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The present study analyzes the differential contribution of a familial or social focus in imaginative ideation (the personal fable and imagined audience mental constructs) to the separation--individuation process of firstborn, middleborn, and lastborn children. A total of 160 young adults were divided into 3 groups by birth order. Participants' separation--individuation process was evaluated by the Psychological Separation Inventory, and results were cross-validated by the Pathology of Separation--Individuation Inventory. The Imaginative Ideation Inventory tested the relative dominance of the familial and social environments in participants' mental constructs. The findings showed that middleborn children had attained more advanced separation and were lower in family-focused ideation and higher in nonfamilial social ideation. However, the familial and not the social ideation explained the variance in the separation process in all the groups. The findings offer new insights into the effects of birth order on separation and individuation in adolescents and young adults., The past three decades have seen growing scholarly interest in the effects of birth order on personality and development (Stewart, 2004; Stewart & Stewart, 1995). Studies have explored the relationship [...]

Byline: Theo A. Klimstra (1), William W. Hale III (1), Quinten A. W. Raaijmakers (1), Susan J. T. Branje (1), Wim H. J. Meeus (1) Keywords: Identity formation; Longitudinal; Adolescence Abstract: The aim of this five-wave longitudinal study of 923 early to middle adolescents (50.7% boys 49.3% girls) and 390 middle to late adolescents (43.3% boys and 56.7% girls) is to provide a comprehensive view on change and stability in identity formation from ages 12 to 20. Several types of change and stability (i.e., mean-level change, rank-order stability, and profile similarity) were assessed for three dimensions of identity formation (i.e., commitment, in-depth exploration, and reconsideration), using adolescent self-report questionnaires. Results revealed changes in identity dimensions towards maturity, indicated by a decreasing tendency for reconsideration, increasingly more in-depth exploration, and increasingly more stable identity dimension profiles. Mean levels of commitment remained stable, and rank-order stability of commitment, in-depth exploration, and reconsideration did not change with age. Overall, girls were more mature with regard to identity formation in early adolescence, but boys had caught up with them by late adolescence. Taken together, our findings indicate that adolescent identity formation is guided by progressive changes in the way adolescents deal with commitments, rather than by changes in the commitments themselves. Author Affiliation: (1) Research Centre Adolescent Development, Utrecht University, P.O. Box 80.140, 3508 TC, Utrecht, The Netherlands Article History: Registration Date: 12/02/2009 Received Date: 26/11/2008 Accepted Date: 12/02/2009 Online Date: 27/02/2009

This research details the changing ways in which young people of different ages differently warrant the conviction that, notwithstanding evidence of good and bad behaviours, selves can be understood as unified across the various roles and contexts that they occupy. Canadian adolescents and young adults were asked to explain the apparent disunity of self implied by good and bad behaviours manifested by the fictional character Dr. Jekyll and Mr. Hyde, themselves and familiar others. Age-graded differences were observed, where young people described themselves as increasingly multiplicitous and context dependent as they grew older. This developmental trajectory is understood to represent an emerging desire to imagine one's good behaviours as internally motivated, and one's bad behaviours as externally provoked. Key Words Age-graded differences * Conceptions of self-unity * Hierarchical self * Multiplicitous self * Singular self

The present study examined the patterns and sources of 10-year stability and change of adult personality assessed by the 5 domains and 30 facets of the Revised NEO Personality Inventory. Phenotypic and biometric analyses were performed on data from 126 identical and 61 fraternal twins from the Bielefeld Longitudinal Study of Adult Twins (BiLSAT). Consistent with previous research, LGM analyses revealed significant mean-level changes in domains and facets suggesting maturation of personality. There were also substantial individual differences in the change trajectories of both domain and facet scales. Correlations between age and trait changes were modest and there were no significant associations between change and gender. Biometric extensions of growth curve models showed that 10-year stability and change of personality were influenced by both genetic as well as environmental factors. Regarding the etiology of change, the analyses uncovered a more complex picture than originally stated, as findings suggest noticeable differences between traits with respect to the magnitude of genetic and environmental effects. Keywords: personality development, five-factor model of personality, growth curve analysis, twins

