19.2 Temperament & Personality
Learning Objectives
- Describe theories of temperament and their dimensions.
- Explain goodness-of-fit, and how to provide a good fit for children with differing temperaments.
- List and define the five factors of the Big Five personality inventory.
- Describe how personality develops over time.
- Explain the stability that is often found in personality over time.
- Describe the causes of personality change over time.
Infant Temperament
Perhaps you have spent time with a number of infants. How were they alike? How did they differ? How do you compare with your siblings or other children you have known well? Have you heard stories from your parents or grandparents about what you were like as a baby? If you have any videos of yourself as a baby, how do you seem to be regarding the world? You may have noticed that some infants seem to be more comfortable or sociable or in a better mood than others, and that some are more sensitive to noise or more easily distracted than others. These differences may be attributed to temperament. Temperament refers to innate neurophysiologically-based characteristics of infants, including mood, activity level, and emotional reactivity, noticeable soon after birth.
In a landmark study started in 1956, Chess and Thomas (1996) evaluated 141 children’s temperament based on parental interviews. Referred to as the New York Longitudinal Study, infants were assessed on 9 dimensions of temperament including: activity level, rhythmicity (regularity of biological functions), approach/withdrawal (how children deal with new things), adaptability to situations, intensity of reactions, threshold of responsiveness (how intense a stimulus has to be for the child to react), quality of mood, distractibility, attention span, and persistence. Based on the infants’ behavioral profiles, they were categorized into three general types of temperament:
- Easy Child (40%) who is able to quickly adapt to routine and new situations, remains calm, is easy to soothe, and usually is in a positive mood.
- Difficult Child (10%) who reacts negatively to new situations, has trouble adapting to routine, is usually negative in mood, and cries frequently.
- Slow-to-Warm-Up Child (15%) has a low activity level, adjusts slowly to new situations and is often negative in mood.
As can be seen the percentages do not equal 100% as some children were not able to be placed neatly into one of the categories. No single type of temperament is invariably good or bad, however, infants with difficult temperaments are more likely than other babies to develop emotional problems, especially if their mothers are depressed or anxious (Garthus-Niegel et al., 2017). Children’s long-term adjustment actually depends on the goodness-of-fit of their particular temperament to the nature and demands of the environment in which they find themselves. Therefore, what appears to be more important than child temperament is how caregivers respond to it.
Think about how you might approach each type of child in order to improve your interactions with them. An easy or flexible child will not need much extra attention unless you want to find out whether they are having difficulties that have gone unnoticed. A slow-to-warm-up child may need to be given advance warning if new people or situations are going to be introduced. A difficult or feisty child may need to be given extra time to burn off their energy. A caregiver’s ability to accurately read and work well with the child will determine the goodness-of-fit between the child’s temperament and parenting. The goal for parents to provide a good fit or a good match, meaning their styles align well and communication and interaction can flow. The temperamentally active children can do well with parents who support their curiosity but could have problems in a more rigid family.
It is this goodness-of-fit between child temperament and parental demands and expectations that can cause struggles. Rather than believing that discipline alone will bring about improvements in children’s behavior, our knowledge of temperament may help a parent, teacher or other caregiver gain insight to work more effectively with a child. It is helpful to view temperamental differences as varying styles that can be responded to accordingly, as opposed to ‘good’ or ‘bad’ behavior. For example, a persistent child may be difficult to distract from forbidden things such as electrical cords, but this persistence may serve her well in other areas such as problem-solving. Positive traits can be enhanced and negative traits can be channeled. The child’s underlying style of reaction, however, is unlikely to change. Temperament doesn’t change dramatically as we grow up, but if we are lucky, we learn how to work with and manage our temperamental qualities.
Parenting is bidirectional
Not only do parents affect their children, children influence their parents. Child characteristics, such as temperament, affect parenting behaviors and roles. For example, an infant with an easy temperament may enable parents to feel more effective, as they are easily able to soothe the child and elicit smiling and cooing. On the other hand, a cranky or fussy infant elicits fewer positive reactions from his or her parents and may result in parents feeling less effective in the parenting role (Eisenberg et al., 2008). Over time, parents of more difficult children may become more punitive and less patient with their children (Clark, Kochanska, & Ready, 2000; Eisenberg et al., 1999; Kiff, Lengua, & Zalewski, 2011). Parents who have a fussy, difficult child are less satisfied with their marriages and have greater challenges in balancing work and family roles (Hyde, Else-Quest, & Goldsmith, 2004). Thus, child temperament is one of the child characteristics that influences how parents behave with their children.
