On the rank of the reduced correlational matrix in multiple-factor analysis

Since the factor problem is reduced mathematically to the expression of the obtained correlational matrix in terms of a matrix of lower rank, criteria for the determination of this lower rank are of first importance. These criteria are investigated by means of certain mathematical deductions, and brought into relation with Spearman's and Thurstone's factor theories.     

Some mathematical remarks concerning boundary conditions in the factorial analysis of ability

This paper is a mathematical supplement to the preceding paper by Professor Godfrey H. Thomson. It gives rigorous proofs of theorems enunciated by him and by Dr. J. Ridley Thompson, and extends them. Its basic theorem is that if a matrix of correlations is to be factorized without the aid of higher factors thans-factors (withn-s zero loadings), then the largest latent root of the matrix must not exceed the sum of thes largest communalities on the diagonal.     

The effect of light intensity when onset or termination of illumination is used as reinforcing stimulus

The Psychological Record - Two experiments were performed to examine the reinforcing effects of onset and termination of non-aversive illumination, made conterminous with lever contacting, as a...     

Driye-leyel and flexibility in paired-associate nonsense-syllable learning

“High-anxiety” and “low-anxiety” subjects, selected for extreme scores on the Taylor Anxiety Scale, learned a list of paired-associate nonsense syllables in the belief that they were undergoing an intelligence test. Both groups were then given a second list of paired associates to learn, the stimulus-items being the same as those of the first list but the responses being changed. Before the presentation of the second list, half the subjects in each group were given anxiety-increasing instructions and the remaining half were given reassuring instructions.

The results verified two predictions made from Hull's behaviour theory, using the concept of fear or anxiety as a secondary drive:—“high anxiety” subjects took more trials to master the second learning task than “low-anxiety” subjects; and there was a significant interaction between initial anxiety-level and type of instructions, such that “high-anxiety” subjects who received drive-increasing instructions had a worse performance in the second part than all other sub-groups. There was no indication that “low-anxiety” subjects were significantly affected by the type of instructions received. The “high-anxiety” group had greater difficulty than the “low-anxiety” group in learning the first list, but the difference was non-significant.     

Spiritual work

Pastoral Psychology -