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Este estudio describe las preferencias de estilo temperamental en una muestra de niños venezolanos (n=411), analiza diferencias por género, edad y compara los resultados con una muestra de niños de los Estados Unidos (n= 2589). Se apoya en la teoría jungniana de Myers y Briggs, la cual contempla cuatro cualidades bipolares: extroversión-introversión, práctico-imaginativo, pensador-afectivo y organizadoflexible. Los resultados muestran que los niños venezolanos prefieren los estilos extrovertido, práctico, pensador y organizado. Se encontraron diferencias por género sólo para la bipolaridad pensador - afectivo, donde las niñas prefieren el estilo afectivo en comparación con los niños y diferencias por edad en organizado - flexible. En comparación con los niños de los Estados Unidos, los de Venezuela mostraron mayor preferencia por los estilos extrovertido, práctico, pensador y organizado. Los resultados se discuten a la luz de las diferencias contextuales en desarrollo infantil y cualidades asociadas con los estilos temperamentales en niños con sus implicaciones para la crianza y la enseñanza.

Brazilian students with learning disabilities (LD) generally are not identified or receive special education services. However, a desire to better serve them has been evident. The purpose of this article is to discuss issues pertaining to the development of LD services for Brazilian students. An international context for understanding LD is presented. LD may constitute the plurality, even majority, of education-related disorders among students. However, students with LD often remain invisible because most countries do not provide services for them. Additionally, tests and other assessment methods used to assess LD are not available universally and, among those countries that have such tests, their use differs considerable. Six international authoritative sources that offer diagnostic criteria are identified. The status of LD in the United States is reviewed. Diagnostic and intervention model are discussed. Suggestions for developing services for students with LD, supported by tests and other assessment methods in Brazil, are offered.

Conditions that have impacted test development and use, as well as are those that are likely to influence continued test development and practice, are reviewed. Emphasis is placed on test use with children and youth in the international arena.

The purpose of this paper are to present a taxonomy of affective qualities, to describe basic terms, to discuss principles that help ensure accuracy, to provide examples of methods commonly used to measure affective qualities, and to provide information that may further assist persons seeking more in-depth knowledge of some topics.

Conditions that have impacted test development and use, as well as are those that are likely to influence continued test development and practice, are reviewed. Emphasis is placed on test use with children and youth in the international arena.

Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.

The purpose of this paper are to present a taxonomy of affective qualities, to describe basic terms, to discuss principles that help ensure accuracy, to provide examples of methods commonly used to measure affective qualities, and to provide information that may further assist persons seeking more in-depth knowledge of some topics.