December 15, 2018  
 
 

The JobBank Descriptive Guide for the
Murphy-Meisgeier Type Indicator for Children(MMTIC)


The Murphy-Meisgeier Type Indicator for Children (MMTIC) was designed to elicit information about individual differences in children through the identification of psychological type.  It seeks to provide an interpre­tation of type as it relates to how an individual child best perceives and processes information and how that child prefers to interact socially and behaviorally with others.

The MMTIC is a self-report instrument in which the child is asked to choose his or her preferred response from two choices, neither of which is right or wrong.

Each child is unique and develops and learns best in an environment where his or her individual differences are understood and accom­modated. Among the most important differences are those associated with psychological type, i.e., how children absorb information about their envi­ronment and how they then order and make deci­sions about that information. Psychological Type theory seeks to describe how individuals perceive and make judgments about their perceptions. The contribution of type theory to our understanding of individual behavior has helped bring order and predictability to situations in life that were previ­ously characterized by confusion, misunderstand­ing, and pain.

Parents and teachers are the people who have the greatest influence on children, and it is impor­tant that the differences in psychological type in children be recognized both at home and at school. Type differences appear to have a profound effect on early learning and indeed appear to have an impact on almost every area of life. Therefore, children’s learning and development will be enhanced when those involved in their nurture are also aware of their own type and the effect that this may have on parenting and teaching styles. Further, they must always stay sensitive to the sig­nificant differences in type among individual children.

Intended Uses

Information about psychological type in children can:

  • Contribute to the intelligent rearing, teaching, counseling, and overall understanding of children
  • Facilitate improved relationships between children and teachers, children and parents, and children and their friends
  • Help children understand themselves and value those qualities in themselves that they recognize in others while appreciating those that are different
  • Contribute to the improvement of self-esteem, achievement, and social interaction through the identification of individual strengths
  • Serve, as part of an overall battery, as an important tool in assessment in child and family therapy
  • Provide a vehicle for research on normal development in children

Understanding Psychological Type

Early in the twentieth century, the Swiss psy­chiatrist Carl Gustav Jung developed the concept of psychological type to explain natural differences in human behavior. Isabel Myers states that “the essence of the theory is that much seemingly ran­dom variation in human behavior is actually quite orderly and consistent, being due to certain basic differences in the way people prefer to use their perception and judgment” (Myers & McCaulley, 1985, p.l). The patterns identified by Jung describe how people perceive information and how they reach decisions about it. The Myers-Briggs Type Indicator, based on Jung’s theory, measures prefer­ences on the following four bipolar dimensions: (a) Extraversion/Introversion, (b) Sensing/Intuition, (c) Thinking/Feeling, and (d) Judging/Perceiving. The MMTIC employs the same bipolar dimensions. A description of the four dimensions and eight preferences follows. Additional descriptors are provided in Table 1.

Definitions of the Preferences

Where We Focus Our Attention

This dimension assesses whether individuals are oriented to the outer or inner world. The prefer­ences are:

Extraversion (E)
Extraverted individuals respond to the environ­ment and are stimulated by people and actions in the environment. Those with a preference for Extraversion tend to be sociable and enjoy active participation in tasks.

Introversion (I)
Introverted individuals are interested in the inner world of ideas, concepts, or impressions. Those preferring Introversion need privacy and do their best work when alone or with a few people.

How We Perceive or Take In Information

People receive information through two possible functions:

Sensing (S)
Sensing individuals receive information through the five senses. Those with a preference for Sens­ing tend to be practical and realistic, appreciating facts and important details. Their focus is usually on the present.

Intuition (N)
Intuitive individuals receive information through a “sixth sense.” Individuals with a preference for Intuition enjoy imagining, creating, and conceiving possibilities. They attend to meanings, relation­ships, and symbols, and their focus is usually on the future.

How We Make Judgments or Decisions About Information

Once information is perceived, some kind of deci­sion must be made about it. People can make deci­sions using one of two functions:

Thinking (T)
Thinking individuals make decisions based on log­ical, objective analysis. Those who adopt Thinking as a decision-making style are analytical and con­cerned with objective truth and justice.

Feeling (F)
Feeling individuals make decisions based on a per­son-centered value system. They consider the impact of decisions on others and are sensitive to the values of others.

Two Ways of Dealing with the Outer World

When dealing with the outer world, an individual may rely upon a judging process (T or F) or upon a perceiving process (S or N). The process primarily used in dealing with the outer world is one of these two attitudes:

Judging (J)
Judging individuals prefer an ordered, planned, and structured lifestyle. Individuals with a prefer­ence for Judging tend to be organized and like to bring closure to projects, liking things decided and settled.

Perceiving (P)
Perceiving individuals prefer a spontaneous, flexi­ble lifestyle. Individuals with a Perceiving prefer­ence are adaptable and curious and like to keep options open. They aim to miss nothing.

A note on terminology: Following Jung’s nomen­clature, Sensing and Intuition are referred to as the per­ceiving functions and Thinking and Feeling as the judging functions. Extraversion and Introversion are called attitudes as are Judging and Perceiving. According to theory, all of the functions and atti­tudes described are used throughout life, but the functions and attitudes are not equally preferred by the individual. Each individual has a predisposed preference for one of the bipolar attitudes (El, JP) and functions (SN, TF). An individual’s psychological type is the combina­tion of the two attitudes and functions preferred by the individual.

Dominant and Auxiliary

Of the four functions, S, N, T, and F. one leads and is called the dominant. This function is the most preferred and the first to develop. The function that balances the dominant is called the auxiliary. If the dominant is a perceiving function (S or N), the auxiliary will be a judging function (T or F), and vice versa. For example, if an individual’s dominant function is Sensing, then the auxiliary function will be either Thinking or Feeling. This provides a balance between taking in information and making decisions about that information.

Procedures

  • The assessment may be individually or group administered and is available online or as pencil-and-paper test
  • There is no time limit but the average child will complete the assessment in 30 minutes.

Please contact us for information on price and procedure in order to complete this test.

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Fax: (876) 756-2337
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