THOMAS AND

CHESS
TEMPERAMENTS
BY DR. MEHA
(PGR PSY 2021-22)
GUIDED BY DR. S. SARKAR
(ASSISTANT PROFESSOR DEPT OF PSY)
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OBJECTIVES
•What is Temperament
•Temperaments By Thomas and Chess
•Nine Temperaments traits
•Activity level
•Distractibility
•Adaptability

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•Attention span
•Intensity
•Threshold of responsiveness
•Quality of mood
•Rhythmicity
•Approach/Withdrawal
•Bibliography

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TEMPRAMENTS
In psychology, temperament broadly refers to consistent individual
differences in behavior that are biologically based and are relatively
independent of learning, system of values and attitudes.
Temperament has been defined as "the constellation of inborn traits
that determine a child's unique behavioral style and the way he or
she experiences and reacts to the world.“

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TEMERAMENTS BY THOMAS AND
CHESS

Alexander Thomas, Stella Chess began the classic New York

Longitudinal study in the early 1950s regarding infant temperament .
The study focused on how temperamental qualities influence
adjustment throughout life.
Chess and Thomas identified nine behavioural dimensions in which
reliable differences among infants can be observed.

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They identified a range of normal temperamental patterns , from the difficult
child at one end of spectrum to the easy child at the other end.
Difficult children make 10% of all children. They have a hyperalert physiological
makeup. They react intensely to stimuli , sleep poorly , eat at unpredictable
times and are difficult to comfort.
Easy children make 40% of all children . They are regular in eating , eliminating
and sleeping. They are flexible and can adapt to change and new stimuli with a
minimum of distress and are easy to comfort.
The other 50% of children are mixture of these 2 types.
Thomas and chess used the term goodness of fit to characterize the harmonious
and constant interaction between a mother and a child in their motivations ,
capacities and styles of behaviour.
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NINE TEMPRAMENTS TRAITS
1. Activity level
2. Distractibility
3. Adaptability
4. Attention span
5. Intensity
6. Threshold of responsiveness
7. Quality of mood
8. Rhythmicity
9. Approach/Withdrawal
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ACTIVITY LEVEL
It is the percentage of time spent in activities.
Active children prefer to be in motion and can have difficulty sitting for
longer periods.  
Sedentary children prefer stationary activities and may be slow
moving.

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DISTRACTIBILITY

It is the degree to which stimuli are allowed to alter behavior.

Children who can focus are better able to block out surrounding noise
and activity.  Children who can’t focus well can be easily bothered by
other noise and activity.

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ADAPTIBILITY

It is the ability to adjust to changes.

Highly adaptable children will accept changes in routines, activities,
and the environment.  
Children who are not adaptable will resist changes and may become
upset when faced with changes.

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ATTENTION SPAN

It is the amount of time spent on attending any activity.

Persistent children will stay with an activity and can be attentive for
extended periods.
Children with short attention spans will have trouble staying with
extended or multi-step activities.

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INTENSITY

It is the energy level of response.

It ranges from mild to strong regardless of whether the reaction is
positive or negative.

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THRESHOLD OF RESPONSIVENSS
Intensity required for response.
Children with a high sensory threshold are more comfortable with
sensory experiences and may not notice sensory stimuli.  
Children with a low sensory threshold are more likely to be bothered
by sensory stimuli and may be agitated by sensory experiences. 

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QUALITY OF MOOD

Amount positive compared to amount negative behaviour.

Children with a positive outlook are easier to please and tend to be
more even in their interactions with others. 
Children with a negative demeanor are harder to comfort or please
and may tend to be disagreeable in interactions.

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RHYTHMICITY

It is Regulation of functions.
Children with regular patterns will develop predictable schedules.  
Children with irregular patterns do not develop schedules and may
take longer to complete some developmental tasks, such as toilet
learning.

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APPROACH/WITHDRAWL
It is Response to new situations.
Children who respond openly will go to new people and explore new
toys and environments. 
Children who are hesitant will shy away from new people and be
uncomfortable in new environments.

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BIBLIOGRAPHY
•Synopsis of Psychiatry by Kaplan and Sadock.
•https://en.wikipedia.org/wiki/Temperament

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