This study proposes to analyze and report on the implications of a 15 year longitudinal study of personality and cognitive development from early childhood through late adolescence. Beginning with 128 children, subjects were assessed individually at ages 3, 4, 5, 7, 11, 14, and 17-18. In the most recent assessment, 104 subjects participated. During each of the assessments, every subject was administered an extensive battery of widely-ranging test and situational, questionnaire, interview, and interaction procedures. In addition, extensive data on the parents of the subjects and on parent-child interaction styles were gathered. The present longitudinal data base is unprecedented in psychology; no other sample of subjects has been as extensively and intensively evaluated. We will now use this data base in a variety of ways: to evaluate the implications of ego-control and ego-resiliency for understanding behavior from the nursery school years through middle childhood and on to graduation from high school; to evaluate the intensive, systematic, and quantifiable information gathered about the subjects during their adolescence regarding their peer relationships, family relationships, how they spend their time, their school behaviors, their health problems and their substance use; to evaluate the extensive information available on self-percept, self-esteem and self-consciousness; to evaluate the many gender-related findings that have emerged from our various assessments, seeking to develop a conceptual rubric for better understanding the factors influencing gender-role orientations; to evaluate the continuity-discontinuity and consistency-inconsistency issues that have aroused controversy in developmental psychology and in personality psychology; to evaluate the antecedents, concomitants, and developmental trends surrounding such central personality, cognitive and health marker variables as field-independence, affective responsivity, intimacy development, reflection-impulsivity, ego-identity status, creativity, self-monitoring, role-taking, blood pressure, life stresses, depressive tendencies, drug and other substance usage, etc. The preparation of scientific articles and monographs will be the major emphasis during the present research grant period.

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National Institute of Mental Health (NIMH)
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Special Emphasis Panel (SRCM (01))
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Western Consortium for Public Health
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Gjerde, Per F; Cardilla, Kim (2009) Developmental implications of openness to experience in preschool children: gender differences in young adulthood. Dev Psychol 45:1455-64
Carlson, Kevin S; Gjerde, Per F (2009) Preschool Personality Antecedents of Narcissism in Adolescence and Emergent Adulthood: A 20-Year Longitudinal Study. J Res Pers 43:570-578
Block, Jack; Block, Jeanne H (2006) Venturing a 30-year longitudinal study. Am Psychol 61:315-27
Colvin, C R; Block, J (1994) Do positive illusions foster mental health? An examination of the Taylor and Brown formulation. Psychol Bull 116:3-20
Donahue, E M (1994) Do children use the big five, too? Content and structural form in personality description. J Pers 62:45-66
Colvin, C R (1993) Childhood antecedents of young-adult judgability. J Pers 61:611-35
Colvin, C R (1993) ""Judgable"" people: personality, behavior, and competing explanations. J Pers Soc Psychol 64:861-73
Shedler, J; Mayman, M; Manis, M (1993) The illusion of mental health. Am Psychol 48:1117-31
Westenberg, P M; Block, J (1993) Ego development and individual differences in personality. J Pers Soc Psychol 65:792-800
Block, J; Robins, R W (1993) A longitudinal study of consistency and change in self-esteem from early adolescence to early adulthood. Child Dev 64:909-23

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