THE REGULATIVE THEORY OF TEMPERAMENT: IMPLICATIONS FOR ASSESSMENT AND TEACHING
Abstract
Interest in the construct of temperament in recent years, and the differing theories about it, suggests the need for an integrative summary. In this paper temperament is reviewed in terms of historical, logical, empirical, and psychometrie studies, along with statistical and factor-analytic evidence. In addition, neurophysiological and behavioural studies, together with ATI research, provide a coherent description oftemperament. Finally, it is suggested that temperament plays an important mediating role in efforts to assess and understand individual differences and to facilitate human development. RÉSUMÉ L'intérêt que suscite l'édification du tempérament depuis quelques années et les théories divergentes à ce sujet soulignent le besoin d'un résumé intégré. Dans cet article, l'auteur fait une analyse du construit, tempérament, dans un esprit historique, logique, empirique et psychométrique en plus de s'appuyer sur des preuves statistiques et analytiques. En outre, les études neurophysiologiques et comportementales de même que les recherches de l'ATI fournissent une description cohérente du tempérament. Enfin, il est permis de croire que le tempérament joue un rôle médiateur important dans les efforts visant à évaluer et à comprendre les différences individuelles et à faciliter le développement de l'être humain.Downloads
Published
1993-04-01
How to Cite
Barclay, J. R. (1993). THE REGULATIVE THEORY OF TEMPERAMENT: IMPLICATIONS FOR ASSESSMENT AND TEACHING. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 28(002). Retrieved from https://mje.mcgill.ca/article/view/8098
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