A LONGITUDINAL STUDY OF EGO AND COGNITIVE DEVELOPMENT

自我与认知发展的纵向研究

• 批准号: 3374689
• 负责人: JACK BLOCK
• 金额: $ 38.67万
• 依托单位: UNIVERSITY OF CALIFORNIA BERKELEY
• 依托单位国家: 美国
• 财政年份: 1977
• 资助国家: 美国
• 起止时间: 1977-12-01 至 1991-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3374689
• 关键词: academic achievement; adolescence (12-20); child behavior; child psychology; child rearing; cognition; computer data analysis; creativity; ego /superego /id; emotional adjustment; family structure /dynamics; gender difference; interpersonal relations; locus of control; longitudinal human study; parent offspring interaction; peer group; personality tests; psychological values; psychometrics; self concept; sex roles; social behavior; socializations; socioenvironment; videotape /videodisc

This study proposes to analyze and report on the implications of a 15 year longitudinal study of personality and cognitive development from early childhood through late adolescence. Beginning with 128 children, subjects were assessed individually at ages 3, 4, 5, 7, 11, 14, and 17-18. In the most recent assessment, 104 subjects participated. During each of the assessments, every subject was administered an extensive battery of widely-ranging test and situational, questionnaire, interview, and interaction procedures. In addition, extensive data on the parents of the subjects and on parent-child interaction styles were gathered. The present longitudinal data base is unprecedented in psychology; no other sample of subjects has been as extensively and intensively evaluated. We will now use this data base in a variety of ways: to evaluate the implications of ego-control and ego-resiliency for understanding behavior from the nursery school years through middle childhood and on to graduation from high school; to evaluate the intensive, systematic, and quantifiable information gathered about the subjects during their adolescence regarding their peer relationships, family relationships, how they spend their time, their school behaviors, their health problems and their substance use; to evaluate the extensive information available on self-percept, self-esteem and self-consciousness; to evaluate the many gender-related findings that have emerged from our various assessments, seeking to develop a conceptual rubric for better understanding the factors influencing gender-role orientations; to evaluate the continuity-discontinuity and consistency-inconsistency issues that have aroused controversy in developmental psychology and in personality psychology; to evaluate the antecedents, concomitants, and developmental trends surrounding such central personality, cognitive and health marker variables as field-independence, affective responsivity, intimacy development, reflection-impulsivity, ego-identity status, creativity, self-monitoring, role-taking, blood pressure, life stresses, depressive tendencies, drug and other substance usage, etc. The preparation of scientific articles and monographs will be the major emphasis during the present research grant period.

这项研究建议分析和报告15年的影响 早期人格与认知发展的纵向研究 从童年到青春期晚期。从128名儿童开始，受试者 分别在3岁、4岁、5岁、7岁、11岁、14岁和17-18岁进行评估。在 最近一次评估，有104名受试者参与。在每一个 评估，每个受试者都接受了广泛的 广泛的测试和情景、问卷、访谈和 互动程序。此外，关于这些孩子父母的大量数据 收集了受试者和亲子互动风格的数据。现在 纵向数据库在心理学上是史无前例的；没有其他样本 研究对象也得到了广泛和深入的评估。我们现在就会 以多种方式使用此数据库：评估 理解托儿所行为的自我控制和自我复原力 从中学到童年，再到高中毕业 学校；评估密集的、系统的和可量化的信息 在青春期收集关于他们同龄人的信息 关系，家庭关系，他们如何度过他们的时间，他们 学校行为、健康问题和物质使用情况； 评估有关自我知觉、自尊的广泛信息 和自我意识；评估许多与性别相关的发现， 从我们的各种评估中脱颖而出，试图制定一种概念性的 为更好地了解影响性别角色的因素而制定的标准 方向；评估连续性--不连续性和 一致性-引起争议的不一致问题 发展心理学和人格心理学；评估 与此相关的先行因素、伴随因素和发展趋势 中心人格、认知和健康标志变量 领域独立性，情感响应性，亲密性发展， 反思-冲动，自我认同状态，创造力，自我监控， 角色扮演、血压、生活压力、抑郁倾向、药物和 其他物质的使用等。科学文章的准备和 在目前的研究拨款中，专著将是主要的重点 句号。