This longitudinal study examined continuity and change in the Big Five personality traits and in the importance of life goals from eight domains (Personal Growth, Relationships, Community, Health, Wealth, Fame, Image, and Hedonism) in 2,141 students in a 2-year period at the transition from school to college or employment. Both personality traits and life goals demonstrated high levels of rank-order and structural stability and showed significant individual differences in individual change. Moreover, mean-level changes were in line with the maturity principle: Scores on Agreeableness, Conscientiousness, and Openness increased over time, whereas Neuroticism decreased. However, the importance of life goals decreased in all domains except health. Reciprocal effects models revealed that there were effects of prior personality traits on subsequent life goal importance but almost no effects of prior life goal importance on subsequent personality traits. Separate analyses by gender showed that the findings were almost invariant across gender. Keywords: personality development; five-factor model, life goals; stability; young adulthood

Byline: L. Ring (1,2), S. Hofer (1,3), H. McGee (1), A. Hickey (1), C. A. O'Boyle (1) Keywords: individual quality of life; psychological well-being; SEIQoL; subjective well-being; SEM; theoretical model Abstract: There is ongoing discussion in the scientific literature about the need for a more theoretical foundation to underpin quality of life (QoL) measurement. This paper applied Keyes et al.'s [J. Pers. Soc. Psychol. 82 (2002) 1007] model of well-being as a framework to assess whether respondents (n = 136 students) focus on elements of subjective well-being (SWB), such as satisfaction and happiness, or on elements of psychological well-being (PWB), such as meaning and personal growth, when making individual QoL (IQoL) judgments using the Schedue of the Evaluation of Individual Quality of Life (SEIQoL). The Keyes et al.'s model was confirmed and explained 41% of the variance in SEIQoL scores. Both SWB and PWB were correlated with the SEIQoL Index Score and SWB was found to be an important mediating variable in the relationship between PWB and SEIQoL. When analyzing different well-being combinations, respondents with high SWB/high PWB had significantly higher SEIQoL scores than did those with low SWB/low PWB. Respondents with high PWB/high SWB had higher SEIQoL scores than did those with high PWB/low SWB. Longitudinal studies in different patient groups are needed to explore the dynamic relationship between IQoL and well-being. Further investigation of the relationship between PWB and SWB with other instruments purporting to measure QoL would contribute to an enhanced understanding of the underlying nature of QoL. Author Affiliation: (1) Health Services Research Centre, Department of Psychology, Royal College of Surgeons in Ireland, Dublin 2, Ireland (2) Pharmaceutical Outcomes Research, Department of Pharmacy, BMC, Uppsala University, Box 580, 751 23, Uppsala, Sweden (3) Department of Medical Psychology and Psychotherapy, Medical University Innsbruck, Innsbruck, Austria Article History: Registration Date: 03/07/2006 Received Date: 21/02/2006 Accepted Date: 02/07/2006 Online Date: 29/07/2006

The continuity and change of the needs and evaluations of the college environment and person-environment fit (PE fit) with the college environment were studied in a 4-year longitudinal study of students (N = 191). Perceptions of the environment changed more dramatically than corresponding self-perceived needs. PE fit demonstrated moderate levels of consistency over the 4-year span, but no significant increases in mean levels were found over time. Antecedents to PE fit in the college environment included both intelligence and openness to experience. Outcomes associated with PE fit included changes in personality traits linked to openness to experience and higher academic achievement. The implications of the findings for personality development and the relationship of PE fit to successful outcomes are discussed. Keywords: person-environment fit; personality; development; performance

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This article provides a critical review of sex differences in several peer relationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. The authors present a speculative peer-socialization model based on this review in which the implications of these sex differences for girls' and boys' emotional and behavioral development are considered. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, the authors present recent research testing certain model components and propose approaches for testing understudied aspects of the model. Keywords: peer relationships, sex differences, emotional adjustment, behavioral adjustment

Age differences within the yo-yo trend in IQ, caused when aging norms that produce inflated scores are replaced with new norms, are examined using longitudinal WISC, WISC -R and WISC-III records of students tested for special education services from 10 school districts. Results reveal a complex relationship between IQ and age and, shows the benefits of using individual growth modeling to uncover patterns within longitudinal data that would otherwise be obscured with more traditional analytic techniques.

