Исследование развития в психологии индивидуальных различий
DOI:
https://doi.org/10.54359/ps.v7i36.606Ключевые слова:
теория черт, комплексы черт, взаимодействие черта-ситуация, развитие, эпидемиологические исследования, эпигенетическое наследованиеАннотация
Изменения, которые произошли в психологии индивидуальных различий в последние два десятилетия, связаны со 1) значительным расширением круга психологических характеристик (черт), анализируемых в исследованиях, и 2) ориентацией на междисциплинарные связи, причем с теми научными областями, которые исследуют природу индивидуальных различий, т.е. генетикой поведения и эволюционной психологией. Соответственно произошли серьезные изменения и в подходах к исследованию развития. Традиционные схемы исследования, позволяющие оценить траектории развития и изменение с возрастом абсолютных значений признаков и их вариативности, дополнились исследованиями взаимодействия психологических черт, черт и ситуаций, генотипа и условий развития. Предложены новые квази-экспериментальные схемы исследования, позволяющие разделить роль генотипа и среды в межпоколенной трансмиссии.
Скачивания
Библиографические ссылки
Ackerman P.L. Knowledge and cognitive aging. In: F. Craik, T. Salthouse (Eds.), The Handbook of Aging and Cognition. New York, NY: Psychology Press, 2008. pp. 443–489.
Ackerman P.L. On weaving personality into a tapestry of traits. British Journal of Psychology, 2009, 100(1), 249–252. DOI: https://doi.org/10.1348/000712609X413737
Ackerman P.L., Beier M.E. Trait complex, Cognitive investment and Domain Knowledge. In: R.J. Sternberg, E. Grigorenko (Eds.), The Psychology of Abilities, Competencies, and Expertise. New York, NY: 2003. pp. 1–30. DOI: https://doi.org/10.1017/CBO9780511615801.003
Ackerman P.L., Beier M.E. Further Explorations of Perceptual Speed Abilities in the Context of Assessment Methods, Cognitive Abilities, and Individual Differences During Skill Acquisition. Journal of Experimental Psychology: Applied, 2007, 13(4), 249–272. DOI: https://doi.org/10.1037/1076-898X.13.4.249
Ackerman P.L., Cianciolo A. Cognitive, Perceptual-Speed, and Psychomotor Determinants of Individual Differences During Skill Acquisition. Journal of Experimental Psychology: Applied, 2000, 6(4), 259–290. DOI: https://doi.org/10.1037/1076-898X.6.4.259
Ackerman P.L., Kanfer R. Test length and cognitive fatigue: an empirical examination of performance effects and examinee reactions. Journal of Experimental Psychology, 2009, 15, 163–181. DOI: https://doi.org/10.1037/a0015719
Batty G.D., Deary I.J., Gottfredson L.S. Premorbid (early life) IQ and Later Mortality Risk: Systematic Review. Annals of Epidemiology, 2007, 17(4), 278–288. DOI: https://doi.org/10.1016/j.annepidem.2006.07.010
Bellani M., Nobile M., Bianchi V., Van Os J., Brambilla P. G × E interaction and neurodevelopment I: Focus on maltreatment. Epidemiology and Psychiatric Sciences, 2012, 21(4), 347–351. DOI: https://doi.org/10.1017/S2045796012000418
Block J. A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 1995, 117(2), 187–215. DOI: https://doi.org/10.1037/0033-2909.117.2.187
Boyle G.J., Saklofske D.H. (Eds). The Psychology of Individual Differences. Vol. 2: Personality. London: SAGE Publications, 2004. DOI: https://doi.org/10.4135/9781446263068
Brendgen M., Boivin M., Barker E.D., Girard A., Vitaro F., Dionne G., Pérusse D. Gene-environment processes linking aggression, peer victimization, and the teacher-child relationship. Child Development, 2011, 82(6), 2021–2036. DOI: https://doi.org/10.1111/j.1467-8624.2011.01644.x
Brendgen M. The interplay between genetic factors and the peer environment in explaining children’s social adjustment. Merrill-Palmer Quarterly, 2014, 60(2), 101–109. DOI: https://doi.org/10.13110/merrpalmquar1982.60.2.0101
Burt S.A. The next steps in our understanding of gene–peer interplay: A commentary. Merrill-Palmer Quarterly, 2014, 60(2), 238–244. DOI: https://doi.org/10.13110/merrpalmquar1982.60.2.0238
Byrd A. L., Manuck S.B. MAOA, childhood maltreatment, and anti- social M., Barbaranelli C. The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 2011, 81(1), 78–96. DOI: https://doi.org/10.1348/2044-8279.002004
Chamorro-Premuzic T., Furnham A., Ackerman P.L. Incremental validity of typical intellectual engagement as predictor of different academic performance measures. Journal of Personality Assessment, 2006, 87(3), 261–268. DOI: https://doi.org/10.1207/s15327752jpa8703_07
