LONGITUDINAL STUDY OF EGO AND COGNITIVE DEVELOPMENT

本研究旨在分析和报告20 一项为期一年的人格和认知发展纵向研究， 从童年到成年 从128个孩子开始， 分别在3、4、5、7、11、14、17-18岁， 22-23。 在最近的评估中，有104名受试者参加。 在每次评估期间，每名受试者均接受 广泛的测试，情景，问卷， 面试和互动程序。 此外，大量数据显示， 父母的主题和亲子互动风格有 被收集。 目前的纵向数据库是前所未有的， 心理学;没有其他科目的样本已经广泛和 密集评估。 我们现在将使用这个数据库在各种 方法：评估自我控制和自我复原力的影响， 从幼儿园到中学 从童年和青春期到青年期;评估 密集的，系统的，可量化的信息收集有关 关于他们的同伴关系，家庭关系，如何 他们花费时间，以及他们的身心健康问题; 评估现有的关于自我认知、自尊的广泛信息， 和自我意识;评估许多与性别有关的调查结果， 从我们的各种评估中出现，寻求制定一个 更好地理解影响因素的概念性规则 性别角色取向;评估性别角色的连续性和不连续性， 一致性和不一致性问题引起了争议， 发展心理学和人格心理学;评估 前因，伴随物，以及围绕这些的发展趋势 中心人格，认知和健康标志变量作为场- 独立性，情感反应，亲密发展，自我同一性 状态，创造力，自我监控，自主功能，生活 编写科学文章和专著 将是本研究资助期内的重点。

This study proposes to analyze and report on the implications of a 20 year longitudinal study of personality and cognitive development from early childhood into young adulthood. Beginning with 128 children, subjects were assessed individually at ages 3, 4, 5, 7, 11, 14, 17-18, and 22-23. In the most recent assessment, 104 subjects participated. During each of the assessments, every subject was administered an extensive battery of widely-ranging test, situational, questionnaire, interview, and interaction procedures. In addition, extensive data on the parents of the subjects and on parent-child interaction styles have been 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 adolescence into young adulthood; to evaluate the intensive, systematic, and quantifiable information gathered about the subject regarding their peer relationships, family relationships, how they spend their time, and their physical and mental health problems; 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, ego-identity status, creativity, self-monitoring, autonomic functioning, life stresses, etc. The preparation of scientific articles and monographs will be the major emphasis during the present research grant period.