Temperament in Middle Childhood Questionnaire

Simonds, Jennifer; Rothbart, Mary K.

doi:10.1037/t70081-000

Cited by 87 publications

(75 citation statements)

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“…A parent or legal guardian completed the Temperament in Middle Childhood Questionnaire (TMCQ), which was designed to evaluate temperament in children and consists of 16 subscales ( Simonds and Rothbart, 2004 ). We analyzed scores from four subscales, which evaluate traits related to impulsivity/hyperactivity.…”

Section: Methodsmentioning

confidence: 99%

Characterizing heterogeneity in children with and without ADHD based on reward system connectivity

Dias

Iyer

Carpenter

et al. 2015

Developmental Cognitive Neuroscience

114

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One potential obstacle limiting our ability to clarify ADHD etiology is the heterogeneity within the disorder, as well as in typical samples. In this study, we utilized a community detection approach on 106 children with and without ADHD (aged 7–12 years), in order to identify potential subgroups of participants based on the connectivity of the reward system. Children with ADHD were compared to typically developing children within each identified community, aiming to find the community-specific ADHD characteristics. Furthermore, to assess how the organization in subgroups relates to behavior, we evaluated delay-discounting gradient and impulsivity-related temperament traits within each community. We found that discrete subgroups were identified that characterized distinct connectivity profiles in the reward system. Importantly, which connections were atypical in ADHD relative to the control children were specific to the community membership. Our findings showed that children with ADHD and typically developing children could be classified into distinct subgroups according to brain functional connectivity. Results also suggested that the differentiation in “functional” subgroups is related to specific behavioral characteristics, in this case impulsivity. Thus, combining neuroimaging data and community detection might be a valuable approach to elucidate heterogeneity in ADHD etiology and examine ADHD neurobiology.

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Section: Methodsmentioning

confidence: 99%

Characterizing heterogeneity in children with and without ADHD based on reward system connectivity

Dias

Iyer

Carpenter

et al. 2015

Developmental Cognitive Neuroscience

114

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“…Withdrawal Negativity is the composite of three subscales of Shyness, Sadness and Fear from the Child Behavior Questionnaire (for ages three to seven years) (Rothbart, 2000) and the Temperament in Middle Childhood Questionnaire (for ages seven to 10 years) (Simonds & Rothbart, 2004). For children aged seven or older, there are 24 items describing child characteristics (e.g.…”

Section: Measures Of Child Social and Emotional Behavior Completed Bymentioning

confidence: 99%

Parenting Practices, Children’s Peer Relationships and Being Bullied at School

2013

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“…On the other hand, IC covers individual differences in the ability to suppress incorrect/inappropriate responses under instructions or in attending to social demands ( Kochanska et al, 2000 ; Simonds and Rothbart, 2006 ). This self-regulatory ability involves the maintenance in working memory of a rule for correct responding while inhibiting a prepotent response tendency.…”

Section: Introductionmentioning

confidence: 99%

How do different components of Effortful Control contribute to children’s mathematics achievement?

et al. 2015

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This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9–12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent’s report); math achievement was measured via teacher’s report and through the standard Woodcock–Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’s self-regulation abilities in the context of school.

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Temperament in Middle Childhood Questionnaire

Cited by 87 publications

References 0 publications

Characterizing heterogeneity in children with and without ADHD based on reward system connectivity

Characterizing heterogeneity in children with and without ADHD based on reward system connectivity

Parenting Practices, Children’s Peer Relationships and Being Bullied at School

How do different components of Effortful Control contribute to children’s mathematics achievement?

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