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Results for “Personality Development”

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PubMed1994

Temperament and the development of personality.

We present a psychobiological approach to personality development, incorporating developmental principles outlined by R. B. Cairns (1979). We review individual differences in temperament and ask how a temperamental approach to personality might be congruent with these complex and flexible principles. We then illustrate the nature of temperamental processes by considering several developmental topics. We first consider the interaction of infant distress-proneness and maternal behavior in the development of attachment. We then describe the development of self-regulatory mechanisms, emphasizing development of conscience, aggression, and mastery motivation. Finally, we briefly review mechanisms of temperament and environment interaction, illustrating these processes through variable developmental pathways for risk of adolescent and adult psychopathology. Throughout, we stress the idea that temperamental models of personality development are dynamic, interactive, and fit well with Cairns's developmental principles.

Adolescent↗
PubMed2003

The contribution of self-efficacy beliefs to dispositional shyness: on social-cognitive systems and the development of personality dispositions.

This longitudinal research explored the impact of self-efficacy beliefs on self-reported tendencies to experience shyness in interpersonal encounters among a population of adolescents studied over a two-year period. Self-efficacy measures, taken at the initial measurement period, included indices of perceived self-efficacy for forming and maintaining social relationships, dealing effectively with parents, managing negative emotions, and expressing positive emotions towards others. Levels of self-reported shyness as well as emotional stability were assessed also at time 1, with shyness measured again at the follow-up assessment two years later. Structural equation modeling indicated that two of the four self-efficacy measures uniquely contributed to levels of shyness reported at time 1, and that perceptions of social self-efficacy uniquely contributed to shyness at time 2 even when considering the effects of time 1 shyness levels. Emotional stability did not uniquely contributed to time 2 shyness after considering the relation between shyness at the first and second measurement points. The broad implications of social-cognitive analyses for the study of personality development are discussed.

Adolescent↗
PubMed1975

[Clinical variants of neurosis development in persons blinded at a mature age].

On the basis of clinical, experimental psychological and EEG data of 133 blind patients 4 types of neurotical personality development were distinguished: asthenical, hysterical, obsessive and hypochondrical. Each of these variants had its certain clinical traits. On all phases of the disease which were related to a sudden loss of sight, the authors mark the necessity of a manifold medical treatment and psychotherapeutical approach directed towards a sociovocational adaptation.

Adolescent↗
PubMed2003

Personality and development in childhood: a person-centered approach.

A person-centered approach to personality focusing on types of persons defined by profiles of traits is applied to childhood personality development. In 28 diverse samples of 3-, 4-, 5-, and 6-year-olds, three personality types, labeled resilient, overcontrolled, and undercontrolled, are identified. In two longitudinal samples, the undercontrolled type was related to intellectual decline over a period of six years. Both stability and change in childhood personality type were observed in longitudinal analyses. The number of risks characterizing a child's family predicted change in personality type over a two-year interval. Finally, personality type was found to be a moderator of the association of Head Start participation with cognitive development and behavior problems in childhood. The implications of personality type for understanding childhood development, particularly in children facing adversity, are considered.

Child↗
PubMed2026

Artificial intelligence for translational personalized neoantigen cancer vaccine development.

Personalized neoantigen cancer vaccine is a promising strategy for precision immunotherapy by targeting patient-specific and mutation-derived tumor antigens. Early clinical studies have demonstrated the feasibility, safety, and immunogenicity of these vaccines across multiple solid tumors, with encouraging outcomes particularly when combined with immune checkpoint blockade. However, broader clinical translation remains limited by sequential bottlenecks across the vaccine development pipeline, including false-positive neoantigen selection,  imperfect modeling of antigen processing and HLA presentation, limited prediction of T-cell receptor recognition, and challenges in formulation, delivery, and manufacturing. Artificial intelligence and advanced computational workflows are increasingly integrated into this pipeline to improve candidate prioritization and support more reproducible decision-making. In this review, we summarize clinical progress and key translational barriers in personalized neoantigen vaccination, and discuss how AI-enabled approaches may contribute across four major stages: multi-omics integration for neoantigen discovery, processing-aware HLA presentation prediction, structure-aware and TCR-informed immunogenicity modeling, and data-driven formulation optimization, particularly for lipid nanoparticle-based delivery systems. These approaches are able to help narrow biological and chemical search spaces, improve prioritization, and provide mechanistic insights into antigen presentation and immune recognition rather than replacing experimental validation. This articlefurther addresses future implementation challenges, including dataset diversity, model interpretability, prospective benchmarking, manufacturing traceability, and evolving regulatory frameworks for individualized mRNA cancer immunotherapies. Integrating computational innovation with rigorous immunological validation, scalable manufacturing, and regulatory oversight will be essential for advancing personalized neoantigen vaccines toward broader clinical implementation.

Cancer Vaccines↗
PubMed2006

The small group in problem-based learning: more than a cognitive 'learning' experience for first-year medical students in a diverse population.

In problem-based learning (PBL) curricula, first-year students need to adapt to a new learning environment and an unfamiliar new pedagogy. The small-group tutorial potentially offers a learning environment where students can become self-directed learners, collaborating with other group members to achieve individual and group learning goals. At the end of the first six-week theme in a relatively new PBL curriculum, new medical students were canvassed about coping with PBL (self-directed learning; content; time management; resources) and the value of the small-group tutorial, the latter of which is currently being reported. Almost 84% of students (n = 178) responded. The benefits of participating in small groups were categorized into three domains-cognitive, affective and social-as identified from student responses. Results were analysed in terms of gender and prior educational experience (secondary school vs. prior tertiary educational experience). For almost 94% of students, the small-group tutorial provided a conducive learning environment that influenced their personal development (i.e. tolerance, patience) and socialization into the faculty. Significantly more males indicated that they had developed social skills, while more school-leavers (matriculants) than mature students felt more receptive to the views of others. More mature students claimed to have made friends. Irrespective of some conflicting opinions in the literature, the present results suggest that the PBL tutorial may be important in facilitating student socialization into a new and unfamiliar academic environment, particularly when the pedagogy differs markedly from their past educational experiences. Through interacting with fellow students from diverse origins who hold different views in the intimate setting of the small group, students felt that they had not only increased their knowledge but had also developed personally and socially. It is proposed that the small group may be useful for integrating a diverse population of students into a new academic environment.

Adaptation, Psychological↗
PubMed1999

Working together to develop health services managers.

The developing emphasis in health and social care on working across traditional boundaries will demand different approaches to staff development. If we are to retain the strengths of expertise in the enormous number of areas represented in health and social care we will need to develop better ways of understanding each other in order to work together more effectively. This paper focuses on some of the issues raised in management development programmes which have multiple objectives demanding educational and developmental support. The emphasis is on identification of issues which arise in collaboration amongst those delivering a programme when they come from the different backgrounds of training and development, personal development and higher education. Some of the issues raised in partnership working between commissioning and providing organisations are also considered.

Administrative Personnel↗