A factor analysis of the questionnaire was done using the responses of 1192 sixth and seventh grade students. The interpretation of the factors focused on the specificity of the achievement task presented and whether or not success or failure had been communicated to the person by a named external authority. (Author/NG)

An examination of the specific areas of agreement and disagreement among the Beck Depression Inventory (DI), the Zung Self-Rating Depression Scale (SDS), and the Lubin Depression Adjective Check Lists (DACL) was made to see if all three measured the same aspects of depressive behavior and how they could be used together to optimize assessment of…

Examines the types of stressful situations graduate students encounter and delineates styles of coping with these situations. (Author/DEP)

To obtain information on the language development of Down's syndrome individuals, 101 Down's syndrome Ss (8 to 31 years old) were tested on a battery of language and related measures. (SBH)

Ninety-eight misarticulating 8 and 9 year-old children participated in a study to determine the correspondence between the classification of measures by clinical judgment and by factor analysis. (Author/MH)

In a replication study the Learning Style Inventory was given to over 200 practicing physicians and medical students. Contrary to previous findings, the results suggest that there is no association between learning style and career choice in medicine. (Author/LBH)

Scores from 94 psychiatric and neurological patients on the 11 subtests of the Wechsler Adult Intelligence Scale and the Halstead-Reitan Category and Finger Tapping tests were used in a factor analysis. The Category Test is not particularly sensitive to all types of brain pathology. (Author)

Two measures of "breadth" and three measures of "depth" were derived, based on special administration and scoring of the Wechsler Similarities subscale. Factor analyses indicated that breadth and depth can be distinguished statistically, and multiple regression analyses revealed that the derived measures contributed to improved…

Describes development of a situation-specific trait-state test for affective responses. Form One contains 20 situations to which subjects described responses on 16 scales for each situation. Study Two assessed reliability of these scales, sex differences, and trait-state relationships. Five validity studies are described. (Author)

Scores of 1,200 subjects on the Test Anxiety Scale were factor analyzed. Both cognitive "worry" and "emotionality" items loaded strongly on the first factor, which appears to reflect worry about oneself and one's performance on tests and a wide variety of physical and emotional consequences of this intense worry. (Author)

Describes a study designed to test the circumplexical order hypothesis at the phenomenological level of conscious communication. (MH)

The Illinois Classroom Assessment Profile is a teacher rating scale that is sensitive to behavior disorders exhibited by hyperactive children. The behavioral dimensions represent sustained attention, impulsivity, conduct, fine motor coordination, and evaluative anxiety. The development of the scale and investigations of its factor structure are…

Cognitive ability tests, personality inventories, and administrative- skills measures were administered to 238 telephone company employees. A small number of interpretively and predictively useful molar personal/motivational scales were derived using factor analysis. Some measures from each of the domains of the assessment battery were found to be…

The internal consistency-reliability and factorial validity of the Substitutes for Leadership Questionnaire were studied in an educational setting, using data from 450 elementary school teachers at 47 schools in Oregon and Washington. Results support S. Kerr's (1977) formulation on leadership substitutes for 11 of the original 13 factors. (TJH)

Performed factor analysis of 12 subtests of Woodcock-Johnson Tests of Cognitive Ability using 286 conduct disordered male adolescents. Analysis yielded three factors: primary verbal ability factor, secondary reasoning factor, and secondary numerical processing factor. Results suggest cautious use of Cognitive Factor cluster scores for diagnosis…