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Measurement of temperament is an important endeavor with international appeal; however, cross-national invariance (i.e., equivalence of test scores across countries as established by empirical comparisons) of temperament tests has not been established in published research. This study examines the cross-national invariance of school-aged children's temperament styles as measured by the Student Styles Questionnaire (SSQ). Development of the SSQ was based on Jung's theory of temperament as augmented by Myers and Briggs. A four bipolar dimension model provided an excellent fit for Australian, Chinese, Costa Rican, Philippine, United States, and Zimbabwean samples and modest fit for Gaza (Palestinian) and Nigerian samples. This study provides partial support for the conclusion that the structure of school-age children's temperament as measured by the SSQ transcends differences in languages and cultures. (Contains 7 tables and 1 figure.)

Tests often are used to assist in assessing common childhood disabilities and disorders (e.g., mental retardation). Learning disabilities and difficulties (LD) constitute the plurality, even the majority, of school-related disorders in many countries. However, tests and other assessment methods to assess LD are not available universally and, among those countries that have such methods, their use differs considerably. Issues associated with the assessment of LDs are examined. Six international authoritative sources that offer diagnostic criteria are identified. Case studies of LD in four countries (i.e., Australia, Belgium, the United States, and Zimbabwe) examine similarities and differences in how LD is conceptualized, labeled, defined, and assessed. The role of international agencies, including the International Test Commission, to promote test development and uses that address the needs of students with LD in developing countries is discussed.