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Author Index

Achenbach, T. M., 57, 102, 103, 111, 114, 121, 160, 161

Ahadi, S. A, 2, 20, 95 Andersson, H. W, 50, 51, 222 Angleitner, A., 2, 16, 19, 20 Arcus, D., 47 Asberg, M., 4

Baron, R. M., 33, 34, 138 Barron, A. P., 25 Basic Behavioral Science

Task Force of the National Advisory Mental Health Council, 2

Bates, 1. E., I, 2, 4, 5, 8, 12, 15, 16, 21, 27, 48-52, 58, 66, 67, 69, 81, 83, 107, 112, 212, 218, 219, 248

Bathurst, K., 5, 55 Bayley, N., 132, 134 Beck, C. T., 4 Behar, L., 102 Benson, J. B., 35-37, 145 Bernier, H., 5, 35 Bernstein, G. A, 4 Birch, H. G., 2 Black, M. M., 3 Blum, 1. S., 4 Bohlin, G., 19, 20, 93-95 Borchardt, C. M., 4 Boudreault, M., 17, 39, 91 Boutin, P., 5, 17, 35, 39, 82,

91 Bradley, R. H., 180 Brainerd, C. 1., 55 Brandt, B., 134 Bulik, C. M., 3

Burns, G. L., 102, 114 Buss, A H., 2, 13, 19, 82

Caldwell, B. M., 180 Cameron, J. R., 2 Campos, 1. J., 13 Carey, W. B., 2, 8, 14, 57-59.

82, 84, 252, 254 Carter, F. A., 3 Caspi, A., 2-4, 19-21, 29, 93,

94, 154 Cherny, S., S. 35 Chess, S .. 1,2,4, 7, 8, 12-14,

16, 17, 21, 37, 75, 79, 83, 84, 89, 90, 114

Christenson, G. N., 5 Cleary, S. D., 3 Cole-Love, A. S., 3 Collis, J. M., 132, 155 Compas, B. E., 103 Costa, P. T., 21, 73-74, 93,

94, 249 Costigan, K. A., 4 Cote, R., 5, 17, 35, 39, 82, 91 Crockenburg, S. B., 46 Cunningham, C. c., 62 Currier, S. K., 134 Czeschlik, T., 136

Daniels, D., 31, 45, 136 Dean, R. S., 134 Derryberry, D., 13 DeVries, M. W., 67 DiPietro, J. A., 4 Dodge, K. A., 49 Drew, K. D., 39 Dubowitz, H., 3

271

Earls, F., 1, 25, 26, 29, 107 Eaton, W 0., 20 Edelstein, W, 250 Edman. G .. 4 Eisenberg, N., 4 Epstein, S., 6, 55 Erikson, M . T .• 134 Escalona, S. A., 46 Essex, M. 1., 22 Eyberg, S. M., 25, 101, 102, 107

Fabes, R. A., 4 Fagan, J .• 25, 107 Fidell, L. S., 103 Fincham, F., 204 Fitzgerald, H. E., 25 Fleming, J. S., 5 Frankel, K. A., 49 Freeland, C. A. B., 8 Fulker, D. W., 35 Fullard, W., 14, 58, 59, 89

Gaddis, L. R., 39 Gandour, M. J., 56, 66 GruTison, W T., 1. 29 Gerard, A. B., 182 Gibbs, M. V., 62 Glutting, 1. 1., 134 Goldberg, L. L., 3 Goldsmith, H. H., 2, 13, 16 Gordon. B. N., 66 Gottesman, I. I., 2 Gottfried, A. E., 5, 55, 147,

150. 161, 162 Gottfried, A W, 5, 6, 14-17,

34, 35, 50, 55, 57, 59, 64,71-75,89,90,134, 147-150, 179,208, 212

272

Greenhalgh, 1. 31 Gliffin, 1. R., 5 Gruen, G.,46 Grych, J. H., 204 Guerin, D. w., 5, 7, 14-17, 21,

22,27-30, 34, 35, 39, 42, 43,50,55,57,59,64,71-75, 89, 90, 113-116, 134, 162, 168, 208, 212, 219

Gustavsson, P., 4 Guthrie, I. K., 4

Hagekull, B., 19, 20, 93-95 Haith, M. M., 35 Hansen, R., 2 Ham, H. P., 25 Hart. D., 250 Harrington, D., 3 Hegvik, R. L.. 14, 15, 17.58.

