Cognition and the development of temperament from late childhood to early adolescence

Sesker, Amanda A.; Strickhouser, Jason E.; Luchetti, Martina; Lee, Ji Hyun; Aschwanden, Damaris; Terracciano, Antonio; Sutin, Angelina R.

doi:10.1016/j.jrp.2021.104163

Cited by 4 publications

(3 citation statements)

References 76 publications

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“…A recent longitudinal study of the connections between cognition and temperament indicated that an initial advantage in cognitive ability at 8-9 years is associated with decreasing reactivity and increasing persistence over 6 years. The increasing cognitive ability from 8 to 10 years was associated with declining reactivity and increasing persistence in this period (Sesker et al, 2021). This aligns with evidence that changes in conscientiousness reflect improvements in executive control; for instance, adaptability to changing environmental contingencies or demands (Fleming et al, 2010(Fleming et al, , 2016.…”

Section: Development Of Personalitysupporting

confidence: 79%

Cognitive and Personality Predictors of School Performance from Preschool to Secondary School: An Overarching Model

Δημητρίου¹,

Spanoudis²,

Christou³

et al. 2022

Preprint

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In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: 1) All processes are highly predictive of school achievement if measured alone, each accounting for ~20% of its variance; 2) When measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ~50%), drastically absorbing self-concepts and personality dispositions that drop to ~3-5%; and 3) Predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (~85%); fluid intelligence, language, and working memory in primary school (~53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (~70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively.

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Section: Development Of Personalitysupporting

confidence: 79%

Cognitive and Personality Predictors of School Performance from Preschool to Secondary School: An Overarching Model

Δημητρίου¹,

Spanoudis²,

Christou³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…A recent longitudinal study of the connections between cognition and temperament indicated that an initial advantage in cognitive ability at 8–9 years is associated with decreasing reactivity and increasing persistence over 6 years. The increasing cognitive ability from 8 to 10 years was associated with declining reactivity and increasing persistence in this period (Sesker et al, 2021). This aligns with evidence that changes in conscientiousness reflect improvements in executive control, for instance, adaptability to changing environmental contingencies or demands (Fleming et al, 2010, 2016).…”

Section: General Postulates About Mental Architecture and Developmentmentioning

confidence: 99%

Cognitive and personality predictors of school performance from preschool to secondary school: An overarching model.

Δημητρίου¹,

Spanoudis²,

Christou³

et al. 2023

Psychological Review

View full text Add to dashboard Cite

In this article, existing research investigating how school performance relates to cognitive, selfawareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: (a) All processes are highly predictive of school achievement if measured alone, each accounting for ∼20% of its variance; (b) when measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ∼50%), drastically absorbing self-concepts and personality dispositions that drop to ∼3%-5%; and (c) predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (∼85%); fluid intelligence, language, and working memory in primary school (∼53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (∼70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively.

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“…Late childhood is an important stage of socialization, with the changes in the communication environment and brain development, and children's cognitive and emotional management strategies also gradually change (Sesker et al, 2021; Stéphane et al, 2017). Previous studies have confirmed that children's aggression gradually differs in form during this period (Cleverley et al, 2012; Xie et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

The developmental characteristics of proactive and reactive aggression in late childhood: The effect of parental control

Guo,

Hu,

Chen

et al. 2023

Aggressive Behavior

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Previous research has confirmed that parental control is related to children's aggressive behavior. However, few studies have focused on proactive and reactive aggression to distinguish the different effects of parental psychological and behavioral control. Moreover, additional longitudinal evidence is needed to understand these links. In the current paper, a three‐wave longitudinal study was conducted to examine the developmental characteristics of proactive and reactive aggression and the role of parental control in China. A total of 484 4th‐ and 7th‐grade students participated at wave 1 (51.65% in 4th‐grade, Mage = 11.66 ± 1.52 years), 465 students (52.04% in 4th‐grade) at wave 2, and 447 children (51.90% in 4th‐grade) at wave 3. The results showed that: (1) Proactive aggression in late childhood remained stable overall, while reactive aggression displayed a clear upward trend. (2) In proactive aggression, boys and girls had a consistent developmental trend. The initial level of boys was higher than that of girls. In reactive aggression, the growth rate was inversely associated with their initial level and the initial level of boys in 7th‐grade was significantly higher than that of girls. (3) Both parental psychological and behavioral control positively predicted students’ reactive aggression in 4th‐ and 7th‐grade, whereas only parental behavioral control positively predicted proactive aggression in 7th‐grade students, with no gender differences.

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Cognition and the development of temperament from late childhood to early adolescence

Cited by 4 publications

References 76 publications

Cognitive and Personality Predictors of School Performance from Preschool to Secondary School: An Overarching Model

Cognitive and Personality Predictors of School Performance from Preschool to Secondary School: An Overarching Model

Cognitive and personality predictors of school performance from preschool to secondary school: An overarching model.

The developmental characteristics of proactive and reactive aggression in late childhood: The effect of parental control

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