THE STRUCTURE OF ABILITIES IN THE RETARDED

The ability structure in retarded women was studied on the same lines as with men (Kebbon, 1965). The women, 89 in number, were between 17 and 54, their IQ's between 40 and 90. Factor analysis was done of their scores on 16 tests measuring four factors—verbal, spatial-inductive, numerical and psychomotor. Comparison with the corresponding scores from 89 matched men and 92 normal men indicated that, in terms of these factors, retarded women have the same ability structure as retarded men, and that both have a similar structure to that of persons of average and superior intelligence.     

THE INFLUENCE OF HEAT UPON INTELLECTUAL TEST PERFORMANCE AND CARDIAC ACTIVITY OF THREE GROUPS IN THE NEGEV DESERT1

This study was conducted to determine if exposure to heat at 45 ^deg;C, influences mental test performance and heart rates of different ethnic groups living in the same area of a semi-desert zone. Forty-eight adolescent highschool boys of Israeli nationality (but whose fathers were of Bedouin, Moroccan or Eastern European background) were paid for their participation. Each of the boys was individually tested under control or heat conditions by an experimenter from the same ethnic background on a Raven 38 and WISC Coding B task. Mental test performances were unaffected by either one or two hours of heat although heart rates increased. More basic than heat was ethnic membership and test scores corresponded more to assumed experience with tests than to any other factor. Heart rate patterns were also different between the 3 groups suggesting fundamental physiological divergence.     

MOTIVATIONAL COMPONENTS OF TEST TAKING

The first phase of this research effort describes an effort to directly measure the attitudes and opinions of employment test takers toward the tests they just took; the instrument is called the Test Attitude Survey (TAS). Nine factors were developed which reflect test takers' expressed effort and motivation on the test, the degree of concentration, perceived test ease, and the like. Several studies were conducted showing that TAS factors were significantly sensitive to differences in test types and administration permitting the inference that the TAS possessed construct validity. The second phase of this study tested several propositions and hypotheses. In one study, it is shown that the applicants report significantly higher effort and motivation on the employment tests compared to incumbents, even when ability is held constant. A second study showed that a small but significant relationship exists between TAS factor scores, test performances, and the person factors. Moreover, some of the racial differences on test performances can be accounted for via the TAS factor scores; it is observed that after holding these TAS factors constant, racial differences on the employment tests scores diminished. In a third study, very limited evidence was found for the incremental and moderating effects of these attitudes, but there were several limitations to the study associated with small sample sizes, unknown reliabilities in the criterion scales, and so forth. Discussion focussed on the potential practical applications of the TAS instrument and factor scores. It is suggested that further research could have some utility in this domain.     

THE INFLUENCE OF TRAINING ON THE LEVEL OF TEST PERFORMANCE AND THE FACTOR STRUCTURE OF INTELLIGENCE TESTS

An attempt was made to study whether it is possible by specific training on one test to produce changes in the level of performance on similar tests and in the factor structure of a set of intelligence tests. Considerable improvement occurred in the level of performance on the test on which training was given, but no significant transfer effects to the performance on other tests were found. Slight differentiation was observed in the factor structure.     

ON THE NATURE OF THE PERCEPTUAL SPEED FACTOR

W erdelin , I. & S tjernberg , G. On the nature of the perceptual speed factor. Scand. J. Psychol ., 1969, 10, 185–192.–149 subjects, about 15 years old, were given 25 psychological tests. Some of these defined the reference factors R, S, N , and P , others were designed to study the nature of the P factor. It was found that certain visual tests showed successively higher loadings in the P and N factors the more they were practiced. This effect of practice is probably restricted to tests of a certain kind. Very simple visual tests showed high loadings in the P factor. Hypotheses as to the nature of the P factor are suggested.     

AN EMPIRICAL ASSESSMENT OF THE EFFECTS OF AFFECTIVE RESPONSE IN THE MEASUREMENT OF ORGANIZATIONAL CLIMATE*

The purpose of this study was to determine whether an affective response affects the dimensionality of perceptual measures of organizational climate. To accomplish this 8,938 nonsupervisory employees of a large utility completed both an organizational climate questionnaire and a measure of job satisfaction. The raw scores on the climate instrument were factor analyzed. Then the job satisfaction scores were partialed out of the intercorrelations of the items making up the climate instrument and the residual scores were submitted to a factor analysis. The results suggest that partialing job satisfaction out of responses to an organizational climate questionnaire served to improve the dimensionality of the climate instrument.     

