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.

not-yet-known not-yet-known not-yet-known unknown Socioeconomic status (SES) is a complex and multidimensional construct that includes objective characteristics (e.g., income, education, occupation) and people’s subjective assessments of their position on the socioeconomic spectrum. Both types of indicators have been associated with impacts on different aspects of child development and parenting practices. However, studies that analyze children’s developmental needs from different perspectives of objective and subjective disadvantage are rare. In this study, we proposed to extend previous research on SES by comparing two approaches to measuring SES and analyzing their contribution to childhood experiences during the preschool year. For that, participants were recruited from schools and a public cultural center in Buenos Aires (N= 162; Mage= 5.77, SD= 0.36; 45.1% girls). Our results showed that both SES approaches (measured through maternal education level and parental perception of access to resources) partially overlap. Both are predictors of considerable variance in many childhood experiences. Nevertheless, subjective SES is the unique predictor for specific childhood experiences, whereas objective SES presents a greater influence (larger probabilities) on most childhood experiences analyzed. Although preliminary, these results highlight the need to consider the joint assessment of objective and subjective SES measurement strategies to understand the associations between SES and childhood experiences fully.

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.