60, 85, 87. 90, 91, 106 Henry, B., 3, 21 Hodgson. D. M., 4 Hoffman, Y .• 250 Hofstee, W. K. B., 19 Holbrook. 1., 32, 39, 40, 136,

166 Hollingshead, A. B .• 55 Honjo, S., 4 Howell, C. T., 103 Howell. D. c., 103 Hubert, N. c.. 56. 58. 85 Huttunen. M. 0., 2. 17. 90

Ireton, H., 133, 134

Jansen, R. E., 25, 26, 107 Jansen-op-de-Haar, M. A.. 4 Jastak, S., 160 Jewsuwan, R., 29 John, O. P., 20, 154, 155 Johnson, D. C.. 2 Johnson, J. H., 2 Johnson, M. B., 160 Johnson, T. R. B., 4 Jones, L. B., 252 Joyce, P. 1., 4 Joyce, P. R., 3

Kagan, 1., 1, 13, 18, 47 Kaskie, B., 51

Katainen, S., 4 Kaufman. A. S., 133. 160 Kaufman, N. L., 133, 160 Kawaguchi, M., 4 Keller, M., 250 Kellogg, L., 3 KeItikangas-Jaervinen, L., 4 Kenny, D. A., 33, 34, 138 Keogh, B. K., 2, 31, 37-39,

43,252 Killian, C., 5 Kindlon, D., 29 Klein, H. A., 43, 173 Kochanska, G., 4 Kohnstamm, G. A., 44. 47,

192,250 Kostelnik. M .• 29 Kurcinka, M. S .• 2, 253 Kyrios, M., 22

Lanthier. R. P., 50, 218 Lee. C. L., 50-52. 67, 69.

212 Lemery, K. S., 22. 107 Lengua, L. 1., 22. 107 Lerner, 1. v., 41. 166 Lerner, R. M., 41. 58, 60. 61 Lewis, K. E., 3 Lounsbury. M. L., 8 Lovil. L. T., 162 Luster. T.. 29

MacCallum. R. C., 204 MacMahon, B. H .• 26, 30,

107 Margolin. G., 200 Marsh, H. w.. 161. 182 Martin, C. L., 4 Martin, R. P., 2, 19, 20, 28,

31, 32, 39-42, 136, 162, 166, 170, 243

Maslin, C. A., 49 Matheny, A. P., 2, 5, 31-33,

45, 134-137 Maziade, M., 5, 17, 18, 28,

30, 35, 39. 66. 67. 82. 91 McCarthy, D., 133 McCartney, K., 36, 146 McClowry. S. G., 2 McConaughy, S. H., 103

Author Index

McCrae, R. R., 21, 73, 74, 93, 94. 249

McDevitt, S. C., 2, 8, 14, 58, 59, 82, 253, 254

McFayden-Ketchum, S., 49, 51

McGee, R. 0., 21 McIntosh, D. E., 3 Medina, A. M., 200 Mednick, S., 36 Mehrabian, A., 4 Messick. S .. 132, 155 Mettetal, G., 2 Meyer, c., 35, 134 Miller, P. A., 4 Moffitt. T. E., 3, 4, 21, 154 Moos, B. S., 147, 181 Moos, R. H., 147, 181 Morrow, 1., 58 Moseley, M., 39 Murphy, B. C., 4

Nagata, M., 4 Nagle, R., 28, 38, 39, 166 Neville. H., 2 Newman, D. L, 4 N ordstroem, P., 4 Nussbaum, B. R., 114 Nyman, G., 17,90

Oakland, T., 134 Oberklaid, R., 4 Oliver, P. H., 5, 200 Olson, S. L., 51, 222, 224 Ostendorf, F., 2, 19, 20

Paget, K .• 28 Palisin, H., 32, 39, 136, 166 Parker, C. M., 114 Parramore, P., 55 Patterson, D. R., 102, 114 Paul, R., 3 Perwien, A. R., 4 Peters-Martin, P., 56 Petrill, S. A., 37 Pettit, G. S., 5, 27, 49 Phares, Y., 103, Ill, 121 Piotrowska, A., 137 Plomin, R., 2, 13, 19, 27, 31,

