| Murphy - Meisgeier Type Indicator for Children®... ...a short history...and background |
sample elementary school report sample middle school report sample high school report
The original MMTIC (affectionately called the "M-tick") was developed in the early 1980s while concepts of psychological type
were still relatively unknown to the general public. Since that time, there has been a wealth of additional research as well as
written material generated both in print and on-line. This material has provided people without specific training in psychological
research, the opportunity to learn about healthy and normal personality development in children. In its original design, the
MMTIC™ was modeled on the well-known MBTI (Myers-Briggs Type Indicator), which at this point, has over 65 years of
research behind it. Like the MBTI, the Murphy-Meisgeier Type Indicator for Children is a self-report assessment of psychological
type. As such, it made its first entry into the academic community in 1987.
Although the two instruments share the same theoretical approach to understanding personality,they differ in the age groups for
which they were/are designed. The MBTI assessment is intended for a mature audience, while the shorter, easier-to-read
MMTIC™ instrument is designed for personality preference assessment in children and teenagers aged 7-18 (grades 2-12).The
MMTIC™ has been used with many thousands of children since its introduction and its 2008 revision represents both the
culmination of two decades of use of and research on the original version and over six years of dedicated testing and refinement
with the revised version. With an extraordinary high level of both reliability and validity, the newest version reflects significant
improvements in assessment, administration and interpretation. Specifically, the revised MMTIC™ is based on a sophisticated
data analysis methodology called Latent Class Analysis, which provides both a preference and a measure of response
consistency for each scale, i.e., similar to the Preference Clarity Index of the MBTI instrument. An extensive discussion of
the extraordinarily high reliability and validity of the newly revised MMTIC™ is available within the MMTIC™ manual and can be
purchased.
reliability and validity of the newly revised MMTIC™
The original MMTIC (affectionately called the "M-tick") was developed in the early 1980s while concepts of psychological type
were still relatively unknown to the general public. Since that time, there has been a wealth of additional research as well as
written material generated both in print and on-line. This material has provided people without specific training in psychological
research, the opportunity to learn about healthy and normal personality development in children. In its original design, the
MMTIC™ was modeled on the well-known MBTI (Myers-Briggs Type Indicator), which at this point, has over 65 years of
research behind it. Like the MBTI, the Murphy-Meisgeier Type Indicator for Children is a self-report assessment of psychological
type. As such, it made its first entry into the academic community in 1987.
Although the two instruments share the same theoretical approach to understanding personality,they differ in the age groups for
which they were/are designed. The MBTI assessment is intended for a mature audience, while the shorter, easier-to-read
MMTIC™ instrument is designed for personality preference assessment in children and teenagers aged 7-18 (grades 2-12).The
MMTIC™ has been used with many thousands of children since its introduction and its 2008 revision represents both the
culmination of two decades of use of and research on the original version and over six years of dedicated testing and refinement
with the revised version. With an extraordinary high level of both reliability and validity, the newest version reflects significant
improvements in assessment, administration and interpretation. Specifically, the revised MMTIC™ is based on a sophisticated
data analysis methodology called Latent Class Analysis, which provides both a preference and a measure of response
consistency for each scale, i.e., similar to the Preference Clarity Index of the MBTI instrument. An extensive discussion of
the extraordinarily high reliability and validity of the newly revised MMTIC™ is available within the MMTIC™ manual and can be
purchased.
reliability and validity of the newly revised MMTIC™
| $34.00 |
| $34.00 |
| $34.00 |
Premise of the MMTIC™: just as the MBTI (Myers-Briggs Type Indicator), the Murphy-Meisgeier Type Indicator for Children®
is based upon biological differences in personality preferences - as well as learning style. Indeed, at this point, an overwhelming
body of research has increased our understanding of these innate individual differences and how they are an inherent part of
human diversity. And the studies keep coming.
Just as people have two hands, but are usually dominant with one, children and adults alike, have personality preferences, i.e.,
strengths and stretches. Thus, all individuals are born pre-wired with certain natural preferences.That is, when we use these in-
born preferences, tasks feel easier and we welcome opportunities to engage in tasks that engage these biological traits.
Personality, of course, does not predict how we will behave. According to MBTI theory, people can change their behavior, but
they cannot change the source of what gives us our type preferences. Behavior is a choice. The sources of our personality type
preferences are not. Further, it must be emphasized in a robust manner that individual personality type preferences are not
related to competence. For example, a person can use their non-dominant hand to complete a task. However, that task may
take much greater effort than completing a task better matched by one's biological preferences...in this case, the hard wiring of
an individual's brain to be right-handed or left-handed. All of this, of course, is equally true with learning style...perhaps even
more so. And thus, the newly revised Murphy-Meisgeier Type Indicator for Children or MMTIC assessment provides a reliable,
valid, and easy-to-use method for measuring different learning styles in children. In short, the MMTIC instrument has taken 65+
years of MBTI research as well as 25+ years of its own stand-alone research on how best to support improved academic
performance and social relationships when used in education - and channeled it into the newest version of this most exciting
tool. The bottom line on all this is that students themselves, parents and teachers alike can easily focus on promoting healthy
personality growth and maximum learning for every child.