DEVELOPMENT AND PSYCHOMETRIC EVALUATION OF THE INTERPERSONAL SEXUAL OBJECTIFICATION SCALE

This study reports on the development and psychometric evaluation of the Interpersonal Sexual Objectification Scale (ISOS). Data from 576 college women were collected in three studies. Exploratory factor analysis uncovered two factors: Body Evaluation and Unwanted Explicit Sexual Advances; confirmatory factor analysis supported this factor structure. ISOS scores were internally consistent and stable over a 3-week period. Supporting its construct validity, ISOS scores were (a) strongly related to sexist degradation; (b) slightly to moderately related to other sexist events, self-objectification (i.e., body surveillance and internalization of the thin-ideal), and body shame; and (c) unrelated to socially desirable responding. The relationship between ISOS scores and body shame was fully mediated by self-objectification, providing additional evidence for its construct validity. Furthermore, the ISOS garnered incremental validity, as it predicted self-objectification above and beyond the variance accounted for by sexist events.     

儿童的检测时与智力

采用三种视觉检测时任务,考察了儿童的检测时的特点以及儿童的检测时与智力之间的关系。结果发现：随着年龄的增长,儿童的检测时有逐步减小的趋势;儿童的检测时依赖于加工任务的类型。儿童的检测时与智力测验分数之间具有中等程度的负相关,并且两者之间的相关程度受加工任务和年龄因素的影响;与检测时快的儿童组相比,检测时慢组的检测时能够更好预测其智力测验分数。     

A FACTOR ANALYSIS OF BRAIN DAMAGE TESTS ADMINISTERED TO NORMAL SUBJECTS WITH FACTOR SCORE COMPARISONS ACROSS AGES

This study investigated the factorial composition of brain damage tests selected on the basis of a comprehensive review of the test literature. The tests were administered to 100 normal persons between the ages of 16 and 70. Two analyses were performed. The first analysis concerned the determi- nation of the factorial composition of the brain damage tests selected. The results suggested that although the dimensionality of the brain damage test battery is relatively complex, the majority of the tests discriminate on the basis of a few dimensions, at least for normal persons. The second analysis involved the determination of factor scores for each individual on the twelve factors extracted in the 16-70 age group analysis. An analysis of the factor scores as a function of age indicated a significant difference for only two of the factors. This finding was discussed in terms of the possibility that certain of the tests would be psychometrically more efficient in differential diagnosis of brain damage in the older person.     

THE RELATIONSHIP BETWEEN DIFFICULTY AND FACTOR LOADINGS OF SOME VISUAL-PERCEPTUAL TESTS

WERDELIN, I. & STJERNBERG, G. The relationship between difficulty and factor loadings of some visual-perceptual tests. Scand. J. Psychol. , 1971, 12, 21–28. – The study aimed at investigating whether it is possible to change factor loadings by varying the difficulty and complexity of the same visual-perceptual tests. 171 sixth grade pupils were given 27 tests. Some of these defined reference factors, others were differently difficult versions of four tests from separate parts of the visual-perceptual field. Data were treated by factor analysis, yielding the four factors R, S, N and P. It was found that the more difficult the test the higher its loadings on the S and R factors, and the easier the test the higher its loadings on the N and particularly the P factor.     

婴儿共同注意能力的发展

本研究采用严格的实验室测验法,从年龄趋势、学习能力、性别差异三方面考察了8～11个月婴儿共同注意能力的发展。结果表明：1）婴儿的共同注意力在8～11个月间逐步提高,9个月左右出现显著的发展性变化,但1岁以前,该能力的发展水平都较低;2）就共同注意而言,婴儿具有从练习经验中学习的可能性,且学习能力存在年龄差异,8个月的婴儿基本不能从练习中受益,而8个月以上的其他三组婴儿在练习后共同注意水平都有不同程度的提高;3）总体而言,女婴共同注意能力的发展水平显著地高于男婴。     

FACTOR ANALYSIS OF EMOTIONALITY IN TEN INBRED STRAINS OF MICE

One hundred and nineteen mice of 10 inbred strains were run on 32 measures from 16 tests in order to obtain a large variance coverage of behavioral differences for the purpose of obtaining factors among emotionality measures and strain factor scores.     

THE SUSCEPTIBILITY OF OVERT AND COVERT INTEGRITY TESTS TO COACHING AND FAKING

Abstract— Although previous research has indicated that faking can affect integrity test scores, the effects of coaching on integrity test scores have never been examined We conducted a between-subjects experiment to assess the effects of coaching and faking instructions on an overt and a covert integrity test Coaching provided simple rules to follow when answering test items and instructions on how to avoid elevated validity scale scores There were five instruction conditions "just take,""fake good,""coach overt,""coach covert," and coach both All subjects completed both overt and covert tests and a measure of intelligence Results provided strong evidence for the coachability of the overt integrity test, over and above the much smaller elevation in the faking condition The covert test apparently could be neither coached nor faked successfully Scores on both integrity tests tended to be positively correlated with intelligence in the coaching and faking conditions We discuss the generalizability of these results to other samples and other integrity tests, and the relevance of the coachability of integrity tests to the ongoing debate concerning the prediction of counterproductive behavior     

