Investigators are urged to plan factor analytic studies prior to collecting the data, to formulate a hypothesized factor structure, to develop several relatively pure measures of each factor expected, and to select an appropriate sample of at least 200 cases. Continuous variables should be used rather than dichotomous variables. (Author)

In a Monte Carlo simulation, a methodology was developed to investigate the existence of radex properties among objective test items. In an experiment with items covering four categories of Bloom's cognitive domain taxonomy, the items did not have the factorial properties of a radex with four levels of complexity. (Author/BW)

A factor analytic study of the demographic and behavioral characteristics of adult and juvenile male and female incarcerates suggests a number of consistent relationships contributory to incarceration and childhood experiences that predict difficulty in that period of life and in later adjustment. (Author)

Compares the efficacy of three categories of theoretical explanations that have been used to explain delinquent and deviant adolescent behavior. Available from the Northwestern University School of Law, 357 East Chicago Avenue, Chicago, Illinois 60611; sc $6.50. (Author/IRT)

Two forms of the Guess Who?, a peer assessment instrument, were administered to 1,095 mildly handicapped learners (ages 7 to 14) and 143 teachers. Factor scores for the student and teacher forms were intercorrelated in a multitrait-multimethod matrix, and the results established the convergent and discriminant validity of the instrument.…

The McCarthy Scales of Children's Abilities (MSCA) was subjected to factor analysis to determine the test's validity. Results suggest that clinical interpretation should be made cautiously until further exploration of the construct validity and sex differences in the MSCA can be conducted. (Author)

Study investigated whether instruments assessing the sociopsychological climate of classrooms were appropriate from the students' perspective. The Classroom Environment Scale was administered to 185 high school students. Results indicated that students' importance ratings of sociopsychological climate structures validated a three- dimensiona1…

Data from the standardization sample for the revised BSAG were submitted to principal components factor analysis with varimax rotation of significant factors. Results substantiate the validity of an under- v over-reactive dichotomy of maladjusted behaviors. Use of the BSAG as an initial index of maladjustment was affirmed. (Author/SJL)

A study which compared two groups of students with respect to preferred medical specialties and practice location is reported. Factor analysis of the preferences indicated by three classes at the end of their second year of medical school identified interpretable clusters of specialties and location types. (Author/MLW)

The reliability of the four-factor model of the survey of study habits and attitudes (SSHA) was investigated. The reliabilities of the scales were marginal as measured by coefficient alpha. The hierarchical model of the SSHA was not supported by confirmatory factor analysis. (Author/BW)

More than one correlation coefficient can be computed between two variables when the data can be organized into subsets determined by one of more grouping factors. Implications of this fact are discussed when the variables are items and the correlations are being computed for purposes of scale development. (Author/

Physicians' reasons for participating in continuing medical education are assessed and the efficacy of using a specific instrument for planning and evaluating continuing medical education (CME) programs is judged. Practicing physicians from four Illinois hospitals participated and the responses were factor analyzed. Implications for CME program…

This paper presents a scheme for classifying learning tasks, a scale built from that scheme, and data obtained from utilizing the scale with secondary students in various subject areas. (Author/SJL)

The author presents intelligence and learning as theoretically and empirically separate concepts. Examining Spearman's "g" factor and the evolution, phylogeny and psychometrics of intelligence, he concludes that "g" is of dominant importance in scholastic learning. He notes some implications for equal educational opportunity.…

Two independent dimensions emerged as underlying participants' ratings of psychotherapy sessions, a depth/value dimension, and a smoothness/ease dimension. Clients and therapists showed moderately high agreement in how they described sessions on these two dimensions, indicating that both reacted in part to objectively observable features of the…