Das J.P. Three Faces of Cognitive Processes: Theory, Assessment, and Intervention. In: T.C. Papadopoulos, R.K. Parrila, J.R. Kirby (Eds.), Cognition, Intelligence, and Achievement. San Diego: Academic Press, 2015 in press, pp. 19–47. DOI: https://doi.org/10.1016/B978-0-12-410388-7.00003-8
D’Onofrio D.M, Lahey B.B., Turkheimer E., Lichtenstein P. Critical Need for Family-Based, Quasi-Experimental Designs in Integrating Genetic and Social Science Research. American Journal of Public Health, 2013, 103(1), 46–55. DOI: https://doi.org/10.2105/AJPH.2013.301252
Deary I.J., Whalley L.J., Star J.M. A Lifetime of Intelligence. Follow-up studies of the Scottish Mental Surveys of 1932 and 1947. Washington, DC: American Psychological Association, 2009. DOI: https://doi.org/10.1037/11857-000
DiLalla L.F. Genetic and behavioral influences on received aggression during observed play among unfamiliar preschool-aged peers. Merrill-Palmer Quarterly, 2014, 60(2), 168–192. DOI: https://doi.org/10.13110/merrpalmquar1982.60.2.0168
Graham E., Lachman M.E. Personality traits, facets and cognitive performance: Age differences in their relations. Personality and Individual Differences, 2014, 59(1), 89–95. DOI: https://doi.org/10.1016/j.paid.2013.11.011
Hood K.E., Halpern C.T., Greenberg G., Lerner R.M. (Eds). Development, Science, Behavior and Genetics. Wiley-Blackwell, 2010. DOI: https://doi.org/10.1002/9781444327632
Furnham A., Chamorro-Premuzic T., McDougall F. Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 2003, 14(1), 49–66. DOI: https://doi.org/10.1016/j.lindif.2003.08.002
Furnham A., Richards S., Rangel L., Jones D.N. Measuring malevolence: Quantitative issues surrounding the Dark Triad of personality. Personality and Individual Differences, 2014, 67, 114–121. DOI: https://doi.org/10.1016/j.paid.2014.02.001
Gaysina D., Fergusson D.M., Leve L.D., Horwood J., Reiss D., Shaw D., Elam K., Natsuaki M.N., Neiderhiser J.M., Harold G. Maternal smoking during pregnancy and offspring conduct problems: Evidence from three independent genetically-sensitive research designs. JAMA Psychiatry, 2013, 70(9), 956–963. DOI: https://doi.org/10.1001/jamapsychiatry.2013.127
Irwing P. The general factor of personality: Substance or artefact? Personality and Individual Differences, 2013, 55(3), 234–242. DOI: https://doi.org/10.1016/j.paid.2013.03.002
Leary M.R., Hoyle R.H. Handbook of Individual differences in Social Behavior. New York, NY: Guilford Press, 2009.
Lee K., Ashton M.C. The Dark Triad, the Big Five, and the HEXACO model, Personality and Individual Differences, 2014, 67(1), 2–5. DOI: https://doi.org/10.1016/j.paid.2014.01.048
Loehlin J.C., Goldberg L.R. How much is personality structure affected if one or more highest-level factors are first removed? A sequential factors approach. Personality and Individual Differences, 2014, 70, 176–182. DOI: https://doi.org/10.1016/j.paid.2014.06.047
Lubinski D. Scientific and social significance of assessing individual differences: ‘‘Sinking Shafts at a Few Critical Points’’. Annual Review of Psychology, 2000, 51(1), 405–444. DOI: https://doi.org/10.1146/annurev.psych.51.1.405
Marsh H.W., Martin A.J. Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 2011, 81, 59–77. DOI: https://doi.org/10.1348/000709910X503501
Pailing A., Boon J., Egan V. Personality, the Dark Triad and violence. Personality and Individual Differences, 2014, 67, 81-86. DOI: https://doi.org/10.1016/j.paid.2013.11.018
Pembrey M.E., Bygren L.O., Kaan G. et al. Sex-specific, male-line transgenerational responses in humans. Journal of Human Genetics, 2006, 14, 159–166. DOI: https://doi.org/10.1038/sj.ejhg.5201538
Petrides K., Frederickson N. An application of belief–importance theory in the domain of academic achievement. British Journal of Educational Psychology, 2011, 81(1), 97–111. DOI: https://doi.org/10.1111/j.2044-8279.2010.02010.x
Rauthmann J.F., Will T. Proposing a multidimensional Machiavellianism conceptualization. Social Behavior and Personality, 2011, 39, 39–404. DOI: https://doi.org/10.2224/sbp.2011.39.3.391
Revelle W., Wilz J., Condon D.M. Individual differences and differential psychology. In: T. Chamore-Premuzic, S. Stumm, A. Furnham (Eds.), Handbook of Individual differences. Oxford: Willey-Blacwell, 2011. pp. 3–38.