What does the MMTIC™ "measure" ? The quick answer is that it does not measure anything. That is, it does not measure
trait, ability, aptitude (potential) or measure anything in linear form. As with the MBTI® (Myers-Briggs Type Indicator®)...what
the MMTIC™ does do...is sort, or “cluster” for cognitive preferences. That is, it shows whether a child is:
and finally.....
For history buffs, it may interest you to know that once, when asked why the MBTI® was called “The Indicator”, Isabel Briggs-
Myers explained that it was indicating personality characteristics that were already there. Isabel went on to say, these are not
some esoteric concepts. That is, people all over the world and in every culture instantly recognize type preferences from their
own experience. In other words, people already know there are (using some of Isabel's words) "active people and quiet people"
(extroverts and introverts); and they know there are "practical folks and dreamers" (sensors and intuitives). They also know
there are "hard heads and soft hearts" (thinkers and feelers); and they know there are "people who seek order, a system and
closure, while others are eternally curious, flexible and who like to go with the flow" (Js and Ps).
Mary McCaulley - Bulletin of Psychological Type 23:7 late autumn 2000, page 22
please click here
is based upon biological differences in personality preferences - as well as learning style. Indeed, at this point, an overwhelming
body of research has increased our understanding of these innate individual differences and how they are an inherent part of
human diversity. And the studies keep coming.
Just as people have two hands, but are usually dominant with one, children and adults alike, have personality preferences, i.e.,
strengths and stretches. Thus, all individuals are born pre-wired with certain natural preferences.That is, when we use these in-
born preferences, tasks feel easier and we welcome opportunities to engage in tasks that engage these biological traits.
Personality, of course, does not predict how we will behave. According to MBTI theory, people can change their behavior, but
they cannot change the source of what gives us our type preferences. Behavior is a choice. The sources of our personality type
preferences are not. Further, it must be emphasized in a robust manner that individual personality type preferences are not
related to competence. For example, a person can use their non-dominant hand to complete a task. However, that task may
take much greater effort than completing a task better matched by one's biological preferences...in this case, the hard wiring of
an individual's brain to be right-handed or left-handed. All of this, of course, is equally true with learning style...perhaps even
more so. And thus, the newly revised Murphy-Meisgeier Type Indicator for Children or MMTIC assessment provides a reliable,
valid, and easy-to-use method for measuring different learning styles in children. In short, the MMTIC instrument has taken 65+
years of MBTI research as well as 25+ years of its own stand-alone research on how best to support improved academic
performance and social relationships when used in education - and channeled it into the newest version of this most exciting
tool. The bottom line on all this is that students themselves, parents and teachers alike can easily focus on promoting healthy
personality growth and maximum learning for every child.
What does the MMTIC™ "measure" ? The quick answer is that it does not measure anything. That is, it does not measure
trait, ability, aptitude (potential) or measure anything in linear form. As with the MBTI® (Myers-Briggs Type Indicator®)...what
the MMTIC™ does do...is sort, or “cluster” for cognitive preferences. That is, it shows whether a child is:
- extroverted or introverted
- is more apt to see the fine details of their environment or sees the big picture (“connects the dots”)
- whether a person makes decisions based upon objectiveness or personal/emotional values
and finally.....
- whether a person places more emphasis on bringing things to closure or would rather remain open to alternatives.
For history buffs, it may interest you to know that once, when asked why the MBTI® was called “The Indicator”, Isabel Briggs-
Myers explained that it was indicating personality characteristics that were already there. Isabel went on to say, these are not
some esoteric concepts. That is, people all over the world and in every culture instantly recognize type preferences from their
own experience. In other words, people already know there are (using some of Isabel's words) "active people and quiet people"
(extroverts and introverts); and they know there are "practical folks and dreamers" (sensors and intuitives). They also know
there are "hard heads and soft hearts" (thinkers and feelers); and they know there are "people who seek order, a system and
closure, while others are eternally curious, flexible and who like to go with the flow" (Js and Ps).
Mary McCaulley - Bulletin of Psychological Type 23:7 late autumn 2000, page 22
please click here
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| Terry Marselle (founder of becomewhoyouare.net) and Dr. Elizabeth Murphy. Photo was taken in August 2008 at CAPT headquarters in Gainesville, Florida. |
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| for a rich discussion of both Isabel Briggs Myers and Mary McCaulley, |
| ® |
| and |
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| Murphy-Meisgeier Type Indicator for Children and MMTIC are registered trademarks of Elizabeth Murphy and Charles Meisgeier in the United States and other countries. MMTIC Multicolored Hands © 2009 Center for Applications of Psychological Type. Every Child Appreciated (and) Every Child Engaged are registered trademarks of the Center for Applications of Psychological Type, Inc. in the United States and other countries. |
