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“Now there's a new resource that helps us all understand what affects temperament: why some of us are more anxious than others, quicker to anger, less able to control our impulses....There is information that will be of special interest to early childhood and family life professionals, as well as teachers, counselors, and therapists.”

—Parenting Press E-Magazine


“Both practitioners and researchers would benefit from this book....This excellent book is full of research and the numerous contributors bring a cross-cultural perspective to the topic. Because it looks at both adult and child models and how interventions can be developed to address specific problems, clinicians will find this book useful.”

—Doody's Reviews


“Presents a multifaceted and detailed explanation of temperament research, providing rich description of its history, research orientations, discoveries, and applications, with suggestions for next steps….There is ample coverage of temperament as expressed in individuals’ lives and outcomes, and this is a definite strength of the Handbook….These sections of the Handbook offer exciting implications for applying temperament research in real-world situations, particularly in school settings.”

—Journal of Applied Developmental Psychology


“Finally—a definitive source for my graduate students and research team! Presented from a variety of theoretical perspectives, the chapters in this book are comprehensive. They review and critique the current literature so that students (and faculty) can understand how the field evolved. Equally important, the book provides direction for future research. This book should be on the required list for all graduate temperament and personality classes.”

—Sandee McClowry, PhD, FAAN, Professor, Counseling Program, New York University


“Temperament is a central construct in the study of human individual differences, yet a volume providing complete, authoritative coverage of the field has been lacking. This exceptional handbook is a 'must have' for researchers, clinicians, educators, and students. The editors and contributors are a who's who of research in temperament, and the scope of the material is unprecedented, ranging from measurement, to biology, to how temperament plays out in everyday life. The book is well suited to advanced undergraduate and graduate courses in personality and individual differences; students are certain to benefit from its clarity and scope. This is required reading that will guide the field for years to come.”

—Robert F. Krueger, PhD, Distinguished McKnight University Professor, Department of Psychology, University of Minnesota


“This is a terrific volume! A stellar group of scholars provide informed reviews of the history of the field of temperament; relevant theory, measurement issues, research findings, and interventions; and other applied issues. Because temperament is such a broad domain of study, the book will be extremely useful to anyone interested in socioemotional development, executive functioning, personality, and their biological and environmental underpinnings. This handbook will be a valued resource for graduate students and graduate classes, research scientists, and people with applied interests alike.”

—Nancy Eisenberg, PhD, Regents' Professor of Psychology, Arizona State University


“Temperament is a critical concept for understanding almost every area of psychology, from how young children learn to regulate their emotions to what makes some people more susceptible to abusing alcohol. This handbook brings together top researchers on temperament to provide the most comprehensive and authoritative volume on the subject to date, spanning basic research as well as applied work. It is an excellent resource for both the researcher and the practicing clinician, and will serve as a valuable text for advanced courses in human development and developmental psychopathology.”

—Paul J. Frick, PhD, University Distinguished Professor and Chair, Department of Psychology, University of New Orleans


“Nothing could be more vital than understanding how genetic variation and the physical and social environment interact to guide the development of a child. The Handbook of Temperament shows how this complex interaction shapes each individual's unique behavior. The volume traces both ancient roots and the most current knowledge in the field. This book is vital for psychologists, educators, and neuroscientists who seek to understand the intersection between biology, society, and the developing child.”

—Michael I. Posner, PhD, Professor Emeritus, Department of Psychology, University of Oregon


“This landmark volume brings together a most distinguished group of scholars who provide a remarkably rich treatment of all aspects of temperament research, including biological, personality, developmental, clinical, and applied perspectives. The coverage is spectacular in its depth and breadth; the organization of the specific sections and chapters is clear and excellent. This book is a 'must read' for researchers and an ideal text for graduate and advanced undergraduate courses in individual differences, temperament, or personality.”

—Grazyna Kochanska, PhD, Stuit Professor of Developmental Psychology, University of Iowa


“Covering a broad spectrum of concepts, methods, and applications involving social and biological aspects of temperament, this handbook goes beyond existing works that have a narrower focus. It really fills a gap in the literature on personality. I could see using this volume in a graduate course as a basis for student presentations on different aspects of temperament.”

—Petra Netter, PhD, MD, Professor Emerita of Psychology, University of Giessen, Germany

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Table of Contents

I. Foundations of Temperament

1. Advances in Temperament: History, Concepts, and Measures, Mary K. Rothbart

2. Models of Child Temperament, Ivan Mervielde and Sarah S. W. De Pauw

3. Models of Adult Temperament, Marvin Zuckerman

II. Basic Temperament Traits

4. The Biography of Behavioral Inhibition, Jerome Kagan

5. Activity as a Temperament Trait, Jan Strelau and Bogdan Zawadzki

6. Positive Emotionality, Samuel P. Putnam

7. Anger and Irritability, Kirby Deater-Deckard and Zhe Wang

8. Effortful Control, M. Rosario Rueda

9. Empathy, Prosocial Behavior, and Other Aspects of Kindness, Ariel Knafo and Salomon Israel

III. Measures of Temperament

10. Asking Questions about Temperament: Self- and Other-Report Measures Across the Lifespan, Marcia A. Gartstein, David J. Bridgett, and Christina M. Low

