Reexamining the Factor Structure of the 20-Item Toronto Alexithymia Scale: Commentary on Gignac,Palmer, and Stough

Gignac, Palmer, and Stough (2007/this issue) test a number of different latent factor models for the TAS–20 using a community sample of 355 participants and conclude that this scale is best represented by a “nested factors model,” with five substantive factors and a method factor. Gignac et al. also report that the correlated three-factor model and a comparable higher order model supported by most studies produced poor levels of incremental close fit. In this article, we challenge Gignac et al.'s unheralded and largely unsupported use of nested model fitting and the uncritical acceptance of exceptionally high cutoff levels to assess goodness of fit (GOF). Using more traditional and empirically supported model testing procedures and a more flexible approach to the interpretation of multiple tests of GOF, we interpret Gignac et al.'s results as actually supportive of the traditional three-factor model and one that has been recovered in 17 of the 24 factor analytic studies of the TAS–20.     

Perceptual control models of pursuit manual tracking demonstrate individual specificity and parameter consistency

Attention, Perception, & Psychophysics - Computational models that simulate individuals’ movements in pursuit-tracking tasks have been used to elucidate mechanisms of human motor control....     

Proactively performing teams: The role of work design,transformational leadership,and team composition

This study investigated the determinants of team proactive performance amongst 43 shift teams from a UK chemical processing plant. Using external ratings of team proactive performance, the study found that the most proactive teams were those with higher levels of self‐management, transformational team leaders, and a higher‐than‐average level of proactive personality. The relationship between transformational leadership and team proactive performance was mediated by favourable interpersonal norms. In addition, lower diversity of proactive personality amongst team members had an indirect association with team proactive performance via its negative effect on favourable interpersonal norms.     

Academic success in adolescence: Relationships among verbal IQ,social support and emotional intelligence

The objective of this study was to examine, by gender, whether emotional intelligence (EI), peer social support, and/or family social support partially mediated the influence of verbal IQ on Grade 10 grade point average (GPA) for 192 students (96 male, 96 female). For male students, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For female students, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socialising, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and socioeconomic status were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. None of the peer social support subscales predicted additional variance in GPA.     

Increased hedonic differences despite increases in hedonic range

Viewing hedonically negative paintings increased the hedonic ratings of subsequently viewed test paintings (positive hedonic contrast; Experiment 1) and also increased the degree of preference between the test paintings (Experiments 2 and 3). This result differs from the reduction in hedonic preference (hedonic condensation) that accompanies negative hedonic contrast. It also differs from the reduction in perceived differences that usually accompanies expansion of stimulus range and that is predicted by numerous theories.     

Differential Daily Writing Conditions and Performance on Major Multiple-Choice Exams

Students (N=153) in three equivalent sections of an undergraduate human development course compared pairs of related concepts via either written or oral discussion at the beginning of most class sessions. A writing-for-random-credit section achieved significantly higher ratings on the writing activities than did a writing-for-no-credit section. The writing-for-random-credit section also obtained significantly higher correlations between the writing ratings and scores on multiple-choice exam items related to the conceptual pairs (r=.74) and on total exam scores (r=.78) than did the writing-for-no-credit section (rs=.45 and .43, respectively). Finally, the writing-for-random-credit condition produced significantly higher scores on exam items related to the conceptual pairs than did the oral-discussion-only condition. Plus, effect-size comparisons showed weak to medium differences between exam scores under the writing-for-random-credit and the writing-for-no-credit condition.     

Return sweeps in reading: Processing implications of undersweep-fixations

Psychonomic Bulletin & Review - Models of eye-movement control during reading focus on reading single lines of text. However, with multiline texts, return sweeps, which bring fixation from the...