Research on early childhood personality has been scarce. Self-reports of Big Five personality traits were measured longitudinally with the Berkeley Puppet Interview when children were 5, 6, and 7 years of age. For comparative purposes, Big Five self-reports were collected in a sample of college students. The children's self-reports showed levels of consistency and differentiation that approached those of the college age sample. Children's personality self-reports demonstrated significant correlations across the land 2-year longitudinal intervals. Substantial and increasing convergence was found between children's self-reports of Extraversion, Agreeableness, and Conscientiousness and conceptually relevant behavior ratings provided by mothers, fathers, and teachers. Children's self-reports of Neuroticism were unrelated to adults' reports but did predict sadness and anxious behavior observed in the laboratory. The results provide the beginnings of an account of how the Big Five dimensions begin to be salient and emerge as coherent, stable, and valid self-perceptions in childhood. Keywords: children, Big Five, self-perception, personality development

The authors used growth mixture models to study religious development during adulthood (ages 27-80) in a sample of individuals who were identified during childhood as intellectually gifted. The authors identified 3 discrete trajectories of religious development: (a) 40% of participants belonged to a trajectory class characterized by increases in religiousness until midlife and declines in later adulthood; (b) 41% of participants belonged to a trajectory class characterized by very low religiousness in early adulthood and age-related decline; and (c) 19% of participants belonged to a trajectory class characterized by high religiousness in early adulthood and age-related increases. Gender, strength of religious upbringing, number of children, marrying, and agreeableness predicted membership in the trajectory classes. Results were largely consistent with the rational choice theory of religious involvement. Keywords: religion, development, growth mixture models, longitudinal

The articles in this special issue illustrate four of the major questions currently being addressed in personality development research: What childhood traits are the antecedents of adult personality? How are [...]

Byline: Elizabeth Aries (1), Danielle McCarthy (2), Peter Salovey (3), Mahzarin R. Banaji (3) Keywords: college athletes; academic achievement; growth and well-being Abstract: Student-athletes were studied over 4 years at a highly selective liberal arts college and an Ivy League university. Students spending 10 or more hours per week in athletic activities had lower entering academic credentials and academic self-assessments than non-athletes, but the academic performance of athletes was not below what would be expected based on their entering profiles. Athletes surpassed non-athletes on sociability/extraversion and self-reported well-being in each annual wave of the study. Athletes were not isolated from the rest of the student body they spent over 50% of their time with non-group members and belonged to non-athletic extracurricular groups every year. Athletes perceived group membership to pose greater difficulties to academic performance and involvements outside the group than did members of other types of extracurricular groups. Athletes drank more heavily on weekends that non-athletes, but did not differ in growth or well-being. Comparisons by athletic status were similar for men and women. Author Affiliation: (1) Department of Psychology, Amherst College, Amherst, MA 01002-5000. E-mail: (2) Department of Psychology, University of Wisconsin-Madison, Madison, WI (3) Department of Psychology, Yale University, New Haven, CT Article History: Registration Date: 27/12/2004

A. Toomela (2003) concluded that personality structure may be shaped by a cultural mechanism, word meaning structure, and that the apparent universality of the Five-Factor Model (FFM) was the result of inadequate sampling of concrete thinkers. A reanalysis using targeted rotation showed that the intended structure was generally replicated; small deviations in the most concrete thinkers were probably due to measurement error. The reanalysis authors found no evidence of structural differences in a second sample of adults classified as concrete or abstract thinkers. The FFM structure has been replicated in many samples containing individuals with cognitive or educational limitations; observer ratings may be preferred if these limitations are severe. To date, there is no compelling evidence that culture affects personality structure.

