A factorial study of temperament

The theory is advanced that personality factors obtained in the first order may often represent combinations of temperament traits that occur in the experimental population. Under these circumstances an investigation of the second order represents a purification process and yields factors which represent the more basic or pervasive characteristics of the original behavior items included in the factorial study. These second-order factors can be obtained directly in the first order by a careful selection of the variables which enter into the analysis. A second-order analysis was undertaken of the nine factors inherent in three of J. P. Guilford's inventories, and four clearly interpretable second-order factors were obtained. Three of these factors were obtained directly in the first order in a new factorial study of twenty-two behavior items. Attention is drawn to the similarities between these factors and traits of temperament postulated by an independent investigator.This paper abstracts portions of the writer's Ph.D. dissertation.     

A factorial study of number ability

In order to investigate certain hypotheses concerning the nature of number ability, and, secondarily, the nature of perceptual speed, a battery of thirty-four tests was given to 223 Chicago high school seniors and the data were factored by the centroid method. Seven primary factors were identifiable upon rotation. Several deductions are made relative to the interpretation of the factors and relative to the consistency of the data with the hypotheses which were to be tested. I wish to express my great appreciation of the aid of Professor L. L. Thurstone whose generosity made this study possible. Grateful acknowledgment is made of the aid of Mr. Ledyard Tucker in the use of the I.B.M. machines for obtaining the intercorrelations and the centroid factor loadings, and to both him and Mr. Harold Bechtoldt for aid in the testing of subjects.     

Language and reasoning: a study of temporal factors

The paper is concerned with the testing of psycholinguistic hypotheses by the use of deductive reasoning tasks. After reviewing some of the problems of interpretation which have arisen with particular reference to conditional rules, an experiment is presented which measures comprehension and verification latencies in addition to response frequencies in a truth table evaluation task.The experiment tests a psycholinguistic hypothesis concerning the different usage of the logically equivalent forms of sentence: If p then q and p only if q with respect to the temporal order of the events p and q. It is proposed that the former sentence is more natural when the event p precedes the event q in time, and the latter more natural when the opposite temporal relation holds.Although significant support is found for the hypothesis in the analysis of the latency data, it is only distinguished from an alternative explanation by detailed analysis of response frequencies, thus indicating the general usefulness of the paradigm adopted.     

A factorial study of auditory function

Tests of auditory function in the fields of pitch, loudness, quality (timbre), and time, auditory analysis, synthesis, and memory, together with age, intelligence, and four tests of visual memory, were studied factorially. The subjects were 200 high-school students. The intercorrelations were factored to nine factors by a modification of the centroid technique and rotated to an oblique simple structure. No general auditory factor appeared. Instead there appeared group factors tentatively identified as pitch-quality discrimination, loudness discrimination, auditory integral for perceptual mass, auditory resistance (synthesis and analysis), speed of closure, auditory span formation, memory span (auditory and visual), memory or incidental closure and an unidentifiable residual plane. The average intercorrelation among the primary vectors was low, only one intercorrelation being greater than .34. A number of queries are answered by the interpretation of the results.     

A study of disjunctive reasoning

Summary Whilst it is currently fashionable to construct sequential models of reasoning, the results of recent experiments on conditional reasoning tasks are apparently incompatible with this notion. There is evidence of two orthogonal statistical components, one logical and the other non-logical. It has been suggested that non-logical tendencies are response biases independent of the linguistic structure of the rule. However, certain results suggest that the matching bias observed in conditional tasks may not occur with disjunctives.Two experiments are reported in which subjects generated subjective truth tables for disjunctive rules, in which the presence and absence of negative components was varied. Experiment I provided a powerful test of the matching bias hypothesis and found no evidence of its presence. The presence of negative components did, however, systematically affect performance. Experiment II, with the aid of latency measurements, provided support for the hypothesis that negatives were affecting the ease of interpretation of the disjunctive sentences, with one negative component causing at least as much difficulty as two.In discussion, it is pointed out that the present results can be reconciled with those on conditional tasks, on the assumption that matching bias is a special case of associational biases which are dependent on the linguistic form of the rule. It still appears necessary to retain the distinction between logical and non-logical components of the performance. However, this does not necessarily imply parallel processes underlying the data. A single muddled thought process, in which a rational sequential strategy fails to be consistently applied, could give rise to the type of data obtained.     

A factorial study of fluency in writing

A factorial study of fluency was undertaken to test an hypothesis that at least two fluency abilities would be measured by a battery composed both of word fluency tests used by Thurstone and tests of fluency described by several British investigators. Twenty-eight tests, including ten reference tests for five primary mental abilities, were administered to 181 high-school seniors. Ten centroid factors were extracted, a simple structure was found, and eight factors were interpreted. Five factors defined were the following reference abilities: memory (M), number (N), reasoning (R), verbal comprehension (V), and perceptual speed (P), the last one being somewhat tentatively identified. The main finding is the analysis of fluency into two factors: word fluency (W) and ideational fluency (F). Word fluency is defined as a facility in producing single, isolated words that contain one or more formal restrictions, without reference to the meaning of the words. Ideational fluency is described as a facility in expressing ideas by the use of words and their meanings. Another verbal ability indicated is tentatively interpreted as verbal versatility, the ability to express essentially the same idea by means of several different words or combinations of words.The writer wishes to express his appreciation to Dr. L. L. Thurstone for his guidance throughout the study and for providing facilities and materials needed; to Miss Jessie LaSalle and the Washington, D. C., high schools for providing the subjects; to Ledyard Tucker, Frank Medland, and Mrs. Virginia Brown for computational assistance; and to others who gave aid during the study.