人格特质与认知能力的关系及其年龄差异

人格是影响认知能力的重要因素, 不同的人格特质与认知能力的关系不同, 人格与认知能力的关系在不同年龄阶段也有所不同。当前的研究主要探讨了人格特质与认知能力之间的关系以及不同人格特质对不同认知能力的影响, 并在不同的年龄阶段进行比较。有关不同人格特质对认知能力的影响结果逐渐清晰, 但现有的研究结果存在很多争议。未来可以在人格的稳定性及其对认知能力的影响、人格对认知能力影响的作用机制及其相关影响因素、跨文化研究和研究范式等方面继续深化, 以获取对该研究问题更科学的研究结论。     

Parent–teacher agreement on 7‐Year‐old children's personality

Agreement between multiple informants on child personality has received limited attention. Focusing on factor structure, gender differences and the influence of socially desirable responding (SDR), we compared parent and teacher Big Five personality ratings of around 600 7‐year olds. Although parent ratings were more desirable than teacher ratings, differential agreement was generally similar to that found for adults, and especially high for ratings of boys. The more evaluative the personality item, the larger the mean‐level difference between parents and teachers on that item. However, undesirable items showed the highest levels of differential agreement. In parent ratings, the two poles of Agreeableness formed separate factors. To view Pro‐sociality as independent of Antagonism could enable parents to view their child more positively. Copyright © 2010 John Wiley & Sons, Ltd.     

Cognitive Ability and Personality Predictors of Training Program Skill Acquisition and Job Performance

Two important issues in the training process concern (1) the relative impact of cognitive ability and personality traits on the ability to acquire skills, and (2) whether training skill acquisition predicts subsequent job performance. We used a sample of 9,793 trainees to address these questions and were able to compare those who succeeded on the job with those who did not succeed on the job. We found that some personality factors positively correlate with skill acquisition and that skill acquisition can predict the level of subsequent job performance.     

Item Response Theory Analyses of the Parent and Teacher Ratings of the DSM-IV ADHD Rating Scale

The graded response model (GRM), which is based on item response theory (IRT), was used to evaluate the psychometric properties of the inattention and hyperactivity/impulsivity symptoms in an ADHD rating scale. To accomplish this, parents and teachers completed the DSM-IV ADHD Rating Scale (DARS; Gomez et al., Journal of Child Psychology and Psychiatry, 40, 265–274, 1999) for a group of 1,475 primary school-aged children. The results for the discrimination parameters showed that all symptoms for both groups of respondents were generally good for discriminating their respective latent traits. For virtually all symptoms, their threshold values showed moderate to large increases in the level of the latent trait at each subsequent response dichotomy, with the symptoms being especially good at representing the appropriate traits from mean to moderately high trait levels. The item information function values for most symptoms indicated reasonable reliability from, approximately, the mean trait levels to moderately high trait levels. These findings indicate good psychometric properties for the parent and teacher ratings of the DARS. The implications of the findings for the use of the DARS and other similar scales are discussed.     

Agreement Between Parent and Teacher Ratings of Disruptive Behavior Disorders in Children with Clinically Diagnosed ADHD

This study investigated the agreement between parent and teacher ratings of DSM-IV symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and related disorders: Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD). A sample of 55 children in the age range of 6–12 years with clinically diagnosed ADHD participated in the study. Parents and teachers were asked to complete the Disruptive Behavior Disorder Rating Scale (DBDRS; W. E., Pelham, E. M., Gnagy, K. E., Greenslade, & R. Milich, 1992). No association was found between parent and teacher ratings of inattention and hyperactivity/impulsivity. However, moderate to high levels of agreement were obtained for ratings of symptoms that characterized ODD and CD. The observed low levels of agreement between parent and teacher ratings of ADHD symptoms may be attributed to different perceptions of the problem behavior by parents and teachers, medication effects, or the situation specificity of children's behavior. It is recommended that the diagnostic criterion of symptom pervasiveness for the diagnosis of ADHD be operationalized more clearly.     

幼儿认知灵活性的发展及其与言语能力的关系

认知灵活性是人类智力的一个重要特征,言语能力也是人类的一个关键能力,无论是个体灵活地使用语言,或者是语言在促进个体认知灵活性发展中的作用,都是不容低估的重要问题,但关于两者关系的研究却极其少见。以认知灵活性研究中经典的演绎范式DCCS任务和经典的归纳范式FIM、FIST任务为基础,从认知灵活性中对言语能力的探究、言语测验中包含的认知灵活性、以及两者共同的基础———表征能力等三个方面来阐明认知灵活性和言语发展之间的关系,最后表明了认知灵活性和言语能力之间的显著关系。     

Changes in externalizing and internalizing behaviours over a school‐year: differences between 6‐year‐old boys and girls

The purpose of this study was to investigate changes in externalizing and internalizing problem behaviours in 6‐year‐olds with a focus on sex differences. Teachers rated problem behaviours at the beginning and at the end of the school year, 8 months apart, in 370 children (197 boys and 173 girls) attending 22 school preparatory classrooms. Although the majority of the children were quite stable, considerable negative and positive changes for both boys and girls in problem behaviours were found. The results showed that girls were more likely to change their externalizing behaviours in a positive direction than boys, whereas a tendency to the opposite pattern was found for internalizing behaviours. Boys were also found to be more prone to a negative change in problem behaviours of both types than girls were. Copyright © 2006 John Wiley & Sons, Ltd.     

