Factors in Continuity and Change in the Development of Adaptational Style in Children

Murphy, Lois Barclay

doi:10.1159/000270071

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…Findings of long-time persistence have led some longitudinal researchers such as, for example, Murphy (1964), to suggest that, at least partially, genetic factors may be determinants of characteristics such as activity level and responsiveness to the environment. Findings of long-time persistence have led some longitudinal researchers such as, for example, Murphy (1964), to suggest that, at least partially, genetic factors may be determinants of characteristics such as activity level and responsiveness to the environment.…”

Section: Discussionmentioning

confidence: 99%

Central Orientations: A Study of Behavior Organization from Childhood to Adolescence

Bronson

1966

Child Development

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Section: Discussionmentioning

confidence: 99%

Central Orientations: A Study of Behavior Organization from Childhood to Adolescence

Bronson

1966

Child Development

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“…For reasons that have been reviewed elsewhere, personality research typically has not employed an ipsative methodology (G. W. Allport, 1961;Braverman, 1962;Holt, 1962;Mowrer, 1953;Stephenson, 1953), although notable exceptions are found in the work of G. W. Allport (1961), Murray (1938), Rogers and Dymond (1954), and Stephenson (1953). With respect to structural development in particular, there have been only a few attempts to apply this approach in research (Escalona & Heider, 1959;Martin, 1964;Murphy, 1962Murphy, ,1964Rabson, 1966;Smock, 1966;Thomas et al, 1963).…”

Section: Concept Of Structurementioning

confidence: 99%

Personality Development and Concepts of Structure

Emmerich¹

1968

ETS Research Bulletin Series

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It is proposed that many concepts of personality structure and structural development are of primary relevance to one of three general orientations, here called the "classical," "differential," and "ipsative" views. Certain theoretical and methodological features of each approach are reviewed. The discussion emphasizes differences and similarities among the views and points out some implications for research. PERSONALITY DEVELOPMENT AND CONCEPTS OF STRUCTURE Walter Emmerich Educational Testing ServiceA number of recent studies of personality development have considered the question of structural consistency and change. While much of this work has been inspired by theoretical considerations~i t is often difficult to determine whether a particular operational concept of structure is of greater relevance to one theory than to another. One reason for this interpretive gap is that traditional theories of personality development typically are couched in broad terms that do not specify translations required at the operational level. Nevertheless, it is possible to discern theoretical lines of similarity and dissimilarity among concepts of structural development found in the literature. The present thesis is that such concepts are of primary relevance to one of three views. Stated in brief, these are: classical developmental theory, positing an invariant sequence of personality stages; differential analysis, which considers how in the course of development individuals become "sorted" into subgroups differentiated according to status and behavioral attributes; and the ipsative approach, which looks at intra-individual consistencies and change in the organization of attributes over time. These three views will be examined in some detail, with emphasis upon differences in how each characteristically deals with certain problems of conceptualization and methodology.The discussion will be limited in several respects. The primary concern is with structural development; i.e., with developmental consistency and change in the organization of personality attributes. Little attention -2-is given to other issues in developmental personality theory, such as the nature of the environmental determinants of attribute acquisitions. Because they raise distinct questions requiring separate treatment, the concepts of "fixation" and "regression"· are mentioned only in passing. Finally, the intent is to present only the main outlines of the three structural views; not considered are many possible refinements of conceptualization, measurement, and analysis within each approach.The Classical Developmental View Concept of StructureThe main prototypes of classical developmental analysis are psychoanalytic developmental theory (A. Freud, 1965;S. Freud, 1905; Rapaport, 1960) and Piaget's theory of cognitive development (Flavell, 1963; Kessen & Kuhlman, 1962;Tanner & Inhelder, 1956;. Although they differ in important respects (Wolff, 1960), these theories share the view that individuals pass through a series of qualitatively different le...

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“…This realization has led to an increasing interest in explorations for methods and procedures designed to reveal the patterns of personality development (Murphy & Lerner, 1941;Murphy, 1962Murphy, , 1964. The customary method of constructing a standardized test is to statistically validate and check for reliability for each chron ological age group and the socially sanctioned norms of performance.…”

Section: -mentioning

confidence: 99%

Behavior styles of children under varying conditions of stress

Patel

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Factors in Continuity and Change in the Development of Adaptational Style in Children

Cited by 4 publications

References 6 publications

Central Orientations: A Study of Behavior Organization from Childhood to Adolescence

Central Orientations: A Study of Behavior Organization from Childhood to Adolescence

Personality Development and Concepts of Structure

Behavior styles of children under varying conditions of stress

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