From elementary school to midlife: Childhood personality predicts behavior during cognitive testing over four decades later |
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| Institution: | 1. Rutgers University, Camden, United States;2. Oregon Research Institute, United States;3. University of California, Riverside, United States;1. Department of Psychology & Waisman Center, University of Wisconsin–Madison, USA;2. Department of Psychology, Arizona State University, USA;1. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall, Tempe, AZ 85281-3701, USA;2. Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104, USA;1. Department of Psychology, Stony Brook University, Stony Brook, NY, United States;2. Department of Psychiatry, Stony Brook University, Stony Brook, NY, United States;1. Department of Mathematical Sciences, Seoul National University, Seoul, Republic of Korea;2. Department of Mathematics, Hankuk University of Foreign Studies, Yongin, Republic of Korea |
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| Abstract: | The current study uses a prospective, longitudinal design and lifespan perspective to understand how child personality relates to directly observed adult behavior during cognitive testing. Teacher assessments of child Big Five personality in elementary school were correlated with directly observed behaviors during a videotaped cognitive test four decades later. Past work suggested Openness and Conscientiousness may relate to task-relevant academic behaviors. Childhood Openness was associated with several behaviors, even after controlling for participant’s cognitive performance. Childhood Conscientiousness was also related to behavior, but not as expected. Other Big Five ratings were not reliably related to behavior. The study examined personality stability in a unique way and suggests a further examination of how Openness in children manifests in later behavior. |
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| Keywords: | Child personality Directly observed behavior Personality stability Cognitive testing Big Five Life-span approach Multi-method |
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