Speeded Paper-Pencil Sustained Attention and Mental Speed Tests

2008 ◽  
Vol 29 (4) ◽  
pp. 205-216 ◽  
Author(s):  
Stefan Krumm ◽  
Lothar Schmidt-Atzert ◽  
Kurt Michalczyk ◽  
Vanessa Danthiir
Keyword(s):  
Sustained Attention ◽  
Time Pressure ◽  
Factor Model ◽  
Higher Order ◽  
Future Research ◽  
Perceptual Speed ◽  
Speed Factor ◽  
Close Relationship ◽  
Task Processing ◽  
Order Factor

Mental speed (MS) and sustained attention (SA) are theoretically distinct constructs. However, tests of MS are very similar to SA tests that use time pressure as an impeding condition. The performance in such tasks largely relies on the participants’ speed of task processing (i.e., how quickly and correctly one can perform the simple cognitive tasks). The present study examined whether SA and MS are empirically the same or different constructs. To this end, 24 paper-pencil and computerized tests were administered to 199 students. SA turned out to be highly related to MS task classes: substitution and perceptual speed. Furthermore, SA showed a very close relationship with the paper-pencil MS factor. The correlation between SA and computerized speed was considerably lower but still high. In a higher-order general speed factor model, SA had the highest loading on the higher-order factor; the higher-order factor explained 88% of SA variance. It is argued that SA (as operationalized with tests using time pressure as an impeding condition) and MS cannot be differentiated, at the level of broad constructs. Implications for neuropsychological assessment and future research are discussed.

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample

2017 ◽  
Vol 37 (1) ◽  
pp. 40-54 ◽  
Author(s):  
Justin B. Doromal ◽  
Elizabeth A. Cottone ◽  
Helyn Kim
Keyword(s):  
Low Income ◽  
Assessment Tool ◽  
Factor Model ◽  
Higher Order ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
Confirmatory Factor Analyses ◽  
Social And Emotional ◽  
Measurement Models

This study investigated the measurement of social emotional competence in low-income youth by assessing the validity of responses derived from the widely used, teacher-rated Devereux Student Strengths Assessment (DESSA). Based on the five-component social emotional learning model proposed by the Collaborative for Academic, Social, and Emotional Learning, the teacher-rated DESSA shows promise as an easy-to-administer, strengths-based assessment tool for teachers from low-income communities. In a sample of 313 kindergarten students from a southeastern city, three competing measurement models were tested (one-factor, correlated five-factor, and higher order five-factor) using confirmatory factor analyses. Results revealed that, relative to the one-factor model, the higher order five-factor framework had the best model-data fit, although the first-order factors were highly correlated with the second-order factor. Furthermore, zero-order correlations showed that the DESSA was associated with both direct and teacher-reported measures of school-related outcomes. Implications for practice and directions for future research are discussed.

Higher-Order Factors in a Five-Factor Personality Inventory and its Relation to Social Desirability

2007 ◽  
Vol 23 (2) ◽  
pp. 63-70 ◽  
Author(s):  
Martin Bäckström
Keyword(s):  
Factor Analysis ◽  
Social Desirability ◽  
Factor Model ◽  
Factor Models ◽  
Higher Order ◽  
Personality Inventory ◽  
Personality Factors ◽  
The Internet ◽  
Confirmatory Factor ◽  
Order Factor

Abstract. This paper compared two higher-order factor models using a 100-item, five-factor personality inventory originating from the IPIP database. The sample consisted of 2,019 subjects tested on the Internet. The two models were compared using confirmatory factor analysis. The two-factor model showed a similar fit to the data. The criteria for parsimony favored a hierarchical model with one higher-order factor at the top and five personality factors beneath. The single higher-order factor was found to be related to social desirability in a subsample of 196 subjects.

On the relationship between the higher-order factor model and the hierarchical factor model

Psychometrika ◽  
1999 ◽  
Vol 64 (2) ◽  
pp. 113-128 ◽  
Author(s):  
Yiu-Fai Yung ◽  
David Thissen ◽  
Lori D. McLeod
Keyword(s):  
Factor Model ◽  
Higher Order ◽  
Order Factor ◽  
The Relationship

Modeling differentiation of cognitive abilities within the higher-order factor model using moderated factor analysis

Intelligence ◽  
2010 ◽  
Vol 38 (6) ◽  
pp. 611-624 ◽  
Author(s):  
Dylan Molenaar ◽  
Conor V. Dolan ◽  
Jelte M. Wicherts ◽  
Han L.J. van der Maas
Keyword(s):  
Factor Analysis ◽  
Cognitive Abilities ◽  
Factor Model ◽  
Higher Order ◽  
Order Factor

scholarly journals Maladaptive Variants of Adaptive Traits and Bloated Specific Factors

2018 ◽  
Author(s):  
Joshua R. Oltmanns ◽  
Thomas A. Widiger
Keyword(s):  
Personality Disorder ◽  
Factor Model ◽  
Five Factor Model ◽  
Higher Order ◽  
Future Research ◽  
Personality Structure ◽  
Factor Analyses ◽  
Adaptive Traits ◽  
Specific Factors

The five-factor model of personality disorder (FFMPD) hypothesizes that the traditionally adaptive five-factor model (FFM) poles (e.g., agreeableness) include maladaptive variants. However, “bloated specific factors” (BSFs), which are artifactual factors that emerge when a specific facet of a broader construct is over-represented, complicate research on the maladaptive variants. Twenty-five sets of factor analyses are completed herein demonstrating that items from maladaptive trait facet scales form BSFs when over-represented in factor analyses with other FFM indicators, separating from the higher-order domains in which they were originally located. These results held in 23 of 25 cases. Ensuring balanced collections of scales representing constructs would help researchers avoid BSFs. The implications of BSFs for future research on personality structure are discussed.

scholarly journals Higher and Lower Order Factor Analyses of the Temperament in Middle Childhood Questionnaire

Assessment ◽  
2016 ◽  
Vol 24 (8) ◽  
pp. 1050-1061 ◽  
Author(s):  
Yuliya Kotelnikova ◽  
Thomas M. Olino ◽  
Daniel N. Klein ◽  
Sarah V. M. Mackrell ◽  
Elizabeth P. Hayden
Keyword(s):  
Middle Childhood ◽  
Lower Order ◽  
Factor Model ◽  
Negative Affectivity ◽  
Admissible Solution ◽  
Parent Report ◽  
Higher Order ◽  
Order Structure ◽  
Factor Analyses ◽  
Order Factor

The Temperament in Middle Childhood Questionnaire (TMCQ) is a widely used parent-report measure of temperament. However, neither its lower nor higher order structures has been tested via a bottom-up, empirically based approach. We conducted higher and lower order exploratory factor analyses (EFAs) of the TMCQ in a large ( N = 654) sample of 9-year-olds. Item-level EFAs identified 92 items as suitable (i.e., with loadings ≥.40) for constructing lower order factors, only half of which resembled a TMCQ scale posited by the measure’s authors. Higher order EFAs of the lower order factors showed that a three-factor structure (Impulsivity/Negative Affectivity, Negative Affectivity, and Openness/Assertiveness) was the only admissible solution. Overall, many TMCQ items did not load well onto a lower order factor. In addition, only three factors, which did not show a clear resemblance to Rothbart’s four-factor model of temperament in middle childhood, were needed to account for the higher order structure of the TMCQ.

Sign in / Sign up

Export Citation Format

Share Document