Personality Development Paper University of Phoenix PSYCH 504 Dr. Donna February 04, 2013 Personality Development Paper Introduction There are several features which contribute to the development of the individual's personality. Many of these factors are adequately discussed in theories of personality development. As society continues to develop into a great melting pot, there is an increase need to research other contributing factors to the development of personalities; focus on cultural, gene-environment influence will be discussed in this paper. The studies of twin inheritability of personality, and the contributing factors over a period of time into adulthood will discussed as well. Lastly, the various personality models may be changed to justify for the differences in the personal, societal, and cultural will be discussed.
People are always changing through new experiences, positive or negative, and by discovering new characteristics about themselves or even just by meeting someone new. Psychology is the scientific study of behavior – anything an animal or person does, feels, or thinks. Topics of psychological study include social relationships, the brain and the chemicals that influence it, vision, human development, the causes of normative and atypical behavior and much more. (Kuther & Morgan; 2007) It is also important in a lot of different ways, for instance the studies that
Operationalization is strengthening and clarifying, so we need to specify age, sex, nationality, or a combination of attributes, this will clearly state the population the method is working with. In our research we have to pay special attention to our wording because descriptions such as growth
The characteristics of each disorder will be examined and whether there is cognitive and/or motor deficits associated. Development is a continuous process of change in our capacity to interact and exist within the world by a cumulative process (Getchell and Haywood, 2005). Along with being a continuous process development has two other defining characteristics. Getchell and Haywood (2005) describe how development is closely related to age and certain periods of rapid and slow change (p. 5). Lastly development is based on a sequence series of events that build off the previous.
Both Piaget and Freud looked at development over a life span in stages. In addition to these theories there has been a debate of "Nature vs. Nurture" that raises questions of what has more influence in development; A person's nature and innate qualities or the external experiences they experience? Looking at development through the lens of an entire lifespan has been something explored for quite a long time. Ancient societies had various viewpoints of an individual's development believing in things like destiny and definite role in life in which a person would develop (Guest,2011), but over time through the simplest method of human observation there was noticed of changes affected by experience that created a debate "between an assumption that people have inherent developmental destiny, and the knowledge that what happens to people in the social world can alter that destiny". Looking at development through lifespan can help us as individuals through the rest of our years as well as help shape future generations by identify key segments during their own development over time.
The Life-Span Perspective of Development Kimberlynn Silva PSY375 April 22, 2013 Dr. Judith Suggs The Life-Span Perspective of Development The life-span perspective of development, according to Berger (2011), “views human development as (1) multidirectional, (2) multicontextual, (3) multicultural, (4) multidisciplinary, and (5) plastic” (p. 10). While each of these categories is separate, they are all important to the development of the human person in the span of life. Multidirectional development shows the ways in which the human person changes, and the rate at which those changes occur. The traditional belief has been that change advances continuously until about 18 and then levels out until approximately 50, at which time the changes begin again (Berger, 2011). Some of the major theorists, such as Freud, Erikson, and Piaget theorize that these changes occur in age-related stages; while others, such as Skinner and Maslow do not (Berger, 2011).
Running head: The Educational Implications of Piaget, Vygotsky, and Ericson Exploring the Educational Implications of Piaget, Vygotsky and Ericson John Doe University Exploring the Educational Implications of Piaget, Vygotsky, and Erikson In every field, there are certain individuals whose research and contributions to their discipline have set them apart. Child psychology happens to be a field that is very complex and expanding with new research and findings. Those influential individuals are Piaget, Vygotsky and Erikson. Piaget is known for his stage theory of cognitive development, Vygotsky for his concept of the zone of proximal development. Erikson for his theory of psychosocial development, who believed that personality develops in a series of stages.
TEMPERAMENT AND EXTERNALIZING BEHAVIOR Early Temperament and Adult Externalizing Behavior: The Moderating Effects of Parenting Style For many years there has been curiosity that has impacted the research on personality. Countless researchers have investigated the link between temperament and later developed personality style. It is especially of interest the link between infant temperament future externalizing behavior problems. Temperament refers to a broad array of biologically rooted behavior traits that are early appearing (Bates, Dodge, Pettit & Ridge, 1998). Over the years there are a number of different models and measures of infant temperament that have been advanced.
Life span Perspective The life span perspective of development The science of human development attempts to understand how and why an individual will change or remain the same over time (Berger, 2008). There are stages in life that begins with birth and infancy then continues to early childhood, middle childhood, adolescence, early adulthood, adulthood, late adulthood, and finally the end of one’s life (Berger, 2008). If an individual lives a full lifetime, the stages mark different developments including physical, emotional, and psychological. Currently, there are five characteristics of development. First, multidirectional is a characteristic suggesting change occurs in every direction (Berger, 2008).
Each of these factors may contain their own unique causes and dimensions, creating an even more complex situation. Development is Multidirectional Development happens in multiple directions. Some areas of development may grow, while others shrink. There are gains and losses at every age, however there are relatively more gains earlier in life. Development is Plastic Development plasticity refers to the ability of an individual to change.