对特质起源信念的研究

特质起源信念研究是近年来内隐特质信念研究的新热点。本研究选取216名被试(5岁、7岁、9岁、13岁、19岁、65岁组各36名)为样本．采用“出生时意外互换”故事法探查其特质起源信念(天性信念或教养信念)发展。结果表明：(1)特质类型方面,心理特质被认为比混合特质和生理特质更多受教养影响。(2)特质性质方面,消极特质被认为比积极特质更多受教养影响。(3)特质起源信念年龄差异显著,7—8岁是重要过渡期。     

7～11岁儿童的同伴接纳与心理理论发展的研究

本研究采用情境故事研究7～11岁儿童二级错误信念理解和特质理解能力的发展,并探讨该年龄段儿童同伴接纳与心理理论发展的相互影响机制。结果表明,7～11岁儿童的二级错误信念理解能力随年龄增长显著提高;7岁儿童关于特质因果性的理解有比较高的起点,7～9岁加速发展,之后趋缓;7～9岁儿童的同伴接纳与其二级误信念理解能力没有显著的相关;总体上看,受欢迎学生的特质理解能力显著优于被拒斥学生。     

4-12岁儿童特质识别的发展研究

研究以4岁、5岁、7岁、10岁和12岁组共160名儿童为被试,考察了儿童特质识别的发展情况.结果发现:(1)各年龄组儿童对积极和消极特质、对能力、社会道德和内部状态领域特质的识别成绩,均显著高于概率成绩,表明儿童从4岁起就已经能够从行为描述中识别出相应的特质.(2)儿童的特质识别成绩随年龄增长呈规律性变化,4～7岁期间儿童特质识别成绩快速提高,7岁后则相对平稳.(3)儿童对积极和消极特质的识别成绩之间无显著差异,但对社会道德特质的识别成绩显著高于能力特质和内部状态特质.(4)从整体上看,儿童识别积极特质的确定程度显著高于消极特质,识别社会道德特质和内部状态特质的确定程度均显著高于能力特质.     

3～9岁儿童人格特质稳定性理解的发展特点

采用情境故事法对281名3～9岁儿童对不同类型的消极或积极特质稳定性的理解进行了个别测查,使用了“性质-类型-性质”的特质推理研究范式,任务涉及跨时间稳定性和跨情境一致性两个层面的考察。五因素重复测量方差分析结果表明,3～9岁儿童对于特质稳定性的理解表现出随年龄发展稳定观不断增强的趋势,4岁可能是儿童特质稳定性理解由不成熟向成熟方向发展的关键点;此外,研究验证了年龄与特质性质的交互作用,也发现了问题类型和特质类型对特质稳定性理解的调节作用。这些特点与年幼儿童获得的心理知识和对特质发展影响因素的觉知有关,也可能与整个文化系统的直接或间接作用有关。     

儿童行为与心理水平的特质推理的发展

选取4岁组、5岁组、7岁组、10岁组、12岁组儿童和成人共192名(各年龄组32名, 男女各半)为被试, 采用个别测查法考察学前和小学儿童行为与心理水平的特质推理发展。结果表明: (1)4岁时儿童已能进行行为水平的特质推理, 5岁时才能进行心理水平的特质推理, 即使用特质引发规则进行特质推理, 10岁时两者均达到成人水平。(2)4岁、5岁时儿童心理水平的特质推理显著落后于行为水平的特质推理, 至少7岁时两者处于同一水平上。(3)儿童使用概念相似规则而不是情境匹配规则进行行为预测。(4)4岁儿童不使用简单效价规则进行行为预测, 5岁及以上儿童使用简单效价规则, 但他们是在区分同一特质范畴和不同特质范畴的基础上、在较低的确定程度上使用该规则。     

8~12岁儿童同伴信任的发展:特质可信度和面孔可信度的预测作用

研究选取297名8~12岁儿童为被试,考察了特质可信度和面孔可信度对儿童同伴信任的预测作用及其预测力的年龄差异。研究采用同伴互评的方式来测量被试对同伴的信任分数。采用同伴提名的方式测量同伴的特质可信度分数。采用第三方评价的方式,获得同伴的面孔可信度分数。结果发现（1）同伴特质可信度和面孔可信度均能正向预测儿童的同伴信任,同伴的特质可信度和面孔可信度越高,儿童对其信任程度也越高。（2）特质和面孔可信度之间存在显著的交互作用。当同伴的面孔可信度高时,特质可信度对儿童同伴信任的预测作用也更大。（3）特质可信度对同伴信任的预测作用随着年龄增长而变大,而面孔可信度对同伴信任的预测作用不存在年龄差异。     

3～4岁儿童基于可信度特质的信任判断:特质间差异和年龄特点

研究采用对偶选择的范式,通过两个实验考察了96名3～4岁儿童基于可信度特质的信任判断。研究同时测量儿童基于可信度特质(能干、友好和诚实)的信任判断能力和针对这些特质的好坏评价能力。结果发现:(1)信任判断的正确率在3种可信度特质间不存在差异。(2)在信任判断之后再进行好坏评价的情况下(实验一),4岁儿童信任判断的正确率高于3岁,在控制好坏评价能力之后,年龄差异依然存在。(3)在信任判断之前先进行好坏评价的情况下(实验二),则信任判断的正确率不存在年龄差异。这些结果表明不是因为好坏评价能力的缺陷,而可能是任务本身较重的认知负荷使得3岁儿童不能像4岁儿童那样自发地依据特质的效价信息进行信任判断。     

