Temperament: Infancy through Adolescence The Fullerton Longitudinal Study / Edition 1

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The Fullerton Longitudinal Study, launched in 1979, chronicled the development of over 100 children and their families from the children's first birthday through their high school completion using a cross-informant/cross-context methodology. In this volume, the developmental course and sequelae of children's temperament from age 1.5 years through high school completion are documented. Using the model of temperament developed by Alexander Thomas, Stella Chess, and their colleagues in the New York Longitudinal Study (NYLS) and standardized temperament inventories collected repeatedly across infancy, childhood, and adolescence, the authors of Temperament: Infancy through Adolescence systematically present their findings investigating the following issues: Stability and continuity of the nine NYLS temperament dimensions based on parent reports and, during adolescence, both parent and self-reports; Concurrent and cross-time relations between temperament dimensions and behavior problems in home and school contexts; Temperament dimensions as predictors and consequences of intelligence; Relations between temperament dimensions and children's education, including academic achievement, classroom behavior, grade point average, and self-appraisals of academic competence and motivation; Home environment and family relationship correlates of temperament; The long-term developmental trajectories of infants with extreme temperament characteristics, including temperamental, behavioral, intellectual, academic, and home/family outcomes. Temperament: Infancy to Adolescence is an important resource for developmental researchers, clinicians, educators, students, and others interested in how individual differences in children's behavioral styles develop and relate to their development.

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Table of Contents

1. Introduction and Overview.
2. Methodology of the Fullerton Longitudinal Study and Data Analytic Strategy.
3. Consistency and Change in Temperament.
4. Behavioral and Emotional Adjustment at Home and School.
5. Intelligence, Language, and Adaptive Functioning.
6. Temperament in the School Context.
7. Temperament in the Family Context.
8. Temperament in the Extremes Developmental Trajectories of Infants in Three Temperament Groups.
9. Temperament and Development Synthesis and Implications.
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