Editing Temperament (section)

===Mary K. Rothbart's three dimensions of temperament===
[[Mary K. Rothbart]] views temperament as the individual personality differences in infants and young children that are present prior to the development of higher [[Cognition|cognitive]] and social aspects of [[Personality psychology|personality]].<ref name="Rothbart and Hwang">{{cite book|author1=Rothbart, M.K  |author2=Hwang, J. |name-list-style=amp |title=Temperament and the development of competence and motivation. In A.J. Elliot & A.C. Dweck (Eds.), Handbook of competence and motivation|publisher=Guilford Press|location=New York| year = 2005 |isbn=978-1-59385-606-9|pages=167–184|url=http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/elliot3.htm&dir=pp/sapp&cart_id=471466.23602}}</ref> Rothbart further defines temperament as individual differences in reactivity and self-regulation that manifest in the domains of emotion, activity and attention. Moving away from classifying infants into categories, Mary Rothbart identified three underlying dimensions of temperament.<ref name="Kail and Barnfield">{{cite book |vauthors=Kail RV, Barnfield A | title = Children and Their Development, Second Canadian Edition with MyDevelopmentLab | publisher = Pearson Education Canada | location = Toronto | year = 2011 | isbn = 978-0-13-255770-2 }}</ref> Using [[factor analysis]] on data from 3- to 12-month-old children, three broad factors emerged and were labeled surgency/extraversion, negative affect, and effortful control.<ref name="Rothbart and Hwang" />

====Surgency/extraversion====
[[Surgency]]/extraversion includes positive anticipation, [[impulsivity]], increased levels of activity and a desire for sensation seeking.<ref name="Rothbart in Merrill">{{cite journal|last=Rothbart|first=M K|title=Temperament and the pursuit of an integrated developmental psychology|journal=Merrill-Palmer Quarterly|date=Oct 2004|volume=50|issue=4|pages=492–505|url=http://digitalcommons.wayne.edu/mpq/vol50/iss4/7|doi=10.1353/mpq.2004.0035|s2cid=144970654}}</ref> This factor reflects the degree to which a child is generally happy, active, and enjoys vocalizing and seeking stimulation.<ref name="Kail and Barnfield" /> Increased levels of smiling and laughter are observed in babies high in surgency/extraversion.<ref name="Rothbart and Hwang" /> 10- to 11-year-olds with higher levels of surgency/extraversion are more likely to develop externalizing problems like acting out; however, they are less likely to develop internalizing problems such as [[shyness]] and low [[self-esteem]].<ref name=Ormel>{{cite journal|pmid=16300695|doi=10.1017/S0033291705005829|year=2005|last1=Ormel|first1=J|title=Internalizing and externalizing problems in adolescence: General and dimension-specific effects of familial loadings and preadolescent temperament traits|journal=Psychological Medicine|volume=35|issue=12|pages=1825–35|last2=Oldehinkel|first2=A. J|last3=Ferdinand|first3=R. F|last4=Hartman|first4=C. A|last5=De Winter|first5=A. F|last6=Veenstra|first6=R|last7=Vollebergh|first7=W|last8=Minderaa|first8=R. B|last9=Buitelaar|first9=J. K|last10=Verhulst|first10=F. C|s2cid=10109488}}</ref>

====Negative affect====
Negative affect includes [[fear]], [[frustration]], [[sadness]], discomfort,<ref name="Rothbart in Merrill" /> and [[anger]].<ref name="Rothbart and Hwang" /> This factor reflects the degree to which a child is shy and not easily calmed.<ref name="Kail and Barnfield" /> Anger and frustration is seen as early as 2 to 3 months of age. Anger and frustration, together, predict externalizing and internalizing difficulties. Anger, alone, is later related to externalizing problems, while fear is associated with internalizing difficulties.  Fear as evidenced by behavioral inhibition is seen as early as 7–10 months of age, and later predicts children's fearfulness and lower levels of [[aggression]].<ref name="Rothbart, 2007">{{cite journal|last=Rothbart|first=M. K.|title=Temperament, development and personality|journal=Current Directions in Psychological Science|year=2007|volume=16|issue=4|pages=207–212|doi=10.1111/j.1467-8721.2007.00505.x|s2cid=15994633|url=http://brainstormquestions.wikispaces.com/file/view/Rothbart+-+Temperament,+Development+and+Personality.pdf}}</ref>

====Effortful control====
Effortful control includes the focusing and shifting of [[attention]], inhibitory control, perceptual sensitivity, and a low threshold for pleasure.<ref name="Rothbart in Merrill" /> This factor reflects the degree to which a child can focus attention, is not easily distracted,<ref name="Kail and Barnfield" /> can restrain a dominant response in order to execute a non-dominant response, and employ planning. When high in effortful control, six- to seven-year-olds tend to be more [[Empathy|empathetic]] and lower in aggressiveness.<ref name="Rothbart in Merrill" /> Higher levels of effortful control at age seven also predict lower externalizing problems at age 11 years.<ref name=Valiente>{{cite journal|pmid=14633062|doi=10.1111/1467-6494.7106011|year=2003|last1=Valiente|first1=C|title=The relations of effortful control and reactive control to children's externalizing problems: A longitudinal assessment|journal=Journal of Personality|volume=71|issue=6|pages=1171–96|last2=Eisenberg|first2=N|last3=Smith|first3=C. L|last4=Reiser|first4=M|last5=Fabes|first5=R. A|last6=Losoya|first6=S|last7=Guthrie|first7=I. K|last8=Murphy|first8=B. C}}</ref> Children high on negative affect show decreased internalizing and externalizing problems when they are also high on effortful control.<ref name="Rothbart, 2007" /> Rothbart suggests that effortful control is dependent on the development of executive attention skills in the early years. In turn, executive attention skills allows greater self-control over reactive tendencies. Effortful control shows stability from infancy into the school years<ref name="Rothbart, 2007" /> and also predicts [[conscience]].<ref name="Kochanska et al.">{{cite journal|pmid=10749079|doi=10.1037/0012-1649.36.2.220|year=2000|last1=Kochanska|first1=G|title=Effortful control in early childhood: Continuity and change, antecedents, and implications for social development|journal=Developmental Psychology|volume=36|issue=2|pages=220–32|last2=Murray|first2=K. T|last3=Harlan|first3=E. T}}</ref>