Temperament

"Your good nature will bring you much happiness." -Peking Noodle Co. We began this book with the belief that there are individual differences in tempera ment that impact the trajectory of the course of development. At a particular point in time, the impact may be small, but over time the effect of these small tweaks may come to be associated with significant and meaningful differences in our indi vidual destinations. In this book, we examined the relations between temperament and various domains of development as well as the home and family environ ment to document the short- and long-term sequelae of various temperamental characteristics to test this belief. It takes a certain temperamental profile to complete a collaborative longitu dinal research project spanning two decades. Especially during the project's early years, when we were directly assessing the development of over 100 children twice yearly and visiting their homes, high activity level was required. Our biological rhythms were constantly disrupted as we worked to complete data coding (we used punch cards then!) and checking before the next wave of assessments began. We learned to approach new problems and tasks with intensity, to be adaptable when appointments had to be rescheduled, to be sensitive to changes in our study families' situations, and that a positive mood is essential. We were not easily distracted from our goal of following the study participants through high school completion, and our persistence has made all the difference.

Texte du rabat

"Your good nature will bring you much happiness." -Peking Noodle Co. We began this book with the belief that there are individual differences in tempera­ ment that impact the trajectory of the course of development. At a particular point in time, the impact may be small, but over time the effect of these small tweaks may come to be associated with significant and meaningful differences in our indi­ vidual destinations. In this book, we examined the relations between temperament and various domains of development as well as the home and family environ­ ment to document the short- and long-term sequelae of various temperamental characteristics to test this belief. It takes a certain temperamental profile to complete a collaborative longitu­ dinal research project spanning two decades. Especially during the project's early years, when we were directly assessing the development of over 100 children twice yearly and visiting their homes, high activity level was required. Our biological rhythms were constantly disrupted as we worked to complete data coding (we used punch cards then!) and checking before the next wave of assessments began. We learned to approach new problems and tasks with intensity, to be adaptable when appointments had to be rescheduled, to be sensitive to changes in our study families' situations, and that a positive mood is essential. We were not easily distracted from our goal of following the study participants through high school completion, and our persistence has made all the difference.

Contenu

1. Introduction and Overview.- Pervasiveness of the Temperament Construct.- Contemporary Interest in the Concept of Temperament.- Uniqueness of the Fullerton Longitudinal Study for Investigating Temperament.- The NYLS Framework.- The Nine NYLS Temperament Dimensions.- The Concept of Difficult Temperament.- Other Child-Focused Models of Temperament.- to Issues Investigated.- 2. Methodology of the Fullerton Longitudinal Study and Data Analytic Strategy.- FLS Assessment Waves.- Participants.- Delineation of Developmental Eras.- Tests for Attrition Bias.- Use of Parent Report Measures.- Temperament Measures Used in the FLS.- Measures Collected in Other Developmental Domains and the Environment.- Intercorrelations Among Temperament Dimension Scores.- Use of Extreme Temperament Groups.- 3. Consistency and Change in Temperament.- Issues Investigated.- Description of Measures Used in the FLS.- Findings and Discussion.- Summary and Conclusions.- 4. Temperament and Behavioral/Emotional Adjustment.- Issues Investigated.- Description of Measures Used in the FLS.- Findings and Discussion.- Summary and Conclusions.- 5. Temperament and Intelligence.- Issues Investigated.- Description of Measures Used in the FLS.- Findings and Discussion.- Summary and Conclusions.- 6. Temperament in the School Context.- Issues Investigated.- Description of Measures Used in the FLS.- Findings and Discussion.- Summary and Conclusions.- 7. Temperament in the Family Context.- Issues Investigated.- Description of Measures Used in the FLS.- Findings and Discussion.- Summary and Conclusions.- 8. Temperament in the ExtremesDevelopmental Trajectories of Infants in Three Temperament Groups.- Issues Investigated.- Description of Measures Used in the FLS.- Findings and Discussion.- Summary and Conclusions.- 9.Synthesis and Implications.- Temperament from Infancy through Adolescence: Pathways and Trajectories.- Differential Developmental Significance of Temperament Dimensions.- Implications of Findings Regarding Temperamental Continuity/Stability.- Temperament as a Precursor of Personality.- Temperament Dimensions as Sequelae of Earlier Development.- Evidence that Temperament is a Useful Construct Beyond Parent-Child Interactions/Relationship.- Temperament in the Classroom.- Temperament-Environment Interactions.- Temperament as an Asset and Liability in Development.- Long-Term Sequelae of Temperament Assessed in Infancy.- Temperament from Infancy through Adolescence.- References.- Author Index.