The features of the applied behavior analysis developed at University of California-Los Angeles (UCLA) are presented. The personal and character improvements on childrenEs after completing this course is discussed.

Are there stable personal qualities that people value in others across a range of personal and professional relationships? For 4 relationship types that varied across social and professional associations (those of 'close friend,' 'romantic partner,' 'an employee of yours,' and 'your boss'), participants rated each of 34 personal qualities on the basis of how important it would be in selecting someone for the relationship. The author factor-analyzed the ratings of importance and created composite scores to represent the 4 factors identified (intimacy, dependability, achievement, and kindness). The author found no difference that was due to relationship type for the factor of kindness. The relationship of romantic partners received the highest ratings on the factor of intimacy. Participants rated the relationship of close friends lower than the other 3 relationships for both of the factors of dependability and achievement. The results indicated that people value some qualities the same regardless of the relationship involved, with other qualities varying in importance across these relationships. Of special interest was the tendency of participants to see stable qualities as generally less important for choosing close friends than for choosing the others in the other three relationships. Key words: friendship, relationship, romantic, work, PEOPLE'S LIVES are spent in the company of others, and our relationships quite often determine who we are and what we feel. Those people around us can be the direct [...]

This review examined whether Loevinger's measure of personality (ego) development is equivalent to the measurement of intelligence. The authors conducted a meta-analysis of 52 correlations between ego level scores and intelligence test scores (retrieved from 42 studies involving 5,648 participants). The weighted average correlation between ego level and intelligence ranged from .20 to .34, depending on the intellectual ability assessed (e.g., verbal intelligence). Adjusting for measurement unreliability increased these values only minimally. The authors also reviewed 16 studies that examined the association between ego level and various criterion variables (e.g., aggressive behavior) after statistically controlling for the effects of intelligence. Ninety-four percent of the tests revealed significant relations between ego level and criterion variables after controlling for intelligence, indicating that ego development and intelligence are not interchangeable constructs. These findings do not support recent speculations concerning the limited value of stage models of maturity, social development, and moral reasoning.

A focus on youth development is the strongest means of prevention of problems faced by Latino youths. Latino youths are the fastest growing segment of the U.S. population and have high rates of developmental deficits, However, youth development researchers have not attended to the inclusion and reporting of results for Latino youths. This study presents a challenge to youth development researchers, service providers, and policy makers to adopt a youth development orientation in their work. A comprehensive review of six youth development journals and two Latino-focused journals allowed for the evaluation of the inclusion of Latino youths. Of 1,010 empirical articles, 30% included Latino youths, 6% reported results for Latino youths, and less than 3% focused on Latino youths. The researchers reporting results for Latino youths were largely unguided by specific theoretical frameworks and heavily deficit oriented. A framework to increase attention to Latino youths in developmental research is suggested. Keywords: Latino youths; youth development; asset orientation; Latino adolescents

The aim of this paper is twofold: firstly to investigate whether the association between childhood and adult psychosocial adjustment can be explained by socio-economic adversity experienced during childhood, and secondly to explore the role of family socio-economic disadvantage and psychological development in explaining adult social inequality in psychological well-being. A developmental-contextual perspective is adopted to analyse the pathways linking childhood experiences to adult functioning in a changing socio-historical context. The study draws on longitudinal data collected for two cohorts of about 30,000 individuals born in Great Britain 12 years apart. Structural equation modelling is used to assess the long-term influence of socio-economic adversity on psychosocial adjustment, and to compare different explanatory models of health inequalities. The results reject a simple selection or social causation argument, suggesting that both dynamics operate in life course development. The effects of social risk cumulate throughout the life course, influencing both behaviour adjustment during childhood and adult psychosocial functioning. It is concluded that the explanation of health differences in adult life must account for the reciprocal interaction between individual behaviour and social circumstances. Keywords: Life course; Social risk; Behaviour adjustment; Adult psychological well-being; Great Britain

