A method for selecting between K-dimensional linear factor models and (K + 1)-class latent profile models is proposed. In particular, it is shown that the conditional covariances of observed variables are constant under factor models but nonlinear functions of the conditioning variable under latent profile models. The performance of a convenient…

Evaluating the fit of a structural equation model via bootstrap requires a transformation of the data so that the null hypothesis holds exactly in the sample. For complete data, such a transformation was proposed by Beran and Srivastava (1985) for general covariance structure models and applied to structural equation modeling by Bollen and Stine…

Investigated the validity of inferences from A. Jensen's method of studying group differences on cognitive tests (1985) and compared the validity of inferences to inferences based on multi-group confirmatory factor analysis using constructed population covariance matrices. Results show the insensitivity of Jensen's method and the superiority of…

Fuzzy trace theory posits that during development the use of verbatim information for solving transitive relationships shifts to the use of gist information. In cognitive developmental research that uses a cross-sectional design, the binomial mixture model is often used to identify such shifts. Because the binomial mixture model assumes equal task…

P. Schonemann (1992) claimed that the positive correlation predicted by Spearman's hypothesis of the positive relationship between the standardized black-white differences in means on cognitive tests and loading of the tests on general cognitive ability was ascribable to a statistical artifact. This paper refutes that claim. (SLD)

Two studies with 139 male and 149 female undergraduate students and 79 female college students, respectively, assessed the development and validation of the Need for Cognition (NFC) Scale, which has 45 true/false items. Three subscales (Cognitive Persistence, Cognitive Confidence, and Cognitive Complexity) were identified. Some results concerning…

Investigates extent to which perceptual factors of speed and flexibility of closure represent more general processes also operating in cognitive and personality domains by including in a single factor analysis perceptual tests and new tests requiring cognitive abilities resembling closure abilities operating in the perceptual domain. (RC)

The components underlying a variety of self-report measures of impulsivity were investigated, as well as the components underlying four behavioral measures involving reaction time, time estimation, and time production. Three broad factors were identified: carefree, spontaneous, and not persistent. Implications for measurement were discussed.…

Factor analytic studies suggest that there are six replicable second order cognitive factors. These six factors lend themselves to being interpreted as aspects of Royce's three ways of knowing: conceptual, perceptual, or symbolical. This view provides a unified explanation of the second and third order factors. (Author/CTM)

Twenty-six test variables for psychological differentiation and cognitive abilities were factor analyzed with a view towards replication of certain factors of perceptual and conceptual differentiation and related these factors to cognitive abilities. (Author)

The general-information-theoretic approach was used to identify informational overlap and asymmetry between variables, using affective, cognitive, and behavioral measures. Using the chi-squared test, no significant differences were found in response rates, demographics, or patronage frequency of three stores between numerical (n=453) and graphic…

Reading ability, symbol-processing speed, and spatial reasoning ability were examined in families with reading disabled children and in control families. For both types of families, comparable moderate familial influences were found, which also accounted for phenotypic correlations between traits. Multivariate path analysis and other statistical…

Two tests of cognitive development, the Cartoon Conservation Scales, Levels I and II, were designed to measure Piagetian stage-related constructs for children of different age groups. The tests were factor analyzed within age levels and were also analyzed using scalogram and tabular methods to test sequential hypotheses. (Author/CTM)