Studying cross-cultural differences in temperament in toddlerhood: United States of America (US) and Italy

Cross-cultural differences between matched samples (N = 306) of Italian and US toddlers were evaluated. Italian toddlers received higher scores on cuddliness, impulsivity, low intensity pleasure, perceptual sensitivity and positive anticipation, whereas US toddlers were higher on frustration, high-intensity pleasure, inhibitory control, shyness, and soothability.     

Individual differences in emotional reactivity moderate the strength of the relationship between attentional and implicit-memory biases towards threat-related stimuli

The study investigated whether the strength of the relationship between attentional and implicit-memory biases for threat-related material can be moderated by individual differences in temperament and personality. A spatial cueing task, where task-irrelevant angry, happy, and neutral faces acted as spatial cues preceding a target, was immediately followed by an unexpected “old/new” task involving previously presented faces. Temperament-based emotional reactivity (ER; one's typical response strength to emotional stimuli) predicted improved memory performance for angry faces in the “old/new” task. Critically, the relationship between the attentional bias towards threat (indexed by a cue validity index, i.e., a difference in response times on trials where cues with angry expression were presented in the same versus different location to the subsequent target) and enhanced implicit-memory for previously presented task-irrelevant threat-related information was found to be moderated by ER. The current findings provide the first evidence that temperament traits can offer novel insights into the mechanisms enhancing cognitive biases towards threat in the typical population.     

Not all risk taking behavior is bad: Associative sensitivity predicts learning during risk taking among high sensation seekers

Risk taking behavior can be both adaptive and maladaptive depending on context. The majority of studies on risk taking, however, focus on clinical populations and dangerous or harmful risk taking. Individual differences in learning during risk taking are rarely examined in relation to task performance. The present study examined risk taking and associated outcomes in an exploration-based instrumental learning task (Balloon Emotional Learning Task; BELT), which presented a series of balloons in which participants pump up for points. Consistent with prior work, sensation seeking predicted increased risk taking behavior. Importantly, however, a significant interaction between sensation seeking and associative sensitivity, an attentional construct defined as the frequency and remoteness of automatic cognitive activity, was found. Specifically, among individuals high in sensation seeking, associative sensitivity predicted fewer balloon explosions and an increase in points earned on the balloon condition with the most potential for feedback driven learning. Thus, these findings suggest that sensation seekers are a heterogeneous group, and secondary traits such as associative sensitivity moderate risk taking and learning according to context.     

Early—but modest—gender differences in focal aspects of childhood temperament

The best evidence for gender differences in child temperament is in the broad areas of effortful control and surgency, and to an extent negative affectivity, domains that encompass temperament dimensions of inhibitory control, activity level, and shyness. We examined the influence of child gender in a methodologically comprehensively assessed twin sample. We used mother, father, and Laboratory Temperament Assessment Battery (Lab-TAB) ratings to assess temperament in 3 year-olds. Boys had higher levels of activity level and lower levels of shyness and inhibitory control than girls across all methods of assessment. Then, more rigorous testing showed that patterns of mean gender differences for opposite-sex twin pairs in our sample were very consistent with overall sample gender differences and the magnitude of these gender differences was consistent across assessment methodology. We then asked: are these more gendered dimensions of temperament associated with one another, and are associations different across gender? The answer to both questions is, yes. Shyer children have lower activity level and higher inhibitory control, and those with higher inhibitory control are less active. Gender differences did appear in the intercorrelations between parent ratings of shyness and inhibitory control with only girls showing significant associations within and across these dimensions.     