44, 200, 204

Author Index

Plumelt, J., 3 Powers, S. I., 4 Preacher, K. J., 204 Pressley, M., 55 Prior, M. R., 4, 20, 22 Putnam, S. P., 12, 44, 46, 47,

48,67,76

Radke-Yarrow, M., 48 Raeikkoenen, K., 4 Raine, A., 36, 37, 145, 146,

150 Reeves, D., 62 Rende, R. D., 27 Reimann, R, 19 Reynolds, C., 36 Reznick, J. 5., 18 Rice, D. C., 2 Ridge, B., 49 Robins, R. w., 154 Robinson, E. A., 102 Rosen, D., 2 Ross, A. w., 102 Rostosky, S. S., 4 Rothbart, M. K., I, 2, 12, 13,

20,95,252 Rucker, D. D., 204 Rushton, J. P., 55

Sandler, I. N., 22 Sandwell, 1. c., 162 Sanson, A. v., 4, 12, 22, 107 Sattler, J. M., 114

Saylor, C. E, 134 Scarr, S., 36, 146 Schoen, M. J., 38, 39, 166 Schwab, J., 41 Schwebel, D. c.. 3 Sellman. 1. D., 4 Sheeber, L. B., 2, 22 Shepard, S. A., 4 Shoemaker, 0., 134 Silva, P. A., 3, 4, 21 Siabach, E H., 58-62. 85.

89, 111 Smider, N. A .• 22 Snidman, N., 18,47 SOlfunerfelt, K., 50, 51, 222 Spencer, 1. E, 34, 134 Starr, R H., 3 Steffen, J. E, 134 Stouthammer-Loeber, M., 154 Strelau, J .• I, 13, 16,36, 81.

137, 146, 150 Stringfield, S., 102 Sullivan, P. E, 3

Tabachnick, B. G., 103 Talwar, R., 41, 43, 168 Teg1asi, H .. 26, 30, 107 Thivierge, J., 5, \7, 35, 39,

82,91 Thoben, A. S., 45 Thomas, A., I. 2, 4, 7-14. 16,

17, 21, 37, 46. 58, 75, 79, 81, 83, 84, 89, 90, 114

Thomas, C. w., 5 Thompson, L. A., 37 Thwing, E., 133, 134 Tonner, L., 2 Turecki, S., 2

U.S. Department of Education, National Center for Education Statistics, 253

van den Boom, D. c., 248 Venables, P. H., 36

273

Wachs, T .D .• 2, 4, 44-48. 56, 58, 66, 95, 181-183. 186, 192. 200, 204, 250

Webster-Stratton, c.. 25, 107 Wechsler, D., 133 Welsh, D. P .. 4 West, S.G., 22 Wilkinson, G. S., 160 Wills, T. A., 3 Wilson, R. S., 45 Windle, M., 3, 58, 60, 61 Wisenbaker, J., 2 Woodcock, R. w., 160

Zabski, 5.,41 Zawadzki, B., 137 Zhang. 5 .. 204 Zucker, R. A., 25

SUbject Index

Academic achievement. 39-42. 164-170 adolescent years, 41-42,167-168 grade point average, 164 middle childhood, 40-42, 165-166 parent-reported, 166 predicted by preschool temperament, 165-

166 sequelae of extreme infant temperament, 224 standardized test scores, 166 teacher-reported, 166

Academic intrinsic motivation. 63.161-162, 173-174

predicted by approach/withdrawal. 150-151 Academic self-concept. 43-44, 173-174 Activity level, 9, 18

developmental course, 238 developmental significance, 244

Adaptability. 10. 18 developmental course. 239 developmental significance, 242 and family environment. 191-192 and intelligence. 155 predictor of academic achievement. 168

Adjustment: see Behavior problems Approach/withdrawal, 10, 18

developmental course, 239 developmental significance. 244-245 and family environment, 191-192 and intelligence. 155 predictor of academic intrinsic motivation.

150-151 predictor of children's requests for activities.

