Chapter 1 Temperament: innovations, matters and difficulties (pages 1–19): Michael Rutter
Chapter 2 Temperament Questionnaires in medical learn (pages 20–35): Thomas F. McNeil and Inger Persson?Blennow
Chapter three Temperament: a attention of suggestions and strategies (pages 36–50): Jim Stevenson and Philip Graham
Chapter four Temperament and Relationships (pages 51–65): J. Stevenson?Hinde and A. E. Simpson
Chapter five Temperamental features of 3–4?Year?Olds and Mother–Child interplay (pages 66–86): R. A. Hinde, D. F. Easton, R. E. Meller and A. M. Tamplin
Chapter 6 Temperamental modifications, kinfolk Relationships, and younger kid's reaction to alter in the relations (pages 87–120): Judy Dunn and Carol Kendrick
Chapter 7 Intrinsic Determinants of Temperament (pages 121–140): Ronald S. Wilson
Chapter eight impression of Genetic elements on Temperament improvement in Early youth (pages 141–154): Anne Mari Torgersen
Chapter nine Behavioural Genetics and Temperament (pages 155–167): Robert Plomin
Chapter 10 Temperament and Follow?Up to maturity (pages 168–175): Alexander Thomas and Stella Chess
Chapter eleven character improvement and Temperament (pages 176–190): M. Berger
Chapter 12 medical Use of Temperament information in Paediatrics (pages 191–205): William B. Carey
Chapter thirteen Temperament and Minor actual Anomalies (pages 206–220): Richard Q. Bell and Mary F. Waldrop
Chapter 14 boy or girl Temperament, Maternal psychological nation and baby Behavioural difficulties (pages 221–239): S. N. Wolkind and W. De Salis
Chapter 15 at the Continuity, swap and medical worth of baby Temperament in a potential Epidemiological examine (pages 240–251): Matti O. Huttunen and Gote Nyman
Chapter sixteen Temperamental styles in competitive Boys (pages 252–268): I. Kolvin, A. R. Nicol, R. F. Garsiide, okay. A. Day and E. G. Tweddle
Chapter 17 kid's Temperament and lecturers' judgements (pages 269–293): Barbara okay. Keogh
Chapter 18 Chairman's remaining comments (pages 294–297): Michael Rutter
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Extra info for Ciba Foundation Symposium 89 - Temperamental Differences in Infants and Young Children
A) The time usually varies by more than an hour. (b) Quite often at the same time, but sometimes more than half an hour earlier or later (than usual). (c) At the same time (within half an hour of the usual time)’. Each item is scored as 0 (low), 1 or 2 (high) points on the relevant variable. A subject’s score for a temperament variable iscomputed as the mean of the scores for all answered items relevant to that variable. 00. Parents report that completion of the questionnaire takes about 15 min.
Deviant-scoring children were generally less stable than were middle-scoring children, and over 50% of the children scoring more than 1 SD away from the group mean for a variable at one age scored within 1 SD of the mean on that variable at the next age. Further, a majority of the subjects changed temperament type over the 18 months covered by the study. Over all age intervals studied, the difficult child type was less stable than the easy child. These findings strongly suggest that more attention should be paid to the age(s) at which children show the types of temperament that might predict other characteristics beyond temperament itself.
For example, the temperamental attribute of bodily activity is thought to be better gauged by considering the way in which the child behaves when walking to school, sitting at the table for meals, and watching television, and whether he or she frequently or rarely undertakes these activities. Such a firm distinction between content and style can, however, be questioned. It is feasible, and some might say probable, that temperamentally physically active children tend to involve themselves more in games requiring physical activity, and less in sedentary occupations such as watching television.