Three studies were conducted to assess mean level changes in personality traits during adolescence. Versions of the Revised NEO Personality Inventory (P. T. Costa, Jr., & R. R. McCrae, 1992a) were used to assess the 5 major personality factors. A 4-year longitudinal study of intellectually gifted students (N = 230) was supplemented by cross-sectional studies of nonselected American (N = 1,959) and Flemish (N = 789) adolescents. Personality factors were reasonably invariant across ages, although rank-order stability of individual differences was low. Neuroticism appeared to increase in gifts, and Openness to Experience increased in both boys and girls; mean levels of Extraversion, Agreeableness, and Conscientiousness were stable. Results extend knowledge of the developmental curve of personality traits backward from adulthood and help bridge the gap with child temperament studies.

Data from a 25-year prospective study of 194 individuals indicated that teacher and peer reports of aggression, compliance, and self-control at age 8 distinguished high-agreeable from low-agreeable adults at age 33. Profile analyses revealed two behavioral types in childhood and two personality types in adulthood, with considerable continuity in the composition of these high- and low-agreeable types over time. High-agreeable childhood types had fewer disobedience and concentration problems than low-agreeable childhood types, and among boys, high-agreeable childhood types had better school grades and fewer behavior problems than their low-agreeable counterparts. High-agreeable adulthood types reported less alcoholism and depression, fewer arrests, and more career stability than did low-agreeable adulthood types.

Temperaments are often regarded as biologically based psychological tendencies with intrinsic paths of development. It is argued that this definition applies to the personality traits of the five-factor model. Evidence for the endogenous nature of traits is summarized from studies of behavior genetics, parent-child relations, personality structure, animal personality, and the longitudinal stability of individual differences. New evidence for intrinsic maturation is offered from analyses of NEO Five-Factor Inventory scores for men and women age 14 and over in German, British, Spanish, Czech, and Turkish samples (N = 5,085). These data support strong conceptual links to child temperament despite modest empirical associations. The intrinsic maturation of personality is complemented by the culturally conditioned development of characteristic adaptations that express personality; interventions in human development are best addressed to these.

This article reviews how a temperament approach emphasizing biological and developmental processes can integrate constructs from subdisciplines of psychology to further the study of personality. Basic measurement strategies and findings in the investigation of temperament in infancy and childhood are reviewed. These include linkage of temperament dimensions with basic affective-motivational and attentional systems, including positive affect/approach, fear, frustration/anger, and effortful control. Contributions of biological models that may support these processes are then reviewed. Research indicating how a temperament approach can lead researchers of social and personality development to investigate important person-environment interactions is also discussed. Lastly, adult research suggesting links between temperament dispositions and the Big Five personality factors is described.

This article presents findings about continuities in personality development that have been uncovered in the Dunedin study, an investigation of a cohort of children studied from age 3 to 21. At age 3, children were classified into temperament groups on the basis of observations of their behavior. In young adulthood, data were collected from study members themselves, from people who knew them well, and from official records. Undercontrolled 3-year-olds grew up to be impulsive, unreliable, and antisocial, and had more conflict with members of their social networks and in their work. Inhibited 3-year-olds were more likely to be unassertive and depressed and had fewer sources of social support. Early appearing temperamental differences have a pervasive influence on life-course development and offer clues about personality structure, interpersonal relations, psychopathology, and crime in adulthood.

Ethics and values amongst young people are known to have weakened and there has been a move away from a life goal of making significant societal contributions. Service learning is offered as a method of educational reform that can increase academic learning and have a positive effect on the personal and interpersonal development of students.

This study investigated the relationship between Adlerian personality priorities (pleasing, achieving, outdoing, detaching, avoiding) and several selected psychological and attitudinal variables theoretically linked to those priorities. Two hundred sixty-two undergraduate students completed measures of personality priority, locus of control, social interest, self-esteem, and dysfunctional attitudes. Results revealed significant differences between the various personality priorities on measures of self-esteem, social interest, internal locus of control, and dysfunctional attitudes. These findings lend empirical support for the use of personality priorities as a tool for conceptualizing clients. Implications for counseling practice and future research on personality priorities are presented.

