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ID 18533
file
title alternative
How does a positive personality concept become differentiated ones in childhood?
creator
Hayashi, Tomoyuki
subject
性格認知
ビッグ・ファイブ
児童期
person perception
Big Five
childhood
NDC
Psychology
abstract
Research of the personality trait concepts has shown that children form the Big Five concept that has the same dimensions as that of adults by upper grades in elementary school, whereas it has been suggested that 5- and 6-year-old children have had a single dimension of Goodness (Hayashi, 2004). It was not clear how an undifferentiated concept with a single dimension becomes differentiated by upper grades in elementary school. Thus, this study examined how a positive personality concept becomes differentiated in childhood. Elementary school children (60 second, 67 third, 56 fourth-graders) were presented with action scenes of protagonists who showed positive personality characteristic of each dimension of the Big Five (Extroversion, Attachment, Consciousness, Emotional stability, and Intellect), and told to evaluate the protagonists' personalities. Children's evaluation patterns suggested that only Extroversion was differentiated from other positive dimensions in early-childhood, and that all the five dimensions become differentiated from each other by late-childhood.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. Ⅲ, Education and Human Science
issue
Issue 53
start page
297
end page
303
date of issued
2005-03-28
publisher
広島大学大学院教育学研究科
国立情報学研究所
issn
1346-5562
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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