www.psychspace.com心理学空间网New York Longitudinal Study
The New York Longitudinal Study, started in 1956 and continued over several decades thereafter, is regarded as a classic study into personality types and temperament traits.
The study, conducted amongst young children, in its early days had such persons as Alexander Thomas, Stella Chess, Herbert G. Birch and Margaret Hertzig as principal contributors.
The New York Longitudinal Study investigations included direct observation and also interviews with parents about their children.
The team came up with ways of investigating individual styles of personality and temperament amongst children and discovered ways of identifying and giving a relevant rating to nine separate "qualities" associated with personality and temperament.
In analysing their data, the nine characteristics that were identified by the team as being reliably scorable on a three-point scale (medium, high and low) were:-
New York Longitudinal Study
Alexander Thomas, Stella Chess, Herbert G. Birch
personality types - temperament traits
The New York Longitudinal Study, started in 1956 and continued over several decades thereafter, is regarded as a classic study into personality types and temperament traits.The study, conducted amongst young children, in its early days had such persons as Alexander Thomas, Stella Chess, Herbert G. Birch and Margaret Hertzig as principal contributors.
The New York Longitudinal Study investigations included direct observation and also interviews with parents about their children.
The team came up with ways of investigating individual styles of personality and temperament amongst children and discovered ways of identifying and giving a relevant rating to nine separate "qualities" associated with personality and temperament.
In analysing their data, the nine characteristics that were identified by the team as being reliably scorable on a three-point scale (medium, high and low) were:-
- the level and extent of motor activity;
- the rhythmicity, or degree of regularity, of functions such as eating, elimination and the cycle of sleeping and wakefulness;
- the response to a new object or person, in terms of whether the child accepts the new experience or withdraws from it;
- the adaptability of behavior to changes in the environment;
- the threshold, or sensitivity, to stimuli;
- the intensity, or energy level, of responses;
- the child's general mood or "disposition", whether cheerful or given to crying, pleasant or cranky, friendly or unfriendly;
- the degree of the child's distractibility from what he is doing;
- the span of the child's attention and his persistence in an activity.