Combined Individual Cognitive Behavior Therapy and Parent Training for Childhood Depression: 2- to 3-Year Follow-Up

Fourteen children with significant depressive symptoms from an open clinical trial of Primary and Secondary Control Enhancement Training augmented with Caregiver–Child Relationship Enhancement Training, participated in a 2- to 3-year follow-up assessment. The results suggested that the significant decreases in depressive symptoms observed at posttreatment were maintained at 2- to 3-year follow-up. Mothers' reports of significant improvement of child psychosocial functioning were also maintained, providing social validation of the effects. Pretreatment child-rated mother-child relations predicted depressive symptoms at 2- to 3-year follow-up. These long-term data support the use of the combined intervention and suggest the need for further research on caregiver involvement in treatment.     

Teacher and parent perceptions of behavior problems among a sample of African American,Hispanic, and non-Hispanic white studients

A multiracial/multiethnic sample of middle school adolescents and their teachers was used to assess whether teacher ratings of student behavior problems varied according to teacher-student racial/ethnic differences and students' perception of teachers' attitudes toward them. No significant mean score differences were found for Hispanic or non-Hispanic white students according to the race/ethnicity of the teachers doing the ratings. However, African American students rated by Hispanic and non-Hispanic white teachers had significantly higher mean total behavior problem scores than African American students rated by African American teachers. Teacher ratings were also compared to those made by parents. The percentage of students rated as cases by teachers but not by parents differed significantly by race/ethnicity of student. Other findings indicated highly significant relationships between student-perceived teacher disparagement and the assignment of high behavior problem scores to students by teachers. This research was supported by a grant from the National Institute on Drug Abuse, R01DA05912; William A. Vega, Principal Investigator. The authors express their appreciation to Superintendent Octavio Visiedo, Dr. James Mennes, Dr. Sylvia Rothfarb, and the cooperating staff and teachers of the Dade County Public Schools for their support in the conduct of this research.     

Untangling Intelligence,Psychopathy, Antisocial Personality Disorder,and Conduct Problems: A Meta‐analytic Review

Substantial research has investigated the association between intelligence and psychopathic traits. The findings to date have been inconsistent and have not always considered the multidimensional nature of psychopathic traits. Moreover, there has been a tendency to confuse psychopathy with other closely related, clinically significant disorders. The current study represents a meta‐analysis conducted to evaluate the direction and magnitude of the association of intelligence with global psychopathy, as well as its factors and facets, and related disorders (i.e. antisocial personality disorder, conduct disorder, and oppositional defiant disorder). Our analyses revealed a small, significant, negative relationship between intelligence and total psychopathy (r = ?.07, p = .001). Analysis of factors and facets found differential associations, including both significant positive (e.g. interpersonal facet) and negative (e.g. affective facet) associations, further affirming that psychopathy is a multidimensional construct. Additionally, intelligence was negatively associated with antisocial personality disorder (r = ?.13, p = .001) and conduct disorder (r = ?.13, p = .001) but positively with oppositional defiant disorder (r = .06, p = .001). There was significant heterogeneity across studies for most effects, but the results of moderator analyses were inconsistent. Finally, bias analyses did not find significant evidence for publication bias or outsized effects of outliers. © 2019 European Association of Personality Psychology     

2.5至7.5岁儿童关于图画作者能力特点的认知发展

借助2岁儿童图画作品,考察25至75岁儿童对于图画作者能力特点的认知发展状况。结果表明：2．5岁到55岁的儿童,在本实验情境的图画判断过程中尚不能考虑小年龄图画作者的能力特点,65岁以后儿童的这种能力得到了,发展。研究对儿童理解图画作者能力的心智基础进行了分析。     

Corporal Punishment by Mothers and Development of Children's Cognitive Ability: A Longitudinal Study of Two Nationally Representative Age Cohorts

This study tested the hypothesis that the use of corporal punishment (CP), such as slapping a child's hand or “spanking,” is associated with restricted development of cognitive ability. Cognitive ability was measured at the start of the study and 4 years later for 806 children age 2–4 and 704 children age 5–9 in the National Longitudinal Study of Youth. The analyses controlled for 10 parenting and demographic variables. Children of mothers in both cohorts who used little or no CP at Time 1 gained cognitive ability faster than children who were not spanked. The more CP experienced, the more they fell behind children who were not spanked.     