This paper presents a qualitative analysis of cognitive and emotional functioning in intellectually borderline adolescents (IQ ranging from 71 to 84) and the consequences for personality and social development. Psychopathological risk, particularly in terms of mood disorders, conduct disorders, and intellectual deterioration, is analyzed, with the distinction made between "excited" and "inhibited" forms. Conceptualizations intellectually borderline adolescents have of their own mental functioning are described in light of the notion of cognitive self - the ability to understand and control internal and external reality. The implications for psychotherapy and rehabilitation are discussed., CLINICAL CONSIDERATIONS In adolescence there is a close relationship between emotional development and cognitive development (Masi, Poli, & Marcheschi, 1994). Just as emotional disorders can interfere with intellectual functioning, cognitive […]

Personality influences on social relationships and vice versa were longitudinally studied. Personality affected relationships, but not vice versa. After entry to university, 132 students participated for 18 month in a study in which the Big Five factors of personality, the subfactors Sociability and Shyness, and all significant social relationships were repeatedly assessed. A subsample kept diaries of all significant social interactions. After the initial correlation between personality and relationship quality was controlled for, Extraversion and its subfactors, Agreeableness, and Conscientiousness predicted aspects of relationships such as number of peer relationships, conflict with peers, and falling in love. In contrast, relationship qualities did not predict personality traits, and changes in relationship qualities were unrelated to changes in personality traits. Consequences for dynamic-interactionistic views of personality and relationships are discussed.

The common variance among personality traits can be summarized in the factors of the five-factor model, which are known to be heritable. This study examined heritability of the residual specific variance in facet-level traits from the Revised NEO Personality Inventory. Analyses of raw and residual facet scales across Canadian (183 monozygotic [MZ] and 175 dizogotic [DZ] pairs) and German (435 MZ and 205 DZ pairs) twin samples showed genetic and environmental influences of the same type and magnitude across the 2 samples for most facets. Additive genetic effects accounted for 25% to 65% of the reliable specific variance. Results provide strong support for hierarchical models of personality that posit a large number of narrow traits in addition to a few broader trait factors or domains. Facet-level traits are not simply exemplars of the broad factors they define; they are discrete constructs with their own heritable and thus biological basis.

A study sought to examine the Five Factor Model by creating and evaluating Big Five scales taken from an assessment device that was not meant to measure the dimensions used in analyzing personality development. The device was J. Block's 43-item Adjective Q-sort adapted from the Self-Descriptive Q-Set. Based on a study of 112 African American 10th-grade students, it was revealed that four of the five scales, namely, Surgency or Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Intellect, showed relations to subscales of a self-concept measure.

Using a cohort-longitudinal design, children's use of the defenses of denial, projection, and identification was assessed at four points over a 2-year time span, covering the age period from 6 years, 6 months to 9 years, 5 months. The results showed a clear decrease in the use of denial from early to middle childhood, a sharp increase in the use of projection, and an increase in the use of identification. These findings, predicted by a theory of defense mechanism development, are consistent with cross-sectional results reported previously.

The fundamental developmental hypothesis of the identity status model is that as adolescents become older they undergo progressive developmental shifts in identity status: from diffusion to foreclosure or moratorium, from foreclosure to moratorium, and from moratorium to identity achievement. In Study I we give an overview of identity status studies carried out during the period 1966-1993 and show that progressive developmental trends (PDTs) are found in most of these studies. However, they usually involve progressive developmental trends in one of the higher or lower statuses (PDT 1), while only a small minority involve systematic progressive developmental trends, i.e., in at least three statuses (PDT [greater than or equal to] 3). It is easier to show progressive developmental trends with separate measures for commitment and exploration than with identity status classification. Study II reports on our own research into relational identity, measured with a new instrument: the Utrecht-Groningen Identity Development Scale (U-GIDS). Application of the U-GIDS allows the construction of four statuses: diffusion, moratorium, closed commitment and achieving commitment. For these four statuses progressive developmental trends were found for relational identity in both one of the higher and one of the lower statuses. The four statuses of our model display exactly the same connection with psychological well-being as the statuses of Marcia's model. The high commitment statuses show the highest level of psychological well-being; followed by the diffusions, while the moratoriums are the least happy. This result offers a new perspective on moratorium as a high identity status. Finally it was found that the differences in psychological well-being among the statuses become greater as adolescents become older.