Gender and Grade Differences in Latent Ability Variables

Scores in ability tests administered to students in grades 4–9 were simultaneously factor-analyzed within twelve gender by grade groups. Gender and grade differences in means and variances were studied for five latent ability factors according to a hierarchical model and compared with means and variances in the observed scores.
Girls had higher means than boys in a general ability factor (G), in a residual general speed factor (Gs') and in a residual factor of numerical facility (N'). Boys were higher in a residual vocabulary factor (V') and most of all in a residual spatial visualization factor (Vz'). Boys had larger variances than girls in N' and Gs'. In general the differences in means and variances were in the same direction for the closest corresponding observed scores, but some striking discrepancies between latent and observed scores were found. As a rule, the discrepancies were due to the complexity of the tests where one factor could compensate for another.
In the discussion it was pointed out that some of the differences found were likely to have changed between the testing in the late 1950s and the present. Nevertheless the demonstration of the divergence between analyses of latent vs. observed scores remains valid.     

先天性色觉异常的特性及检查方法

本文简单介绍了各种先天性色觉异常的特性及常用的色觉检查方法。不同类型的先天性色觉异常在颜色匹配、光谱感受性、色差辨别等方面均表现出不同的特点,色觉检查方法就是在这些特点的基础上,根据异常者的某一色觉缺陷设计的。常用的检查方法有假同色图测验,色相排列测验和色盲镜等。一般来说,不同的检查方法各有所长,并应用于临床的不同阶段     

EXAMINING THE STRUCTURE OF THE SCHEDULE OF SEXIST EVENTS: REPLICATION AND EXTENSION

The current study reexamined the factor structure of the Lifetime and Recent scales of the Schedule of Sexist Events (SSE; Klonoff & Landrine, 1995 ) and conducted the first factor analysis of the SSE-Appraisal scale ( Landrine & Klonoff, 1997 ). Factor analyses conducted with data from 245 women yielded, for SSE-Lifetime and SSE-Appraisal scales, two reliable factors that can be scored as "Intimate and Personal Experiences of Sexist Events" and "Unfair Treatment Across Public Contexts" subscales. Data from the SSE-Recent scale yielded three factors that can be scored as "Sexist Degradation and Its Consequences,""Unfair and Sexist Events at Work/School," and "Unfair Treatment in Distant and Close Relationships" subscales. Recommendations are made for the future use of these proposed subscales in conjunction with total scale scores in research using the SSE to examine links between reported experiences of sexist events and women's health and well-being.     

A STUDY OF THE EFFECTS OF OUT‐OF‐LEVEL TESTING WITH POOR READERS IN THE INTERMEDIATE GRADES

Forty‐seven fourth‐and‐fifth grade students whose raw scores on the Gates‐MacGinitie Level D (on‐level test) were determined to be unsuitable were administered an out‐of‐level test (Level C) to ascertain whether the out‐of‐level test would be a more appropriate test for those students. Two questions were addressed in this study. First, are there significant differences in students’ derived scores on the Gates‐MacGinitie when an on‐level test (Level D) that is judged to be unsuitable is compared to an out‐of‐level test (Level C)? Second, is use of an out‐of‐level test more suitable in terms of Roberts’ criterion of the raw scores achieved by the students? There were no significant differences between the derived scores from on‐level and out‐of‐level testing for each of the subtests. The out‐of‐level raw scores did fall within the accepted range for the test to be considered suitable and reliable.     

Reaction time correlations with intelligence test scores obtained under either timed or untimed conditions

One hundred and thirteen high school students were randomly assigned to one of two groups that were administered an intelligence test (the Multidimensional Aptitude Battery) under either timed or untimed conditions. Subsequently, all subjects were given a battery of 8 reaction time tests. Multiple regression analyses showed that combinations of RTs were approximately equally good predictors of IQ scores in both groups. Zero-order correlations between each RT test and IQ scores were also approximately equal for timed and untimed Verbal and Full-Scale scores but correlations with Performance scores were higher in the timed condition. The extent to which the different RT tests correlated with timed scores was quite highly related to the tests' loadings on a general speed factor but these loadings were not related to the tests' correlations with untimed scores. Rather, the relative complexity of the RT tests had a stronger influence on their correlations with IQ scores in the untimed condition. It is concluded that timed and untimed intelligence tests impose different information-processing demands on subjects but that the speed with which subjects can cope with these demands is equally important in both conditions.     

STUDIES IN THE PSYCHOLOGICAL EFFECTS OF A NEW DRUG (DIETHYLPROPION): Subjective effects in the natural environment

Two doses diethylpropion, one dose pipradrol, one dose amobarbital and placebo were administered to 116 subjects, who rated their state on twenty variables. The variables were intercorrelated under pipradrol and pentymal. The correlation matrices were subjected to factor analysis. Four factors were found in both studies: Happiness, Alertness, Relaxation, and Flight of thoughts. There is some agreement between the two factor analyses. There were few significant effects of the drugs on factor scores, but the structure is quite unambiguous: pipradrol and diethylpropion are stimulating, and amobarbital tranquilizing.