中国儿童青少年的气质分布与发展研究——《中国儿童青少年的气质分布与发展》协作研究组

气质是人的个性特征中的一个重要因素,它不仅影响着一个人性格的表现形式,而且在某些性格品质的形成和发展中起着促进或延缓的作用.人的气质决定于个体的自然基础,但在环境的影响下也会发生改变.本研究拟根据个体在现实生活中的行为表现特点,研究和确定被试的气质类型,并根据气质类型的确定,以求1.揭示我国儿童气质类型的分布情况;2.探素不同年龄儿童气质的差异,并企图了解气质掩盖现象的状况及其发生年龄.     

智力落后学生句子判断能力的研究

以138名智力落后学生为被试,探讨了8-18岁学生的句子判断能力.结果显示:1)智力落后学生的句子判断能力随着年龄的增长而提高,在8-10岁到11-14岁之间增长显著,发展迅速;2)11-14岁组智力落后学生对于语法及语义错误的判断存在显著差异;3)句子判断能力相对较好的智力落后学生,因果关系复句与条件关系复句的判断成绩显著优于转折关系复句的判断成绩.     

学前儿童特质推理中的行为频次效应

以3岁、4岁、5岁和6岁组共150名儿童为被试,综合采用质的判断和量的判断两种任务,考察了学前儿童特质推理中的行为频次效应。结果发现,(1)儿童特质推理中存在"积极偏向",他们更倾向于对积极行为进行特质推理。(2)与低频行为相比,儿童更倾向于对高频行为进行特质推理。(3)6岁儿童开始使用—贯性行为和区别性行为进行特质推理,但更倾向于根据区别性行为进行特质推理。     

Personality in middle childhood: A hierarchical structure and longitudinal connections with personality in late adolescence

Research on the structure of personality in middle childhood, while advancing, is still in the early stages of development. In this study, we employed a group of 1563 twins to elucidate the hierarchical structure of personality in middle childhood and provide connections to established personality traits in adult populations. Our results provide evidence for a higher-order structure of personality in middle childhood that maps on to recent findings in adult populations supporting hierarchical relationships among 2-, 3-, 4-, and 5-factor models of personality. In addition, primary higher-order personality traits rated by parents at age 11 showed substantial predictive validity for analogous traits rated by self at age 17. We discuss our results within the context of developing a convergent hierarchical taxonomy of personality in middle childhood and the importance of multi-informant investigations.     

大五人格5个维度及10个面的发展水平——基于我国15～75岁横断样本调查

基于人格毕生发展理论及中国社会文化背景,调查了我国从青少年到老年3192名被试,探究了中国人大五人格5维度及10个面毕生发展水平。总体上,年龄与神经质、焦虑、抑郁、活跃、开放性、审美、创意显著负相关,与外倾性、宜人性、尽责性、自信、利他、顺从、条理和自律显著正相关。在60岁以下的人群中,年龄大的个体神经质更低,而在大于60岁的人群中,年龄大的个体神经质反而更高;在50岁以下的人群中,年龄大的个体外倾性水平相对较高,但50岁之后年龄大的个体外倾性相对较低;整体上,年龄大的个体开放性水平相对较低,而年龄大的个体宜人性水平反而更高;年龄大的个体尽责性水平也相对较高,但较之40到49岁群体而言,50岁以上群体的尽责性则相对较低。男性和女性不同年龄群体的大五人格具有一定差异性,特别是男性的尽责性高于女性,以及女性的神经质高于男性等性别差异。进一步分析了年龄与大五人格10个面的关系,描绘了不同年龄群体10个面的发展水平。     

Work experiences and personality development in young adulthood

This longitudinal study provides an analysis of the relationship between personality traits and work experiences with a special focus on the relationship between changes in personality and work experiences in young adulthood. Longitudinal analyses uncovered 3 findings. First, measures of personality taken at age 18 predicted both objective and subjective work experiences at age 26. Second, work experiences were related to changes in personality traits from age 18 to 26. Third, the predictive and change relations between personality traits and work experiences were corresponsive: Traits that "selected" people into specific work experiences were the same traits that changed in response to those same work experiences. The relevance of the findings to theories of personality development is discussed.     

Personality Trait Change in Adulthood

ABSTRACT— Recent longitudinal and cross-sectional aging research has shown that personality traits continue to change in adulthood. In this article, we review the evidence for mean-level change in personality traits, as well as for individual differences in change across the life span. In terms of mean-level change, people show increased self-confidence, warmth, self-control, and emotional stability with age. These changes predominate in young adulthood (age 20–40). Moreover, mean-level change in personality traits occurs in middle and old age, showing that personality traits can change at any age. In terms of individual differences in personality change, people demonstrate unique patterns of development at all stages of the life course, and these patterns appear to be the result of specific life experiences that pertain to a person's stage of life.     