Culturally specific rites of passage programs, designed for African American youth, help to enhance self esteem and impart a positive sense of race to overcome negative images associated with African American males by society. One program, initiated at the Ohio Office of Child Care and Family Services, also finds that such males find it difficult to have deeper associations with women due to racism and discrimination. The program also enhances the level of self-direction, individual responsibility, and hard work.

The outcome of problem behaviors among adolescents is somewhat developmental. This is based on a study of existing data on teenagers with ages between 14 and 17 that were grouped from high risk and no risk at all. The study identified risk factors that are antecedent to high risk behaviors and evaluated prevention programs. The effectivity of individualized attention and the importance of multi-competent, multi-agency, community-wide programs are perceived solutions for prevention of behavioral problem occurrences among young people.

Two studies examined the intersection of life stage with the experience of social events. Study 1 tested whether social events coinciding with early adulthood are more meaningful to individuals than events during other life stages (K. Mannheim, 1972; A. J. Stewart & J. M. Healy, 1989). In 4 of 5 samples of college-educated women (3 age cohorts), the hypothesis was supported. Study 2 examined the impact of the women's movement on the personalities and careers of women who experienced the movement during early adulthood versus early middle adulthood. Women in both cohorts who found the movement meaningful attained higher education, work status, and income levels; were employed in upwardly mobile careers; and were more assertive and self-confident at midlife than women who found the movement less important. Consistent with hypotheses, finding the women's movement meaningful was associated with personality change in the older cohort.

Do parents have any important long-term effects on the development of their child's personality? This article examines the evidence and concludes that the answer is no. A new theory of development is proposed: that socialization is context-specific and that outside-the-home socialization takes place in the peer groups of childhood and adolescence. Intra- and intergroup processes, not dyadic relationships, are responsible for the transmission of culture and for environmental modification of children's personality characteristics. The universality of children's groups explains why development is not derailed by the wide variations in parental behavior found within and between societies.

In this article, the author conceptualizes the counseling process and its outcome by comparing it metaphorically to Freud's psychosexual stage conception of personality development. Specifically, he focuses on resemblances between the oral, anal, phallic, latency, and genital stages of both Freud's conception and the counseling process. Suggestive of the heuristic quality of metaphorical comparisons, new meanings can be drawn from these resemblances, leading to fresh insight into the nature of the counseling relationship.

Individual differences in personality and social behavior crystallize with age. Yet they vary sensitively with situational context and shift significantly with development. A dynamic systems perspective can help to explain the underlying complementarity between stability and change in these forms. Following theories of emotional development, a model is presented in which cognition-emotion interactions are the vehicle for personality and social development. The model suggests that positive feedback between cognition and emotion generates, maintains, and reconfigures self-organizing interpretations of emotion-eliciting events at both microdevelopmental and macrodevelopmental time scales. Interpretations emerge and stabilize through the coupling of cognitive and emotional elements that are activated and reactivated by this feedback. Personality and behavior self-organize in response to critical fluctuations, amplified by feedback, and trace diverging paths through periods of stability and change. Stability resides in interpretive attractors that maintain their organization by perpetuating as well as resolving emotional disequilibrium. Key Words Cognition * Dynamic systems * Emotion * Individual differences * Personality development * Self-organization

An article on cognition-emotion interactions and personality development has proposed a coherent model on the complexity of human development. The article has proposed a nonlinear model that provides better directions toward resolutions of key issues in emotion and personality development. The article is expected to generate considerable thought about processes of human development despite the presence of possible limitations of Prigoginian concepts.