these characteristics are present in a child to an extreme, when they are persistent and when they interfere with healthy development, a diagnostic evaluation with a licensed physician or mental health professional is recommended.

Parents who suspect that their child has a personality disorder should seek professional help. It is a very important first step in knowing for sure whether there is a disorder, and if so, what treatment can best help the child. Child and adolescent psychiatrists are trained to help parents sort out whether their child's personality development is normal. Behavior — A stereotyped motor response to an internal or external stimulus.

Character — An individual's set of emotional, cognitive, and behavioral patterns learned and accumulated over time.


Cognition — The act or process of knowing or perceiving. Cognitive — The ability or lack of to think, learn, and memorize. Gene — A building block of inheritance, which contains the instructions for the production of a particular protein, and is made up of a molecular sequence found on a section of DNA.

Each gene is found on a precise location on a chromosome. Identity — The condition of being the same with, or possessing, a character that is well described, asserted, or defined. Maturity — A state of full development or completed growth. Personality — The organized pattern of behaviors and attitudes that makes a human being distinctive.

Personality is formed by the ongoing interaction of temperament, character, and environment. Socialization — The process by which new members of a social group are integrated in the group. Temperament — A person's natural disposition or inborn combination of mental and emotional traits. See also Bonding; Cognitive development ; Temperament. New York : Harper Collins, Allen, Bem P. Personality Theories: Development, Growth, and Diversity. Berger, Elizabeth. Erikson, Erik. Childhood and Society. New York : W. The Erik Erikson Reader. New York: W. Shaffer, David R.

Social and Personality Development. Independence, KT: Wadsworth Publishing, New York: Wiley, Biesanz, J. Hart, D. Jensen-Campbell, L.

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  • Roberts, B. Shiner, R, and A. Child Development Basics. Great Ideas in Personality. The Personality Project. Cite this article Pick a style below, and copy the text for your bibliography. June 25, Retrieved June 25, from Encyclopedia. Then, copy and paste the text into your bibliography or works cited list. Because each style has its own formatting nuances that evolve over time and not all information is available for every reference entry or article, Encyclopedia. The concept of personality refers to the profile of stable beliefs, moods, and behaviors that differentiate among children and adults who live in a particular society.

    The profiles that differentiate children across cultures of different historical times will not be the same because the most adaptive profiles vary with the values of the society and the historical era. An essay on personality development written years ago by a New England Puritan would have listed piety as a major psychological trait but that would not be regarded as an important personality trait in contemporary America.

    Contemporary theorists emphasize personality traits having to do with individualism, internalized conscience , sociability with strangers, the ability to control strong emotion and impulse, and personal achievement. An important reason for the immaturity of our understanding of personality development is the heavy reliance on questionnaires that are filled out by parents of children or the responses of older children to questionnaires.

    Because there is less use of behavioral observations of children, our theories of personality development are not strong. There are five different hypotheses regarding the early origins of personality see accompanying table. One assumes that the child's inherited biology, usually called a temperamental bias, is an important basis for the child's later personality.

    Alexander Thomas and Stella Chess suggested there were nine temperamental dimensions along with three synthetic types they called the difficult child, the easy child, and the child who is slow to warm up to unfamiliarity. Longitudinal studies of children suggest that a shy and fearful style of reacting to challenge and novelty predicts, to a modest degree, an adult personality that is passive to challenge and introverted in mood.

    A second hypothesis regarding personality development comes from Sigmund Freud 's suggestion that variation in the sexual and aggressive aims of the id , which is biological in nature, combined with family experience, leads to the development of the ego and superego. Freud suggested that differences in parental socialization produced variation in anxiety which, in turn, leads to different personalities. A third set of hypotheses emphasizes direct social experiences with parents. After World War II , Americans and Europeans held the more benevolent idealistic conception of the child that described growth as motivated by affectionate ties to others rather than by the narcissism and hostility implied by Freud's writings.

    John Bowlby contributed to this new emphasis on the infant's relationships with parents in his books on attachment. Bowlby argued that the nature of the infant's relationship to the caretakers and especially the mother created a profile of emotional reactions toward adults that might last indefinitely. A fourth source of ideas for personality centers on whether or not it is necessary to posit a self that monitors, integrates, and initiates reaction.

    This idea traces itself to the Judeo-Christian assumption that it is necessary to award children a will so that they could be held responsible for their actions. A second basis is the discovery that children who had the same objective experiences develop different personality profiles because they construct different conceptions about themselves and others from the same experiences. The notion that each child imposes a personal interpretation to their experiences makes the concept of self critical to the child's personality.

    An advantage of awarding importance to a concept of self and personality development is that the process of identification with parents and others gains in significance. All children wish to possess the qualities that their culture regards as good. Some of these qualities are the product of identification with each parent.

    A final source of hypotheses regarding the origins of personality comes from inferences based on direct observations of a child's behavior. This strategy, which relies on induction, focuses on different characteristics at different ages.