Salovey P., Mayer J.D. Emotional intelligence. Imagination, Cognition, and Personality, 1990, 9(3), 185–211. DOI: https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Salovey P., Sluyter J.D.(Eds.). Emotional development and emotional intelligence. New York, NY: Basic Books, 1997.
Schonpflug U. (Ed.) Cultural transmission. Psychological, Developmental, Social and Methodological Aspects. Cambridge: University Press, 2009. DOI: https://doi.org/10.1017/CBO9780511804670
Sevdalis N., Petrides K.V., Harvey N. Predicting and experiencing decision-related emotions: Does trait emotional intelligence matter? Personality and Individual Differences, 2007, 42, 1347–1358. DOI: https://doi.org/10.1016/j.paid.2006.10.012
Snyder M., Gangestad S. Self-monitoring: Appraisal and reappraisal. Psychological Bulletin, 2000, 126(4), 530–555. DOI: https://doi.org/10.1037/0033-2909.126.4.530
Song L.J., Huang G., Peng K.Z., Law K., Wong C., Chen Z. The differential effects of general mental ability and emotional intelligence on academic performance and social interactions. Intelligence, 2010, 38(1), 137–143. DOI: https://doi.org/10.1016/j.intell.2009.09.003
Thapar A., Harold G., Rice F. Do intrauterine or genetic influences explain the foetal origins of chronic disease? A novel experimental method for disentangling effects. BMC Medical Research Methodology, 2007, 7(6), 25. DOI: https://doi.org/10.1186/1471-2288-7-25
Tollefsbol T. (Ed.). Transgenerational Epigenetics: Evidence and Debate. Amsterdam, London, 2014. DOI: https://doi.org/10.1016/B978-0-12-405944-3.00001-5
Urhahne D., Chao S., Florineth M.L., Luttenberger S., Paechter M. Academic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 2011, 81(1), 161–177. DOI: https://doi.org/10.1348/000709910X504500
Vernon P.A., Villani V.C., Vickers L.C., Harris J.A. A behavioral genetic investigation of the Dark Triad and the Big 5. Personality and Individual Differences, 2008, 44(2), 445–452. DOI: https://doi.org/10.1016/j.paid.2007.09.007
Veselka L., Schermer J.A., Vernon P.A. Beyond the big five: The dark triad and the Supernumerary Personality Inventory. Twin Research and Human Genetics, 2011, 14(2), 158–168. Veselka L., Schermer J.A., Vernon P.A. The Dark Triad and an expanded framework of personality. Personality and Individual Differences, 2012, 53(4), 417–425. DOI: https://doi.org/10.1375/twin.14.2.158
Voelkle M.C., Wittmann W.W., Ackerman P.L. Abilities and skill acquisition: A latent growth curve approach. Learning and Individual Differences, 2007, 16, 303–319. DOI: https://doi.org/10.1016/j.lindif.2006.01.001
Wachs T.D. Necessary but not Sufficient: The Respective Roles of Single and Multiple Influences on Individual Development. Washington, DC: American Psychological Association, 2000. DOI: https://doi.org/10.1037/10344-000
Whelan Y.M., Kretschmer T., Barker E.D. MAOA, early experiences of harsh parenting, irritable opposition, and bullying–victimization: A moderated indirect-effects analysis. Merrill-Palmer Quarterly, 2014, 60(2), 217–237. DOI: https://doi.org/10.13110/merrpalmquar1982.60.2.0217