148-150 predictor of environmental enrichment. 146-

151 predictor of intelligence. 144-146

Approaches/models of temperament, 12-13 Australian Temperament Project, 4

275

Bayley Scales of Infant Development. 62. 132. 135-136

predictor of adolescent temperament/ personality. 153-155

predictor of grade point average. 175-177 Behavior problems. 21-31, 50-51. 99. 127-129

across time relations with temperament. 27-31.100. 112-122. 128-129

and family conflict. temperament interaction. 199-204

clinically-elevated, 22-23. 113-117 concurrent relations with temperament. 25-

27. 99-100. 103-112. 127-128 externalizing. 105-108. 110-111, 113. 119.

120. 123. 125. 127 internalizing. 105-108. 110-111. 113. 119.

120, 123. 125. 127 narrow band categories. 115-117 parent rep0l1s. 110. 126-126 predicting temperament, 124-126, 250 self-reports. 126-127 sequelae of extreme infant temperament.

218-221 teacher reports, 109-110, 116. 124

Behavioral Style Questionnaire. 59-60. 65. 72. 78. 80. 85-87. 104. 105, 119. 122-123

and academic achievement, 165-166 and classroom behavior. 170-171 and family climate. 187-189 and home environment. 185 predicted by intelligence. 152-155 predictor of intelligence. 143-144 predictor of parent -child relations in

adolescence. 197 -198 relation to Kaufman Assessment Battery.

135-136 relation to McCarthy Scales. 135-136 school entrance age. 162-163

276

Behavioral Style Questionnaire (cont.)

sequelae of extreme infant temperament, 212-217

and test-taking behavior/intelligence, 139-141

Bidirectional relations, 192-193,250 Big Five personality factors, 19-20

Agreeableness, 20, 94 Conscientiousness, 20, 94 Extraversion, 20, 93 Neuroticism, 20, 93 Openness, 20, 93-94

Biological rhythmicity: see Rhythmicity BSQ: see Behavioral Style Questionnaire

CAIMI: see Academic Inttinsic Motivation CBCL: see Child Behavior Checklist Child Behavior Checklist, 62, 102-103, 105,

113, 125, 127, 160, 166,200,210,218-221; see a/so Behavior problems

Children's Academic Intrinsic Motivation Inventory: see Academic intrinsic motivation

Classroom behavior, 42-43, 161, 170-173; see a/so Behavior problems, teacher reports

Cohesion scale: see Family Environment Scale Contlict scale: see Family Environment Scale Continuity/stability of temperament, 14-19, 71,

73-79,84-91,97-98,247-248

Developmental asset, 207-208, 229-235, 253-254

Developmental liability, 207-208, 229-235, 253-254

Difficult temperament, 12, 21, 48, 97, 254-256; see a/so Infant Characteristics Questionnaire; Fussy/difficult/ demanding factor

Dimensions of Temperament Survey-Revised, 60-61, 66, 70, 76, 79, 81, 85-89, 92, 96, 108, Ill, 123, 210

and academic achievement, 167-168 and family climate, 190-192 and grade point average, 175-177 and parent-child relations, 194-196, 198-199 predictor of academic achievement, 168-170 sequelae of extreme infant temperament,

212-217 and test-taking behavior/intelligence, 139-

141

Subject Index

Dimensions of Temperament Survey-Revised (cont.)

and WISC-II1, WAIS-R, 136-137 predicted by early family climate, 193

Distractibility, 11-12 developmental course, 241 development significance, 247

DOTS-R: see Dimensions of Temperament Survey-Revised

Dunedin Longitudinal Multidisciplinary Health and Development Study (New Zealand), 4, 29-30

Educational implications of temperament, 252-253

Externalizing behavior problems: see Behavior problems, externalizing

Extracunicular activities, 146, 148-150 Extreme temperament groups in infancy, 47-

49, 66-69, 207-236 academic achievement sequelae, 224, 231 approach/withdrawal and subsequent

intelligence, 145-151 behavioral sequelae, 218-221, 231 formation of, 209 home and family environment sequelae,

224-228, 231 intellectual sequelae, 222-224, 231 long-term sequelae, 207-236, 254 overlap/independence during infancy, 212 personality sequelae, 217-218 specificity of sequelae, 228-229 temperamental sequelae, 212-217, 231

Eyberg Child Behavior Inventory, 62, 101-102, 104-105, 113, 115, 119,210, 218-221

Family climate/context: see Family Environment Scale; Parent-child relationship

Family Environment Scale, 44-47, 63, 181-182,211, 225-227

adolescent temperament, 189-190 adolescent's perspective, 190-192 bidirectional relations with temperament,

250-251 infant temperament, 186-187 interaction with temperament and behavior

problems, 199-204 middle childhood temperament, 189-190 predictor of temperament, 192-193 preschool age temperament, 187-189

Subject Index

Family Environment Scale (COIll.) predicted by toddler approach/withdrawal.

