Child temperament is a predictor of non-verbal ability (i.e., thinking and problem-solving skills that do not fundamentally require verbal language production and comprehension). Given that temperament scores might vary depending on whether the reporter is a parent or a teacher, this study analyzes a) whether those reports are different and b) how each report predicts child non-verbal ability in a non- western, educated, industrialized, rich and democratic (non-WEIRD) sample. The Matrix subtest of KABC-II (a non-verbal ability task widely used in non-WEIRD contexts) was administered to 85 Argentinian children (47 girls, 38 boys) aged 4-5 years, from middle-to-low socioeconomic status homes. Also, the Child Behavior Questionnaire-Very Short Form (CBQ-VSF) was administered to obtain temperament reports from parents and teachers. We found a 6-factor structure for teachers and a 10-factor structure for parents, suggesting a different factor structure of the CBQ-VSF for this sample. Factors from parent’s and teachers’ reports did not correlate. Only factors from teachers’ reports including items from the effortful control dimension, predicted Matrix total score after a Bonferroni correction. No factor from parents’ report predicted non-verbal ability. Our results provide infrequent data from non-WEIRD low-SES populations and suggest that the CBQ-VSF might lack some cross-cultural validity; and that teacher reports’ could have superior dimensional fit versus parent reports. Results should be interpreted considering the low sample size.

Temperament is one of the factors that explain individual differences in child cognition, and it is usually measured through parental reports. Few studies showed that temperament reports varied depending on whether the reporter is a parent or a teacher, but a quite unexplored question is how each report predicts child cognition. This study analyzes how temperament reports from parents and teachers, predict the performance in a fluid intelligence task in 87 Argentinean children aged 4-5 years from medium-to-low socioeconomic status. Children were administered the Matrix subtest of KABC-II, and their temperament was evaluated with the CBQ Very Short Form, administered to parents and also to teachers. We will run one multilevel mixed-effects linear regression for CBQ dimensions, including teacher report of child temperament as the first level of nesting, and parental report of child temperament as the second level; the Matrix subtest’s total score will be the dependent variable.