Ebook: Temperament: Infancy through Adolescence. The Fullerton Longitudinal Study

"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.

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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.