146-148 Father-child relationship: see Parent-child

relationship FES: see Family Environment Scale flexibility: see Adaptability Fullerton Longitudinal Study. 4-7. 13-14.

45 assessment waves. 53-54 attrition bias. 56 developmental eras. 55-56 parent report measures of temperament. 56-

57 participant characteristics. 7. 53-55 research themes. 5. 61 summary of developmental measures. 61-63.

101 temperament measures used. 5-6. 57-61.

72. 73. 101 Fussy/difficult/demanding factor. 15. 49. 50.

81-83.112-114. 117-118. 142.224. 228-229; see also Infant Characteristics Questionnaire

GATSB: see Guide to the Assessment of Test Session Behavior

Gender differences. 75-76. 211-212 Generalized risk/protective factor. 229-235 Grade repetition/retention. 39. 163-164 Grade-point average. 168-170. 174-177 Grades. scholastic: see Academic achievement Guide to the Assessment of Test Session

Behavior. 134. 137-141

Home environment: see Home Observation for Measurement of the Environment; Family Environment Scale

HOME Inventory: see Home Observation for Measurement of the Environment

Home Observation for Measurement for the Environment. 45. 63. 180-181. 183-186. 211. 224-227

as predicted by approach/withdrawal. 147 concurrent relation to temperament. 183-

186

IBR: see Infant Behavior Record ICQ: see Infant Characteristics Questionnaire Infant Behavior Record. 134. 138-141

277

Infant Characteristics Questionnaire. 15-16. 47-52. 58-59. 72. 78. 79-84. 112-114. 121-123; see also Extreme temperament groups;, Fussy/difficult/demanding factor; Resistant to control factor; Unadaptable factor; Unsociable factor

and Bayley mental development index. 135 extreme groups, developmental significance,

211-235 and family climate, 186-187 and family conflict/behavior problems

interaction. 199-204 and home environment, 183-185 long-term developmental sequelae. 254-256 and test-taking behavior/IQ, 138 and temperament X environment interaction.

199-204 predictor of intelligence. 142-143

Infant temperament: see Infant Characteristics Questionnaire

Intelligence bidirectional relation with temperament, 250 concurrent relations with temperament. 31-

33. 135-137 predicted by temperament. 35-37 predictor of temperament/personality. 151-

155 and stimulation-seeking. 36 and temperament as predictors of grade

point average, 168-170 Intensity of reaction. 10-11. 18

developmental course. 239-240 developmental significance. 246

Interactions temperament-environment, 199. 253

Intercorrelations of temperament dimensions, 61-66

Internalizing behavior problems: see Behavior problems. internalizing

KABC: see Kaufman Assessment Battery for Children

Kaufman Assessment Battery for Children. 62-63. 133, 135-136, 143-145, 160, 210. 222-224

concurrent relation to temperament, 165 predictor of adolescent temperament/

personality, 153-155 and temperament as predictors of grade

point average, 175-177

278

Louisville Twin Study, 4, 32, 135-136

McCarthy Scales of Children's Abilities, 32, 133, 135-136, 140, 142-143,222-223

predictor of adolescent temperament/ personality, 153-155

MCDI: see Minnesota Child Development Inventory

MCTQ: see Middle Childhood Temperament Questionnaire

Middle Childhood Temperament Questionnaire, 60, 65, 72, 78, 80, 85, 88, 105, 110, 120, 122-123, 125

and child ratings of parent-child relations, 198-199

and classroom behavior, 171-173 and family climate, 189-190 and grade point average, 175-177 and grade repetition/retention, 163 and home environment, 186 and intelligence assessed concurrently, 137 predicted by early family climate, 193 predicted by intelligence, 153-155 predictor of academic achievement, 168-

