A LONGITUDINAL STUDY OF EGO & COGNITIVE DEVELOPMENT

这项研究建议分析和报告20个 年人格与认知发展的纵向研究 从幼年到成年。从128个孩子开始， 受试者在3岁、4岁、5岁、7岁、11岁、14岁、17-18岁分别接受评估， 22胜23负。在最近的评估中，有104名受试者参与。 在每一次评估中，每个受试者都接受了 广泛的测试、情景、问卷、 面谈和互动程序。此外，大量数据显示， 被试的父母与亲子互动方式有显著差异 已经被收集起来了。目前的纵向数据库是史无前例的 心理学；没有其他的学科样本像这样广泛和 经过深入评估。我们现在将在各种情况下使用此数据库 方法：评估自我控制和自我复原力对 理解从幼儿园到中学的行为 儿童和青春期进入青壮年；评估 收集到的关于 受试者关于他们的同伴关系、家庭关系、 他们把时间和身心健康问题花在 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，寻求制定一种 有助于更好地了解影响因素的概念问题 性别-角色取向；评估连续性-间断性和 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、认知和健康标记变量作为领域- 独立性、情感响应性、亲密度发展、自我同一性 地位、创造力、自我监控、自主功能、生活 强调等。准备科学文章和专著 将是本研究资助期的主要重点。

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.