The current paper investigates the structural validity of the Children's Concentration and Empathy Scale (CCES), which was designed based on Montessori's developmental theory to assess, using teacher ratings, the coherence of attention-related characteristics (concentration, empathy, and normalization) in children from 1.5 to 12 years old. The…

The concept of empathy, which consists of both affective and cognitive elements, is defined as replacing the other side and understanding their feelings and thoughts. In this study, it was aimed to adapt the Affective and Cognitive Empathy Scale, which was developed in order to measure empathy concept more comprehensively, in Turkish. In line with…

Cross-validated the factor structure of the McCarthy Scales of Children's Abilities for 105 kindergarten children. A factor analysis generated five factors, including Verbal Comprehension, Quantitative-Reasoning, Memory, Perceptual-Performance, and Motor factors. The overall factor pattern provides further evidence of the construct validity of the…

Aim of the study is to assess empirically the interrelationships among some of Piaget's and Gesell's behavioral tasks. (Author)

A three-year combined sample of 103 master's level counseling students was administered five measures of cognitive complexity, selected on the bases of previous factor analytic research and their potential relevance to counseling research. The instruments were designed to measure the processing of social stimuli, and included the Interconcept…

Speeded cognitive processing tasks involving card sorting and reaction time were administered to 141 young adults aged 18 to 33 and to 142 elderly adults aged 58 to 73. Confirmatory factor analysis was unsuccessful, but independent analyses revealed different factors for the two age groups. (Author/GDC)

Explored the hierarchical structure of mental abilities by comparing principal component analysis with a hierarchical cluster analysis algorithm on a short test battery for 182 children. Both the linear principal component analysis and the nonlinear hierarchical clustering analysis confirmed the hierarchical organization of mental abilities. (JAC)

The primary objectives of this project commonly refereed to as "Assessing Human Abilities" were: (1) to provide reference measures for cognitive factors; and (2) to provide a guide to reference measures for self-report temperament factors. The overall objective was to conduct research in the area of factor analysis directed toward the…

Investigated the factor structure of a battery of tasks hypothesized to measure the constructs of the planning, attention, and simultaneous-successive (PASS) process model of human cognition. Results suggest that the original PASS model provides an improper factor solution. Recommends further refinement of the PASS theory or tests. (RJM)

Four learning-style instruments, differing in form, length, language, and conceptualization of learning style, were administered to 471 high school and community college students. All four instruments measured behaviors outlined by one conceptualization in the literature to comprise learning style, but none of the instruments measured all types of…

Relationships among Piagetian reasoning assessments and standard measures of intelligence and achievement were determined in 1972 by Stephens, McLaughlin, Miller, and Glass (EJ 055 112). The data were reanalyzed by Humphreys and Parsons in 1979 (EJ 218 642). In reply, Glass and Stephens note fallacies in Humphreys' and Parsons' reasoning.…

Fifty-five recent studies of individual differences (IDs) in elementary cognitive tasks (ECTs) are reviewed. Twenty-five data sets are examined, analyzed, or reanalyzed by factor analysis. The following promising dimensions are identified: basic perceptual processes, reaction and movement times, mental comparison and recognition tasks, retrieval…

This examiner's manual accompanies the Learning Style Profile (LSP), which measures cognitive skills as well as affective and environmental preferences. Charles Letteri's General Operations Model was accepted as the prototype for relating learning styles to cognitive information processing. The LSP was developed from 1983 to 1986; several versions…