170 predictor of intelligence, 143-144 predictor of parent-child relations in

adolescence, 197 sequelae of extreme infant temperament,

212-217 and WISC-R, 135

Minnesota Child Development Inventory, 62, 133-134, 141-142

Minnesota Preschool Inventory. 62, 133-134, 133-134, 141-142

Mother-child relationship: see Parent-child relationship

MPI: see Minnesota Preschool Inventory

Negative mood: see Quality of mood NEO Five Factor Inventory, 21. 73-74, 92,

93-96, 210, 153-155 New York Longitudinal Study (NYLS), 4, 7-

13, 16-17

Parent-child relationship, 182-183, 193-199, 224-227; see also Parent Child Relationship Inventory; Self Description Questionnaire

child-rated, 182, 198-199

Subject Index

Parent-child relationship (COllI.)

concurrent relation with temperament during adolescence, 194

parent-rated, 182-183, 193-198 predicted by earlier temperament, 197-198 predictor of child/adolescent temperament,

196-197 research issues 44-47

Persistence/attention span, 11 developmental course, 240 developmental significance, 244 and intelligence, 155 predicted by intelligence, 152 and temperament as predictors of academic

achievement. 168 Personality, 91-97; see also NEO Five Factor

Inventory intelligence as a predictor, 152-156 sequelae of extreme infant temperament,

217-218 temperament as precursor, 19-21, 50, 73,

93-95, 98, 249-250 Positive mood: see Quality of mood Preschool Behavior Questionnaire, 62, 102,

104-105, 1\3, 115, 119, 125, 210, 218-221

Quality of mood, II developmental course, 240 developmental significance, 245 and intelligence, 155

Quebec City Community Health DepaJ1ment Study, 5, 17, 30

Resistant to control factor, 49, 83, 113, 228-229; see also Infant Characteristics Questionnaire

Rhythmicity, 9 developmental course, 238-239 developmental significance, 246

School: see Academic achievement; Classroom behavior; Grade point average; Grade repetition/retention; Teacher Report Form

School entrance age, 38-39 SDQ: see Self Description Questionnaire Self Description Questionnaire, 63, 161, 211,

225-227 Self-concept: see Parent-child relationship;

Academic self-concept

Subject Index

SES: see Socioeconomic status Socioeconomic status, 174-177 Stability of temperament: see Continuity/

stability of temperament Standardized achievement tests: see Academic

achievement

Teacher Report Form, 62-63, 102-103, 110, 160-161, 166, 170-173, 202-204, 210

Temperament X environment interaction, 199-204 Test-taking behavior. 134

as mediator of temperament-IQ relations. 33-34, 137-141, 155-156

Threshold of responsiveness, 12 developmental course. 241 developmental significance, 247

Toddler Temperament Scale, 59, 64, 72, 78, 80, 85, 119, 121-123, 209

Approach/withdrawal extreme temperament groups, 145-151

and Bayley mental development index, 135 predictor of intelligence, 138, 142-143 sequelae of extreme infant temperament,

212-217 and test-taking/intelligence relation, 138

TRF: see Teacher Report Form TTS: see Toddler Temperament Scale

Unadaptable factor, 49, 82-83, 113, 115, 117-118, 142, 224, 228-229; see also Infant Characteristics Questionnaire

Unsociable factor, 49, 83, 113, 142, 228-229; see also Infant Characteristics Questionnaire

279

Validity of parent repOits of temperament, 6, 251-252

WAIS-R, 62, 133, 136, 210; see also Intell igence

and temperament as predictor of grade point average, 175-177

Wechsler Intelligence Scales: see WAIS-R; WISC-III; WISC-R, Intelligence

Wide Range Achievement Test-Revised, 160, 165, 211. 224

WISC-III. 62. 133. 136-1J7. 140. 143-145. 222-223, 210; see also Intelligence

predictor of adolescent personality. 154-155 and temperament as predictors of grade

point average, 175-177 WISC-R, 62, 133, 135-136, 210. 143-145; see

also Intelligence predictor of adolescent temperament/

personality, 153-155 predictor of grade point average, 175-177

Woodcock-Johnson Psychoeducational Battery, 63, 160, 166-170,210-211,224

WRAT-R: see Wide Range Achievement Test-Revised

Young Children's Academic Intrinsic Motivation Inventory: see Academic intrinsic motivation

Youth Self Report, 62, 102-103, 127, 160, 210, 218-221

YSR: see Youth Self Report