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Temperament and later personality
Temperament is largely biologically based, although that does not mean that it is genetically determined. Even at birth, a newborn’s neurophysiology has been shaped by the prenatal environment and birth process they experience. Moreover, during the first few months of life, the quality of an infant’s attachment and their experience of early adversity can have marked neurophysiological effects. Even if temperament does not change dramatically as we grow up, it may be modulated as one contributor to our childhood and adult personality. In contrast to temperament, personality, defined as an individual’s consistent pattern of feeling, thinking, and behaving, is the result of the continuous interplay between this initial biological disposition and experience.
Personality also develops from temperament in other ways (Thompson, Winer, & Goodvin, 2010). As children mature biologically, temperamental characteristics are woven into subsequent developments. For example, a newborn with high reactivity may show high levels of impulsive behavior, but as brain-based capacities for self-control mature, these newfound regulatory capacities may reduce impulsive behavior. Or, a newborn who cries frequently does not necessarily have a grumpy personality; over time, with sufficient parental support and an increased sense of security, the child might be less likely to experience and express distress.
In addition, personality is made up of many other features besides temperament. Children’s developing self-concept, their motivations to achieve or to socialize, their values and goals, their coping styles, their sense of responsibility and conscientiousness, and many other qualities are encompassed into personality. These qualities are influenced by biological dispositions, but even more by the child’s experiences with others, particularly in close relationships, that guide the growth of individual characteristics. Indeed, personality development begins with the biological foundations of temperament but becomes increasingly elaborated, extended, and refined over time. The newborn that parents gazed upon becomes an adult with a personality of depth and nuance.
Adult Personality
Does one’s temperament remain stable through the lifespan? Do shy and inhibited babies grow up to be shy adults, while the sociable child continues to be the life of the party? Like most developmental research the answer is more complicated than a simple yes or no. Chess and Thomas (1987), who identified children as easy, difficult, or slow-to-warm-up, found that children identified as easy grew up to became well-adjusted adults, while those who exhibited a difficult temperament were not as well-adjusted as adults.
Kagan (2002) studied the temperamental category of “inhibition to the unfamiliar” in young children. Inhibited infants exposed to unfamiliarity reacted strongly to the stimuli and cried loudly, pumped their limbs, and had an increased heart rate. Research has indicated that these highly reactive children show temperamental stability into early childhood, and Bohlin and Hagekull (2009) found that shyness in infancy was linked to social anxiety in adulthood. An important aspect of the research on inhibition was looking at the response of the amygdala, which is important for fear and anxiety, especially when confronted with possible threatening events in the environment. Using functional magnetic resonance imaging (FMRIs) young adults identified as strongly inhibited when they were toddlers showed heightened activation of the amygdala when compared to those identified as uninhibited when toddlers (Davidson & Begley, 2012).
This research does seem to indicate that temperamental stability holds for many individuals through the lifespan, yet we know that one’s environment can also have a significant impact. Recall from our discussion on epigenesis that environmental factors modify gene expression by switching genes on and off. Many cultural and environmental factors can affect one’s temperament, including exposure to teratogens in utero, early exposure to harsh parenting, adversity, or child abuse, supportive child-rearing, stable homes, illnesses, socioeconomic status, etc. Additionally, individuals often choose environments that align with their temperaments, which in turn further strengthens them (Cain, 2012). Individuals are also active in other ways. As they get older, adults can choose how they wish to express their temperaments, deciding for example, that they will not let an inhibited temperament stop them from experiencing adventures, such as travel. In summary, because temperament is neurophysiological, biology appears to be a main reason why temperament remains stable into adulthood. In contrast, the environment appears mainly responsible for changes or modifications in temperament (Clark & Watson, 1999).
