NARRATOR:
You will hear two students, Ruth and Ed, preparing a presentation about birth order and personality.
NARRATOR:
First, you have some time to look at questions 21 to 26.
NARRATOR:
Now listen carefully and answer questions 21 to 26.
RUTH:
Ed, how are you progressing with the reading for our presentation next week?
ED:
Reasonably well, Ruth, although there's an enormous amount to get through.
RUTH:
I hadn't realized that birth order had attracted so much research.
ED:
Most of what I've found about birth order and personality isn't very dependable.
ED:
Many claims that a person's place in the family produces particular traits seem to be stereotypes rather than conclusions supported by strong evidence.
RUTH:
That itself could make a useful opening point.
RUTH:
We could first summarize what earlier studies reported.
RUTH:
Some of them go back more than a century.
ED:
We could review the traits they commonly suggested.
ED:
For example, oldest children were often described as less emotionally settled because they never fully adjusted when a younger child arrived.
RUTH:
On the positive side, several studies portrayed them as caring.
RUTH:
In the past, when families were larger, the eldest would often have been responsible for looking after younger brothers and sisters.
ED:
The evidence about middle children is less consistent, but many studies say they tend to be cooperative and easier to live with than either the oldest or the youngest.
RUTH:
They're supposed to be helpful and keen to please.
RUTH:
That certainly doesn't describe my middle brother, though.
RUTH:
He was extremely difficult, always starting arguments and resenting anything I had.
ED:
These descriptions don't match my experience either.
ED:
I'm the youngest, and the research says I should have been outgoing and confident, making friends easily.
ED:
In reality, I was painfully shy.
RUTH:
That's interesting.
RUTH:
There are hundreds of twin studies, although most examine the relative effects of upbringing and genetics.
ED:
I found one about personality.
ED:
It suggested that twins are often introverted in social settings because each can rely on the other for support.
RUTH:
My cousins behaved like that as children.
RUTH:
They focused almost entirely on one another and struggled to mix with other children, although they're fine now.
ED:
Only children have often been judged very negatively.
ED:
A lot of research labels them selfish loners who assume everything should center on them because they never compete for parental attention.
RUTH:
That sounds rather unfair.
RUTH:
Another group I hadn't considered was children whose siblings are much older.
RUTH:
A few studies say these children become independent earlier because they are expected to manage basic tasks, such as dressing themselves.
ED:
That's plausible, although some might do the opposite and act like the baby of the family, constantly seeking special attention.
NARRATOR:
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
NARRATOR:
Now listen and answer questions 27 to 30.
RUTH:
What do you think was the main weakness in many of those studies?
ED:
Often the researchers collected information from just one child in each family.
ED:
That child assessed both themselves and all their siblings, so the academic results have held up though.
RUTH:
Intelligence test scores tend to fall slightly from the eldest child to each younger sibling, and recent studies have repeatedly found the same pattern.
ED:
Yes, but many researchers failed to account for family size.
ED:
Families with more children are more likely to have a lower socioeconomic status.
ED:
And that can also explain differences in academic performance.
RUTH:
For instance, an oldest son might receive opportunities that his younger sisters do not.
RUTH:
What surprises me is the principal explanation for the oldest child's slightly better academic results.
RUTH:
Extraparental attention in early childhood provides an intellectual advantage, which I expected.
RUTH:
But the more unexpected benefit comes from teaching younger siblings and having to put processes into words.
ED:
Yes, and acting as a teacher gives the eldest child status and confidence, which can also make a small contribution to achievement.
ED:
Do you feel that rivalry with your siblings benefited you?
RUTH:
My younger brother was incredibly irritating and we argued constantly, but that taught me to stand up for myself.
RUTH:
I would never have apologized to him after our worst disagreements, yet we had to tolerate one another and usually managed to live together quite peacefully.
ED:
My experience was similar.
ED:
Having two older brothers certainly didn't teach me to share.
ED:
I never wanted them using my possessions.
RUTH:
That seems perfectly normal, whereas...
NARRATOR:
That is the end of part three.
NARRATOR:
You now have one minute to check your answers to part three.