Trait Psychology and Culture: Exploring Intercultural Comparisons

Personality traits, studied for decades by Western personality psychologists, have recently been reconceptualized as endogenous basic tendencies that, within a cultural context, give rise to habits, attitudes, skills, beliefs, and other characteristic adaptations. This conceptualization provides a new framework for studying personality and culture at three levels. Transcultural research focuses on identifying human universals, such as trait structure and development; intracultural studies examine the unique expression of traits in specific cultures; and intercultural research characterizes cultures and their subgroups in terms of mean levels of personality traits and seeks associations between cultural variables and aggregate personality traits. As an example of the problems and possibilities of intercultural analyses, data on mean levels of Revised NEO Personality Inventory scales from college age and adult samples (N = 23,031) of men and women from 26 cultures are examined. Results showed that age and gender differences resembled those found in American samples; different subsamples from each culture showed similar levels of personality traits: intercultural factor analysis yielded a close approximation to the Five-Factor Model; and factor scores were meaningfully related to other culture-level variables. However, mean trait levels were not apparent to expert raters, casting doubt on the accuracy of national stereotypes. Trait psychology can serve as a useful complement to cultural perspectives on human nature and personality.     

It's not just who you're with,it's who you are: personality and relationship experiences across multiple relationships

The present study examined the influence of stable personality traits on romantic relationships using longitudinal data on a large, representative sample of young adults. Relationship experiences (quality, conflict, and abuse) showed relatively small mean-level changes over time and significant levels of rank-order stability, even across different relationship partners. Antecedent personality traits (assessed at age 18) predicted relationship experiences at age 26 and change in relationship experiences from age 21 to 26. Conversely, relationship experiences also predicted change in personality. Importantly, these findings generally held across relationship partners, suggesting that some people tend to be generally happy (or unhappy) across relationships, and this is due, in part, to stable individual differences in personality. Discussion focuses on the broader implications of the findings, in particular the need for relationship researchers to consider the importance of personality for why relationships thrive or fail and the need for personality researchers to consider the impact of relationship experiences on intraindividual personality development.     

Do you see my growth? Two longitudinal studies on personality development from childhood to young adulthood from multiple perspectives

Personality developmental studies typically rely on single reporter data, while multi-informant studies are rare. In two longitudinal studies, the present investigation examined inter-judge differences in the development of the Big Five personality traits from childhood to young adulthood. Study 1 investigated personality development as judged by the self and parents from age 12 to 17 to 29 (N = 186). Study 2 investigated personality development annually from age 12 to 18 as judged by the self, and both parents and siblings (N = 574). Results showed personality maturation from childhood to young adulthood with disruptions during adolescence. Only parent-reports indicated maturation in adolescents’ negative affectivity (decreases in N), while self-reports indicated maturation in self-regulatory traits (increases in A and C).     

香港中学生人格特质的性别差异及其发展性分析

本文报告了新近发展的跨文化（中国人）个性测量表－青少年版（CPAI-A）对香港中学生人格特征的性别差异评估结果。CPAI-A是在CPAI-2（成人版）基础上发展而来的。研究发现性别是影响香港中学生人格特质的关键因素,并且性别差异在不同年龄组之间存在明显的延续性和发展性趋势。结合对已有研究的比较分析,文章从发展角度讨论了人格特质的性别差异特性在青少年不同年龄组之间的情形。文章还基于CPAI-2中国人常模的数据,比较分析了青少年与成人之间人格特征性别差异的特点。文章最后认为性别差异特征是体现人格特质在青少年期的不同年龄阶段,以及从青少年到成人阶段的发展性与稳定性的重要内容     

Is Character Fate,or Is There Hope to Change My Personality Yet?

Different perspectives on personality development propose a range of possible degrees to which traits are free to change, from hardly at all to very much. This essay reviews the empirical evidence on just how consistent and changeable personality traits are across the life course. To gain a thorough perspective on personality trait development, we review developmental studies that focus on three different types of change: rank‐order consistency, mean level change, and individual level change. Starting in late childhood, personality traits exhibit modest levels of rank‐order consistency that increase with age. In addition personality traits show mean level changes, especially in young adulthood, that are consistent with the idea of increasing maturity. Finally, despite these general trends in personality continuity and change, there is evidence that individuals may change in ways that contradict general trends and that these individual differences in change are related to life experiences.     

Personality Trait Development and Social Investment in Work

A longitudinal study of employed individuals was used to test the relationship between social investment at work—the act of cognitively and emotionally committing to one’s job—and longitudinal and cross-sectional personality trait development. Participants provided ratings of personality traits and social investment at work at two time-points, separated by approximately 3 years. Data were analyzed using latent change models. Cross-sectional results showed that extraversion, agreeableness, conscientiousness, and emotional stability were related to social investment at work. Additionally, a positive association was found between longitudinal change in social investment in work and change in personality traits—especially conscientiousness. Finally, the correlated changes in social investment and personality traits were invariant across age groups, suggesting that personality traits remain malleable across the lifespan.