教师期望对幼儿人格的影响:师幼关系的中介效应

研究选取634名幼儿为被试,采用问卷法,应用多层线性模型,在班级和个体两个层面上,探讨教师期望对幼儿人格的影响,并考察师幼关系的中介效应。研究表明：（1）个体层面和班级层面教师期望对师幼关系均有显著预测作用。（2）个体层面上教师期望对人格智能特征、认真自控、外倾性和亲社会性有显著的预测作用;班级层面,班级平均教师期望对认真自控有显著预测作用。（3）个体层面上,师幼关系是教师期望影响人格的认真自控、外倾性、亲社会性和情绪稳定性的中介变量;班级层面上师幼关系无显著的中介作用。     

人格特质对认知老化的影响及其机制

认知老化是指与年龄相关的认知功能损害.影响认知老化的因素很多,人格是这些因素背后的重要动因.当前有关人格与认知老化的研究主要探讨了不同人格特质对认知老化的具体影响及作用机制两个方面.尽管不同人格特质与认知老化的关系逐渐清晰起来,但现有研究在一些问题上仍存在争议.未来可以从不同研究范式的结果对比、人格特质对认知老化影响机制的内在问题、人格与人格特质的稳定性及其影响、人格特质对认知老化影响的本土化研究等几个方面进一步强化和拓展.     

Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates

Hintsanen, M., Alatupa, S., Pullmann, H., Hirstiö‐Snellman, P. & Keltikangas‐Järvinen, L. (2010). Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates. Scandinavian Journal of Psychology 51, 488–494. The present study examined the validity of self‐ and teacher‐reported social status and its relations to self‐esteem and temperament in a geographically representative cohort of Finnish adolescents (N = 3941, mean age 15.1 years). High agreement was found between self‐ and teacher‐rated social status (r = 0.42). Different aspects of self‐esteem were differently related to social status. When other temperament and self‐esteem variables were included in the analyses, strongest predictor for self‐rated social status in both genders was social self‐esteem (p < 0.01) and for teacher‐rated social status general self‐esteem (p < 0.01). The strongest temperamental predictors of social status were lower inhibition in girls (p < 0.01, self‐ and teacher‐rated) and higher impulsivity (p < 0.01, self‐rated) and activity (p < 0.01, teacher‐rated) in boys. The present findings are consistent with the view that social functioning and peer relations are associated with individual differences in self‐concept and temperament dimensions.     

Cognitive Reflection Predicts Real‐Life Decision Outcomes,but Not Over and Above Personality and Decision‐Making Styles

The Cognitive Reflection Test (CRT), designed to assess the ability to inhibit intuition to process a problem analytically, predicts people's performance in many normative judgement and decision‐making tasks (e.g., Bayesian reasoning, conjunction fallacy and ratio bias). However, how the CRT predicts normative decision‐making performance is unclear, and little is known about the extent to which the CRT predicts real‐life decision outcomes. We investigate the role of the CRT in predicting real‐life decision outcomes and examine whether the CRT predicts real‐life decision outcomes after controlling for two related individual differences: the Big Five personality traits and decision‐making styles. Our results show that greater CRT scores predict positive real‐life decision outcomes measured by the Decision Outcome Inventory. However, the effect size was small, and the relationship became non‐significant after statistically controlling for personality and decision‐making styles. We discuss the limited predictive role of cognitive reflection in real‐life decision‐making outcomes, along with the roles of personality and decision‐making styles. Copyright © 2015 John Wiley & Sons, Ltd.     

A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance

This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third-grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent-teacher contact, quality of the parent-teacher interactions, participation in educational activities at home, and participation in school activites. As predicted, the frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent participation at school declined from Years 1 to 3. Every parent involvement variable correlated moderately with school performance and parent involvement in Years 1 and 2, and accounted for a small, but significant amount of variance in Year 3 performance after controlling for initial performance level. Participation in educational activities at home predicted the widest range of performance variables. Results suggest that enhancing parental involvement in children's schooling relates to improvements in school functioning.     

早期高级认知发展与前额叶功能发育的fNIRS研究

儿童早期阶段是各项认知能力和脑发育的关键阶段。近红外光谱成像技术(fNIRS)凭借其非侵害性、便捷操作以及对头动容忍度高等特点,在早期阶段儿童认知发展与脑发育的研究中得到越来越多的应用。从早期高级认知发展与前额叶功能的单侧优势变化、对应前额叶脑区逐渐专门化、发展关键期与前额叶功能的可塑性,以及前额叶功能异常与早期发展障碍的关系等四个方面对基于fNIRS技术开展的早期认知发展与脑发育的研究进展进行了梳理和分析。指出未来研究应探究儿童早期认知能力发展和脑发育的轨迹及关键期,探讨有发展性障碍家族风险儿童的早期大脑发育特点,为早期教育和发展障碍的早期预警提供依据。