11. Behavioral Assessment of Temperament, H. Hill Goldsmith and Jeffrey R. Gagne

12. Psychobiological Measures of Temperament in Childhood, Susan D. Calkins and Margaret M. Swingler

IV. Biological Perspectives on Temperament

13. Temperament in Animals, Christina S. Barr

14. Temperament and Evolution, Kevin B. MacDonald

15. Prenatal Factors in Temperament: The Role of Prenatal Stress and Substance Use Exposure, Anja C. Huizink

16. Quantitative and Molecular Genetic Studies of Temperament, Kimberly J. Saudino and Manjie Wang

17. Neurobiology and Neurochemistry of Temperament in Children, Lauren K. White, Connie Lamm, Sarah M. Helfenstein, and Nathan A. Fox

18. Neurobiology and Neurochemistry of Temperament in Adults, Richard A. Depue and Yu Fu

V. Temperament in Context

19. Integrating Temperament and Attachment: The Differential Susceptibility Paradigm, Marinus H. van IJzendoorn and Marian J. Bakermans-Kranenburg

20. Temperament and Parenting in Developmental Perspective, John E. Bates, Alice C. Schermerhorn, and Isaac T. Petersen

21. Temperament and Peer Relationships, Robert J. Coplan and Amanda Bullock

22. Culture and Temperament, Xinyin Chen, Fan Yang, and Rui Fu

23. Gender Differences in Temperament, Nicole M. Else-Quest

24. Temperament and the Development of Personality Traits, Adaptations, and Narratives, Rebecca L. Shiner and Avshalom Caspi

VI. Clinical Perspectives on Temperament

25. Temperament and Risk: Resilient and Vulnerable Responses to Adversity, Liliana J. Lengua and Theodore D. Wachs

26. Temperament and Internalizing Disorders, Daniel L. Klein, Margaret W. Dyson, Autumn J. Kujawa, and Roman Kotov

27. Temperament, Externalizing Disorders, and Attention-Deficit/Hyperactivity Disorder, Jennifer L. Tackett, Michelle M. Martel, and Shauna C. Kushner

28. Temperament and Physical Health over the Lifespan, Sarah E. Hampson and Margarete E. Vollrath

VII. Applied Perspectives on Temperament

29. Temperament-Based Intervention: Reconceptualized from a Response-to-Intervention Framework, Sandee Graham McClowry and Ashleigh Collins

30. Temperament in the Classroom, Angela Lee Duckworth and Kelly M. Allred

31. Temperament in Psychotherapy: Reflections on Clinical Practice with the Trait of Sensitivity, Elaine N. Aron

VIII. Integration and Outlook

32. Fifty Years of Progress in Temperament Research: A Synthesis of Major Themes, Findings, and Challenges and a Look Forward, Marcel Zentner and Rebecca L. Shiner

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About the Editors

Marcel Zentner, PhD, is Professor of Psychology at the University of Innsbruck, Austria, and Director of the Personality and Assessment Lab. He is Editor-in-Chief ofFrontiers in Personality and Social Psychology. His main areas of research are personality, temperament, emotion, test development, and music perception.

Rebecca L. Shiner, PhD, is Professor of Psychology at Colgate University and Executive Officer of the Association for Research in Personality. Her research focuses on temperament and personality development in childhood and adolescence, with a particular interest in the pathways through which personality traits contribute to the development of personality disorders and other forms of psychopathology.

• All titles by Rebecca L. Shiner

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Contributors

Kelly M. Allred, BA, Department of Psychology, University of Pennsylvania, Philadelphia, Pennsylvania

Elaine N. Aron, PhD, Department of Psychology, Stony Brook University, Stony Brook, New York

Marian J. Bakermans-Kranenburg, PhD, Centre for Child and Family Studies, Department of Education and Child Studies, Leiden University, Leiden, The Netherlands

Christina S. Barr, VMD, PhD, Section of Comparative Behavioral Genomics, Laboratory of Neurogenetics, National Institute on Alcohol Abuse and Alcoholism, National Institutes of Health, Rockville, Maryland

John E. Bates, PhD, Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana

David J. Bridgett, PhD, Department of Psychology, Northern Illinois University, DeKalb, Illinois

Amanda Bullock, MA, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Susan D. Calkins, PhD, Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina

Avshalom Caspi, PhD, Department of Psychology and Neuroscience, Duke University, Durham, North Carolina

Xinyin Chen, PhD, Division of Applied Psychology and Human Development, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania

Ashleigh Collins, MEd, Departments of Applied Psychology and Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Robert J. Coplan, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Kirby Deater-Deckard, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Sarah S. W. De Pauw, PhD, Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium

