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Lecture 10

PSYC35 - Lecture 10

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Marc A Fournier

Lecture 10 – Trait Stability & Trait Growth the only way to study development is to follow people through time (longtitudional study) one of the features of emerging adulthood is not set the transition from adolescene to adult is long for industrialised. ind. afford kids an opportunity to reflect and exert control over development. you can shape your personality/development more demographical change during 18-25 than at any other time what evidence is there for continuity and change, also for maturation (a kind of change (growth) change towards a desired endpoint – growth 3 limitations that the current study ameliorates -nature of the sample, unrepresentative sample of the participants, e.g. uni students but these are only partly representative. so this study used all the infants born in during a partlcular few years, entire birth cohort -low statistical power, reduce the number of participants, but the smaller the sample size the less you are able to draw conclusion, also this makes low power. this study has a sample of over 1000 - failure to brraudly sample the area of interest, you study one trait at the expense of the other trait, low trait coverage. very few studies that have systematically studiesd all the traits together. a strength of this study was that it relied on a a braud coverage personality questionsaite, it was designed bottom up, more specific to more broad. it has good bandwith at the leverl of the higher order trait but also very detailed info at the lower order facits. multidimensional personality questionnaire (MPQ) to elaborate on the traits themselves. most people think of traits as static. but they are not this fixed. traits can grow and change over time. traits are organizational constructs for changing environmenetal pressures constraint, negative emotionality, positive emotionality – agentic and communal 14 scales, 4 are higher order traits, 10 facets that constitute each of the 4 higher order traits continuity and change are not different categories, they occur at either ends of a continues. there is evidence for both but it’s not either or, it’s degrees along a continuum 4 different ways to model continuity differential continuity – the stability of differences between us. to what extent is there preservation of the rank order of individuals on some attribute. test-retest correlation. increases as a function of age and decreases as a time interval between the assessment points. the older you get the more likely you are to stay the same. the more time you allow to pass the less evidence there will be for differential continuity. the more time you are allowing for more things to happen to you; to change you. it applies equally well to all traits mean-level chan
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