Everybody has their own unique personality, that is, their characteristic manner of thinking, feeling, behaving, and relating to others (John, Robins, & Pervin, 2008). Personality traits refer to these characteristic, routine ways of thinking, feeling, and relating to others. Personality integrates one’s temperament with cultural and environmental influences. Consequently, there are signs or indicators of these traits in childhood, but they become particularly evident when the person is an adult. Personality traits are integral to each person’s sense of self, as they involve what people value, how they think and feel about things, what they like to do, and, basically, what they are like most every day throughout much of their lives.
Five-Factor Model
There are hundreds of different personality traits, and all of these traits can be organized into the broad dimensions referred to as the Five-Factor Model (John, Naumann, & Soto, 2008). These five broad domains include: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. (You can use “OCEAN” as a mnemonic to remember them.) This applies to traits that you may use to describe yourself.
Table 19.2 Descriptions of the Big Five Personality Traits
| Dimension | Description | Examples of behaviors predicted by the Trait |
|---|---|---|
| Openness to experience | A general appreciation for art, emotion, adventure, unusual ideas, imagination, curiosity, and variety of experience. | Individuals who are highly open to experience tend to have distinctive and unconventional decorations in their home. They are also likely to have books on a wide variety of topics, a diverse music collection, and works of art on display. |
| Conscientiousness | A tendency to show self- discipline, act dutifully, and aim for achievement. | Individuals who are conscientious have a preference for planned rather than spontaneous behavior. |
| Extraversion | The tendency to experience positive emotions and to seek out stimulation and the company of others. | Extroverts enjoy being with people. In groups they like to talk, assert themselves, and draw attention to themselves. |
| Agreeableness | A tendency to be compassionate and cooperative rather than suspicious and antagonistic toward others; reflects individual differences in general concern for social harmony. | Agreeable individuals value getting along with others. They are generally considerate, friendly, generous, helpful, and willing to compromise their interests with those of others. |
| Neuroticism | The tendency to experience negative emotions, such as anger, anxiety, or depression; sometimes called “emotional instability.” | Those who score high in neuroticism are more likely to interpret ordinary situations as threatening and minor frustrations as hopelessly difficult. They may have trouble thinking clearly, making decisions, and coping effectively with stress. |
Does personality change throughout adulthood?
Previously the answer was no, but contemporary research shows that although some people’s personalities are relatively stable over time, others are not (Lucas & Donnellan, 2011; Roberts & Mroczek, 2008). Longitudinal studies reveal average changes during adulthood in the expression of some traits (e.g., neuroticism and openness decrease with age and conscientiousness increases) and individual differences in these patterns due to idiosyncratic life events (e.g., divorce, illness). Longitudinal research also suggests that adult personality traits, such as conscientiousness, predict important life outcomes including job success, health, and longevity (Friedman et al., 1993; Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007).
Research in the Harvard Health Letter (2012) documents correlations between conscientiousness and many positive health outcomes, such as lower blood pressure, lower rates of diabetes and stroke, fewer joint problems, being less likely to engage in harmful behaviors, and being more likely to stick to healthy behaviors and avoid stressful situations. Conscientiousness also appears positively related to career choices, friendships, and stability of marriage. Lastly, a person possessing both self-control and organizational skills, both of which are related to conscientiousness, may withstand the effects of aging better and have stronger cognitive skills than one who does not possess these qualities.
References (Click to expand)
Licenses & Attributions (Click to expand)
CC Licensed Content
- “Lifespan Development: A Psychological Perspective, Second Edition” by Martha Lally and Suzanne Valentine-French is licensed under a CC-BY-NC-SA-3.0
- Lifespan Development by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License
- Child Growth and Development by College of the Canyons, Jennifer Paris, Antoinette Ricardo, and Dawn Rymond and is used under a CC BY 4.0 international license
- “Creativity” by Ellen Skinner & Dan Grimes, Portland State University is licensed under a CC-BY-NC-SA-4.0
- “Psychosocial Development” by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License
- Psyc 200 Lifespan Psychology. Authored by: Laura Overstreet. Located at: http://opencourselibrary.org/econ-201/. License: CC BY: Attribution
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