Richard A. Depue, PhD, Laboratory of Neurobiology of Personality, Department of Human Development, Cornell University, Ithaca, New York

Angela Lee Duckworth, PhD, Department of Psychology, University of Pennsylvania, Philadelphia, Pennsylvania

Margaret W. Dyson, MA, Department of Psychology, Stony Brook University, Stony Brook, New York

Nicole M. Else-Quest, PhD, Department of Psychology, University of Maryland, Baltimore County, Baltimore, Maryland

Nathan A. Fox, PhD, Department of Human Development, University of Maryland, College Park, Maryland

Rui Fu, MA, Division of Applied Psychology and Human Development, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania

Yu Fu, MS, Applied Psychology and Human Development Division, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania

Jeffrey R. Gagne, PhD, Department of Psychology, University of Texas at Arlington, Arlington, Texas

Maria A. Gartstein, PhD, Department of Psychology, Washington State University, Pullman, Washington

H. Hill Goldsmith, PhD, Department of Psychology, University of Wisconsin–Madison, Madison, Wisconsin

Sarah E. Hampson, PhD, Oregon Research Institute, Eugene, Oregon

Sarah M. Helfenstein, PhD, Department of Human Development, University of Maryland, College Park, Maryland

Anja C. Huizink, PhD, Department of Developmental Psychology, Faculty of Psychology and Education, VU University, Amsterdam, The Netherlands

Salomon Israel, Department of Psychology, The Hebrew University, Jerusalem, Israel

Jerome Kagan, PhD, Department of Psychology, Harvard University, Cambridge, Massachusetts

Daniel N. Klein, PhD, Department of Psychology, Stony Brook University, Stony Brook, New York

Ariel Knafo, PhD, Department of Psychology, The Hebrew University, Jerusalem, Israel

Roman Kotov, PhD, Department of Psychiatry and Behavioral Science, Stony Brook University, Stony Brook, New York

Autumn J. Kujawa, BA, Department of Psychology, Stony Brook University, Stony Brook, New York

Shauna C. Kushner, MA, Department of Psychology, University of Toronto, Toronto, Ontario, Canada

Connie Lamm, PhD, Child Development Laboratory, Department of Human Development, University of Maryland, College Park, Maryland

Liliana J. Lengua, PhD, Department of Psychology, University of Washington, Seattle, Washington

Christina Low, BA, Department of Psychology, Washington State University, Pullman, Washington

Kevin B. MacDonald, PhD, Department of Psychology, California State University–Long Beach, Long Beach, California

Michelle M. Martel, PhD, Department of Psychology, University of New Orleans, New Orleans, Louisiana

Sandee McClowry, PhD, RN, FAAN, Departments of Applied Psychology and Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Ivan Mervielde, PhD (deceased), Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium

Isaac T. Petersen, BA, Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana

Samuel P. Putnam, PhD, Department of Psychology, Bowdoin College, Brunswick, Maine

Mary K. Rothbart, PhD, Department of Psychology, University of Oregon, Eugene, Oregon

M. Rosario Rueda, PhD, Department of Experimental Psychology, Faculty of Psychology, University of Granada, Granada, Spain

Kimberly J. Saudino, PhD, Department of Psychology, Boston University, Boston, Massachusetts

Alice C. Schermerhorn, PhD, Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana

Rebecca L. Shiner, PhD, Department of Psychology, Colgate University, Hamilton, New York

Jan Strelau, PhD, Faculty of Psychology, Warsaw School of Social Sciences and Humanities, University of Warsaw, Warsaw, Poland

Margaret M. Swingler, PhD, Department of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, North Carolina

Jennifer L. Tackett, PhD, Department of Psychology, University of Toronto, Toronto, Ontario, Canada

Marinus H. van IJzendoorn, PhD, Centre for Child and Family Studies, Department of Education and Child Studies, Leiden University, Leiden, The Netherlands

Margarete E. Vollrath, PhD, Department of Psychosomatics and Health Behavior, Norwegian Institute of Public Health, Oslo, Norway

Theodore D. Wachs, PhD, Department of Psychological Sciences, Purdue University, West Lafayette, Indiana

Manjie Wang, MA, Department of Psychology, Boston University, Boston, Massachusetts

Zhe Wang, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Lauren K. White, MS, Child Development Laboratory, Department of Human Development, University of Maryland, College Park, Maryland

Fan Yang, MEd, Applied Psychology and Human Development Division, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania

Bogdan Zawadzki, PhD, Faculty of Psychology, Warsaw School of Social Sciences and Humanities, University of Warsaw, Warsaw, Poland

Marcel Zentner, PhD, Department of Psychology, York University, York, United Kingdom

Marvin Zuckerman, PhD, Department of Psychology, University of Delaware, Newark, Delaware

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Audience

Developmental and personality/social psychologists and graduate students; also of interest to clinical researchers and clinicians working with children and adults

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Course Use

May serve as a supplemental text in graduate-level courses.