{"id":8564,"date":"2019-05-22T16:09:04","date_gmt":"2019-05-22T16:09:04","guid":{"rendered":"http:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/new_york_longitudinal_study_-nyls\/"},"modified":"2019-05-22T16:09:04","modified_gmt":"2019-05-22T16:09:04","slug":"new_york_longitudinal_study_-nyls","status":"publish","type":"post","link":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/new_york_longitudinal_study_-nyls\/","title":{"rendered":"New York Longitudinal Study (NYLS)"},"content":{"rendered":"<p>A pioneering retrospective and longitudinal&nbsp;study of temperament begun by <a href=\"http:\/\/www.nytimes.com\/2003\/01\/31\/nyregion\/dr-alexander-thomas-89-studied-human-temperament.html\" class=\"cc-route-enabled\" target=\"_self\" data-editable-link=\"http:\/\/www.nytimes.com\/2003\/01\/31\/nyregion\/dr-alexander-thomas-89-studied-human-temperament.html&amp;target=_self\" rel=\"noopener noreferrer\">Alexander Thomas<\/a> (1914-2000) and <a href=\"http:\/\/ajp.psychiatryonline.org\/article.aspx?articleid=172836\" class=\"cc-route-enabled\" target=\"_self\" data-editable-link=\"http:\/\/ajp.psychiatryonline.org\/article.aspx?articleid=172836?target=_self\" rel=\"noopener noreferrer\">Stella Chess<\/a>&nbsp;(1914-2007) in the late 1950s. &nbsp;Parent descriptors of their infants\u201aaa behaviours in questionnaires and interviews resulted in the identification of nine dimensions of temperament, subsequently reduced to three broad categories (&#8216;easy babies&#8217;, &#8216;difficult babies&#8217;, and &#8216;slow-to-warm up babies&#8217;). &nbsp;As the children became older, interviews with teachers and tests of the children were added. The subjects of the NYLS have been followed up to middle age.&nbsp;<\/p>\n<p>See <a href=\"early_childhood_longitudinal_studies_-ecls-\">Early Childhood Longitudinal Studies (ECLS)<\/a>, <a href=\"longitudinal_studies\">Longitudinal studies<\/a>, <a href=\"national_child_development_study_-ncds-\">National Child Development Study (NCDS)<\/a>, <a href=\"national_educational_longitudinal_surveys_-nels-\">National Educational Longitudinal Surveys (NELS)<\/a>, <a href=\"national_institute_for_child_health_and_human_deve\">National Institute for Child Health and Human Development Study of Early Child Care (NICHD-SECC)<\/a>, <a href=\"national_longitudinal_study_of_adolescent_health_-\">National Longitudinal Study of Adolescent Health (AddHealth)<\/a>, <a href=\"national_longitudinal_survey_of_children_and_youth\">National Longitudinal Survey of Children and Youth (NLSCY)<\/a>, <a href=\"national_longitudinal_survey_of_youth_-nlsy-\">National Longitudinal Survey of Youth (NLSY)<\/a>, <a href=\"temperament\">Temperament<\/a><\/p>\n<p><\/body><\/html><\/p>\n","protected":false},"excerpt":{"rendered":"<p>A pioneering retrospective and longitudinal&nbsp;study of temperament begun by Alexander Thomas (1914-2000) and Stella Chess&nbsp;(1914-2007) in the late 1950s. &nbsp;Parent descriptors of their infants\u201aaa behaviours in questionnaires and interviews resulted in the identification of nine dimensions of temperament, subsequently reduced to three broad categories (&#8216;easy babies&#8217;, &#8216;difficult babies&#8217;, and &#8216;slow-to-warm up babies&#8217;). &nbsp;As the children &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/new_york_longitudinal_study_-nyls\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;New York Longitudinal Study (NYLS)&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2],"class_list":["post-8564","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-glossary","entry"],"_links":{"self":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/8564","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/comments?post=8564"}],"version-history":[{"count":0,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/8564\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/media?parent=8564"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/categories?post=8564"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/tags?post=8564"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}