How Introspections Concerning Cloninger’s Concepts of Temperament and Character Influence Eysenckian Personality Structure

Two studies examine the consequences of distinguishing between self-report responses on the Eysenck Personality Profiler (Eysenck et al. The European Journal of Psychological Assessment 8: 109–117, 1992) in terms of Cloninger’s concepts of Temperament and Character (Cloninger et al. Archives of General Psychiatry 50: 975–990, 1993). Character is thought to reflect conscious, maturation-related influences on personality, while Temperament is thought to reflect instinctive, biologically-based influences. In Study one, one-hundred and thirty-three participants (76.6% female) classify primary scales of the Eysenck Personality Profiler as relating to Character or Temperament. Impulsiveness, Anxiety and Aggression are perceived as the most Temperament-based scales, while Responsibility, Manipulativeness and Assertiveness are perceived as the most Character-based scales. In Study two, one-hundred and seventy-seven participants (74.4% female) complete the Eysenck Personality Profiler using the standard response scale, while one-hundred and thirty-eight participants (62.3% female) complete the Eysenck Personality Profiler using a scale which distinguishes between Character and Temperament. Results demonstrate differences in the factor structure and concurrent validity of the Eysenck Personality Profiler when scoring distinguishes between Temperament and Character. We conclude that the concepts of Temperament and Character might usefully be applied to Eysenck’s personality taxonomy.

Teaching and Doing Philosophy of Education: The Question of Style

This paper explores the practice of teaching philosophy, and particularly philosophy of education, in a higher education context. Starting from a critical discussion of some of the literature on teaching and learning in higher education, I introduce the notions of philosophical style and temperament and suggest that exploring these notions, the problems they raise, and their implications for issues to do with our own identity as philosophers and as teachers, can enrich our understanding of the practice of teaching philosophy in higher education and our ability to reflect on and possibly improve our own teaching practice.     

Fear and positive affectivity in infancy: convergence/discrepancy between parent-report and laboratory-based indicators

This study examined convergence between indicators of infant temperament derived via parent-report and those obtained in the context of structured laboratory observations. Discrepancies between scores resulting from these methodological approaches were examined in an attempt to explain these differences by considering multiple reporter (i.e., parent) characteristics. Convergence between the two sources of information was hypothesized; however, discrepancies were also expected. This study was aimed at examining whether increased maternal depression and low parenting self-efficacy were related to higher levels of infant fear and decreased positive affectivity, as reported by mothers, relative to the scores derived from the laboratory procedure. Results indicated that the fear scores based on parent-report and structured observations, respectively, were significantly correlated; however, the correlation for smiling and laughter scores did not reach statistical significance. Furthermore, parents higher in negative affect reported a higher level of fear for their infants, relative to the results of the laboratory observation.     

Predicting toddler temperamental approach-withdrawal: Contributions of early approach tendencies,parenting behavior,and contextual novelty

Research suggests that temperamental approach-withdrawal is subject to parenting influences, but few studies have explored how specific parenting behaviors and contextual novelty contribute to the observed pattern of effects. The present study examined associations between infant temperamental approach, mother behavior while introducing novel objects (12 months) and temperamental approach-withdrawal in toddlerhood (18 months) in a sample of 132 infants (68 males). Maternal positive affect predicted more toddler approach-withdrawal for high-approach infants and maternal stimulation predicted less toddler approach-withdrawal for low-approach infants; however, these patterns varied with intensity of novelty in both parenting and toddler outcome contexts. Thus, maternal behavior may lead to stronger associations between earlier and later measures of approach-withdrawal; however, these effects are tied to contexts of measurement.     

The relationship between attention and deferred imitation in 12-month-old infants

Imitation is a frequent behavior in the first years of life, and serves both a social function (e.g., to interact with others) and a cognitive function (e.g., to learn a new skill). Infants differ in their temperament, and temperament might be related to the dominance of one function of imitation. In this study, we investigated whether temperament and deferred imitation are related in 12-month-old infants. Temperament was measured via the Infant Behavior Questionnaire Revised (IBQ-R) and parts of the Laboratory Temperament Assessment Battery (Lab-TAB). Deferred imitation was measured via the Frankfurt Imitation Test for 12-month-olds (FIT-12). Regression analyses revealed that the duration of orienting (IBQ-R) and the latency of the first look away in the Task Orientation task (Lab-TAB) predicted the infants’ imitation score. These results suggest that attention-related processes may play a major role when infants start to imitate.