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At least 37 records · Page 2Linked to original sources
PubMed1977

A factorial study of personal development of unmarried mothers, college, alcoholic, and schizophrenic populations.

Reported the results of a factor analytic study of the Personal Development Study (PDS). The PDS was administered for research purposes to four diagnostic groups, which included 89 institutionalized alcoholics, 336 unmarried mothers, 159 college students, and 388 chronic schizophrenics. A principal component factor analysis with Varimax rotation performed on the combined populations (N = 972) yielded five main factors labeled as projection, optimism-responsibility, reaction and symptom formation, repressive-compulsive, and intropunitiveness-guilt. Analysis of base rates of responding to the individual items revealed that the four populations ranged along a continuum, with the normals at one extreme and the institutionalized schizophrenics at the other extreme of greater pathological responding.

Adolescent↗
PubMed1991

[The characteristics of pathological personality development in deaf children].

Overall 100 children with congenital deafness were examined to reveal an unusual defect of the emotional and personality sphere. Certain epileptoid characteristic traits were coupled with the underdevelopment of emotional memory and productive imagination. Instability of effective conditions gave rise to the occurrence of rudimentary neurotic disorders in children with congenital and early acquired deafness.

Affect↗
PubMed1976

IES Arrow-Dot longitudinal comparisons of personality development in preschool children.

19 preschool children were administered the IES Arrow-Dot test at the beginning and end of the school year and results compared with those based on a similar sample gathered the previous year. Trends for declining Impulsivity and Superego development were corroborated. Baselines for Impulsivity and Superego showed variation. Baselines and trends of rising Ego scores were supported. Results suggested suport for developmental trends of personality integration in preschool children.

Child, Preschool↗
PubMedDate not supplied

[Personality development in children after renal transplantation].

Twelve children cared for renal failure at the Hôpital-des-Enfants-Malades, dialysed and who have been transplanted for more than one year, were studied from a psychological view point. We have been using the Rorschach's test, projective technique selected for a collaborative study by the European dialysis centers. During the stage of renal failure, there appears considerable worry about body image and functioning, and psychic upheaval. During the period of haemodialysis, conflicts become latent and regression comes to the foreground. Some time after the transplantation took place, the psychological conflicts are again mobilized. There is a danger that they lead to dead-ends if guilt feelings impair too heavily this dynamic process.

Adolescent↗
PubMed1975

Change and sameness in personality development: unwarranted conclusions.

A recent paper by Haan and Day reports personality characteristics displaying change and sameness during the course of a longitudinal study. The personality characteristics had been classified according to statistical criteria following which the personality qualities within each category were interpreted. Thus the usefulness of the interpretation depends upon the basis for classification of the personality characteristics. The present note calls attention to three fundamental statistical errors in the Haan and Day classification scheme, errors which influence dramatically and adversely the consequent interpretations.

Humans↗
PubMedDate not supplied

Beyond despair and disengagement: a transactional model of personality development in later life.

It is argued that ego analytic, disengagement, and symbolic interaction theories of personality share an insufficient consideration of the dynamics of the interaction between developmental and social forces transpiring during the aging period. An alternative, transactional model is proposed, positing that the effects of the environment to which the elderly person is subject are the product of: (1) the people and settings comprising that environment and (2) the manner in which the individual acts upon and is acted upon by these people and settings. The model highlights the need for research in which present behavioral and environmental events assume as much importance as past ones.

Adaptation, Psychological↗
PubMed1979

Facial imagery and personality development.

The empirical relationship between judgments obtained with a motorized facial-distortion mirror and relevant personality and rating measures was examined. Subjects were 88 school children. The findings indicated general trend differences between males and females in perceiving facial distortion shown in a mirror. Although not statistically significant, a relationship between teachers' ratings on hygiene, self-concept, sociability, and two scales of the High School Personality Questionnaire were noted.

Adolescent↗
PubMed1991

Sex differences in the course of personality development: a meta-analysis.

Size and stability of sex differences in personality growth throughout adolescence and adulthood are examined. Studies using the Washington University Sentence Completion Test of ego development served as the primary source data. Sixty-five studies (encompassing more than 9,000 Ss) generated 113 independent effect sizes. Sex differences in ego development were moderately large among junior and senior high-school students (female advantage), declined significantly among college-age adults, and disappeared entirely among older men and women. Sex differences were relatively stable during early and middle adolescence. The greater maturity displayed by adolescent girls is not an artifact of superior verbal abilities. Sex differences in ego development were more than twice the magnitude of differences in vocabulary skills (Hyde & Linn, 1988). The present findings, together with findings from reviews of sex differences in moral judgment, aggression, and empathy, suggest that adolescent girls achieve developmental milestones earlier than boys, a difference that declines with age.

Adolescent↗