Four current approaches to understanding temperament are discussed. Theorists representing four postions--Goldsmith, Buss and Plomin, Rothbart, and Thomas and Chess--outline their views by reponding to six common questions. Commentaries highlighting differences and similarities between the positions are offered by Hinde and McCall. (Author/BN)

In this commentary I make three points. First, the four articles presented in this special issue are critical examples of the viability and importance of the idea of childhood personality. Second, I identify several concerns, including the narrow scope of the study of childhood personality, the lack of focus on environmental factors that might…

This study investigated the long-term stability of the nine temperament subcategories which underlie the Thomas and Chess temperament clusters. A homogeneous sample of 55 children and parents was recruited (26 remained at the final data collection interval) and parents provided questionnaire responses on their child's temperament at 2, 4, 6, 18,…

Earlier project reports compared childhood social behavior of nonmigratory schizophrenics and normal classmates by analyzing teachers' comments in school records. This article expands the sample to include migratory schizophrenics and analyzes childhood intellectual functioning. Behavioral differences indicated emotional immaturity and social…

Personality development and structure formation were studied in 60 preadolescent children (aged 9 to 13). Six major aspects of preadolescent individuality were assessed: cognitive controls, performance on the Holtzman Inkblot Test, intellectual abilities, general response to clinical testing, general response to laboratory testing, and defense…

Discusses the role of temperamental individuality in the school setting and focuses on the importance of temperament for children's adjustment in school. (HOD)

Noting that characteristics such as attachment, honesty, self control, sportsmanship, generosity, and courage may be nurtured or thwarted by parents, teachers, or society, this book examines the roots of male character from birth to late adolescence. It maintains that particular intrinsic biological drives combine with parenting styles and…

TO STUDY WHETHER TEACHING TYPING TO EDUCABLE MENTALLY HANDICAPPED STUDENTS WOULD RESULT IN IMPROVING ACADEMIC WORK, GREATER VISUALIZATION SKILLS, AND BETTER SOCIAL-EMOTIONAL ADJUSTMENT, THE EXPERIMENTAL HALF OF THE 14 MATCHED PAIRS OF CHILDREN 10 TO 13 YEARS OF AGE WITH MEASURED IQ'S BETWEEN 50 AND 80 WERE GIVEN 2 TO 3 YEARS OF TYPING INSTRUCTION.…

Noting that power struggles between parents and children provide rich opportunities for parents to teach children how to deal with strong emotions and for parents and children to solve problems together, this book provides parents with "emotion coaching" strategies for identifying the emotions and needs that can create daily hassles.…

This group of eight bulletins provides abstracts on research relating to children reported to the Clearinghouse for Research in Child Life from July 1962 to August 1968. Abstracts are organized by topic area: (1) "Long Term Research"; (2) "Growth and Development," including general, physical, perceptual, cognitive, motor,…

This report surveys writings by National Institute of Mental Health grant recipients who have investigated this first five years of life. The authors attempted to identify and correlate ideas, themes, perspectives and issues which can be useful in the formulation and evaluation of social policies related to infant and child development. Major…