This study examined whether changes in children's self-reported Big Five dimensions are represented by (developmental) personality types, using a cohort-sequential design with three measurement occasions across 5 years (four cohorts, 9-12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent…

Clarifies intentions and basis of remarks made in Macfarlane (1963) concerning the relationship of early character structure to later character structure and life outcomes. (Author/RH)

Personality structure, as measured by the Preschool Personality Questionnaire, was studied in preschool children. Two studies are reported which discuss factor analysis, including the ability factors of the PSPQ. (ST)

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)

Reviews findings of two large adoption studies. Both examined the levels of intellectual and personality development, as well as the degree of resemblance, among family members. Focus is directed toward intelligence quotient and school achievement tests, with briefer attention given to personality interests and attitudes. (Author/RH)

Provides an overview of recent behavior-genetic studies of personality that document (1) the demonstration of genetic bases for stability of certain personality dimensions, (2) evidence suggesting the most influential environmental sources of variation are those not jointly experienced by family members, and (3) continuing controversy regarding…

Activity level was measured by two independent methods, a mechanical recording device and teacher descriptions, in a sample of 129 children (65 boys and 64 girls), participating in an ongoing longitudinal study. (Author/MP)

Examined longitudinally changes in inhibition from toddler age to age 4 and age 7 years. Found that temperament change in children who tested as inhibited or uninhibited as toddlers was more common than remaining extremely inhibited or uninhibited, but that change was largely limited to intermediate groups. Subgroups distinguished by responses on…

Introduces this thematic issue of CHILD DEVELOPMENT which addresses schooling and child development. (PCB)

Examines the relationship between self-evaluation and social comparison in adolescent males during their last two years of high school. The question is empirically examined in two realms that capture primary features of the adolescent transition: physical transformation and social role reorganization. (Author/RH)

Fourth through eleventh grade students evaluated single personality trait descriptions of hypothetical persons of their own sex. Results are discussed in terms of person-perception and social desirability theories of personality. (ST)

The development of moral judgment in 11-year-old girls is discussed in terms of the evaluation of role taking ability. (ST)

Argues that, although research on conscience development in children has emphasized the contribution of parental socialization, the influence of children's temperament has been largely neglected. Proposes a new framework for the study of conscience development through a synthesis of the two approaches. (MDM)

Observed 193 children at 4.5 years who had been classified at 4 months as high or low reactive to stimulation for signs of inhibited or uninhibited behavior. Children classified as high reactive were less spontaneous and less sociable than low-reactive children, but only a small proportion maintained a consistently inhibited or uninhibited…