Content Memory (Learning Ability) As Comprehension 82 Vocabulary Cs .30 ( ) .23 .31 ( ) .31 .31 .35 ( ) .29 .48 .35 .38 ( ) .30 .40 .47 .58 .48 ( ) As judged against these latter values, comprehension (.48) and vocabulary (.47), but not memory (.31), show some specific validity. This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components. Some of the correlations in Chi's (1937) prodigious study of halo effect in ratings are appropriate to a multitrait-multimethod matrix in which each rater might be regarded as representing a different method. While the published report does not make these available in detail because it employs averaged values, it is apparent from a comparison of his Tables IV and VIII that the ratings generally failed to meet the requirement that ratings of the same trait by different raters should correlate higher than ratings of different traits by the same rater. Validity is shown to the extent that of the correlations in the heteromethod block, those in the validity diagonal are higher than the average heteromethod-heterotrait values. A conspicuously unsuccessful multitrait-multimethod matrix is provided by Campbell (1953, 1956) for rating of the leadership behavior of officers by themselves and by their subordinates. Only one of 11 variables (Recognition Behavior) met the requirement of providing a validity diagonal value higher than any of the heterotrait-heteromethod values, that validity being .29. For none of the variables were the validities higher than heterotrait-monomethod values. A study of attitudes toward authority and nonauthority figures by Burwen and Campbell (1957) contains a complex multitrait-multimethod matrix, one symmetrical excerpt from which is shown in Table 6. Method variance was strong for most of the procedures in this study. Where validity was found, it was primarily at the level of validity diagonal values higher than heterotrait-heteromethod values. As illustrated in Table 6, attitude toward father showed this kind of validity, as did attitude toward peers to a lesser degree. Attitude toward boss showed no validity. There was no evidence of a generalized attitude toward authority which would include father and boss, although such values as the VALIDATION BY THE MULTITRAIT-MULTIMETHOD MATRIX

Convergent and discriminant validation by the multitrait-multimethod matrix.

An index of factorial simplicity, employing the quartimax transformational criteria of Carroll, Wrigley and Neuhaus, and Saunders, is developed. This index is both for each row separately and for a factor pattern matrix as a whole. The index varies between zero and one. The problem of calibrating the index is discussed.

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An index of factorial simplicity

An analytic criterion for rotation is defined. The scientific advantage of analytic criteria over subjective (graphical) rotational procedures is discussed. Carroll's criterion and the quartimax criterion are briefly reviewed; the varimax criterion is outlined in detail and contrasted both logically and numerically with the quartimax criterion. It is shown that thenormal varimax solution probably coincides closely to the application of the principle of simple structure. However, it is proposed that the ultimate criterion of a rotational procedure is factorial invariance, not simple structure—although the two notions appear to be highly related. The normal varimax criterion is shown to be a two-dimensional generalization of the classic Spearman case, i.e., it shows perfect factorial invariance for two pure clusters. An example is given of the invariance of a normal varimax solution for more than two factors. The oblique normal varimax criterion is stated. A computational outline for the orthogonal normal varimax is appended.

The varimax criterion for analytic rotation in factor analysis

This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory.-- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include.-- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.

http://www.sdkrashen.com/content/books/principles_and_practice.pdf

Principles and Practice in Second Language Acquisition

Maximum likelihood factor analysis provides an effective method for estimation of factor matrices and a useful test statistic in the likelihood ratio for rejection of overly simple factor models. A reliability coefficient is proposed to indicate quality of representation of interrelations among attributes in a battery by a maximum likelihood factor analysis. Usually, for a large sample of individuals or objects, the likelihood ratio statistic could indicate that an otherwise acceptable factor model does not exactly represent the interrelations among the attributes for a population. The reliability coefficient could indicate a very close representation in this case and be a better indication as to whether to accept or reject the factor solution.

/pdf/a-reliability-coefficient-for-maximum-likelihood-factor-4cj3aorqbj.pdf

A reliability coefficient for maximum likelihood factor analysis

Preface Part I. Introduction to the Survey: 1. The study of cognitive abilities 2. Historical foundations of the study of cognitive abilities 3. Survey and analysis of correlational and factor-analytic research on cognitive abilities: methodology 4. Survey and analysis of correlational and factor-analytic research on cognitive abilities: overview of outcomes Part II. The Identification and Description of Cognitive Abilities: 5. Abilities in the domain of language 6. Abilities in the domain of reasoning 7. Abilities in the domain of memory and learning 8. Abilities in the domain of visual perception 9. Abilities in the domain of auditory reception 10. Abilities in the domain of idea production 11. Abilities in the domain of cognitive speed 12. Abilities in the domain of knowledge and achievement 13. Psychomotor abilities 14. Miscellaneous domains of ability and personal characteristics 15. Higher-order factors of cognitive ability Part III. Issues: 16. A theory of cognitive abilities: the three-stratum theory 17. Issue about abilities: nature and nurture and others 18. Implications and recommendations References and list of datasets Appendices Name index Subject index.

Human Cognitive Abilities: A Survey of Factor-Analytic Studies

This job is inherently difficult because behavior is complex and has a multiplicity of causes. To deal with it, educational psychologists have evolved a number of concepts which they find useful in classifying the phenomena of behavior. Textbooks in the field are commonly organized around such concepts as maturation, individual differences, learning, thinking, motivation, and social development. These are useful categories, but because they overlap or refer to different levels of organization in the subject matter, it is difficult to build them into an integrated account of the process of school learning. What is needed is a schematic design or conceptual model of factors affecting success in school learning and of the way they interact. Such a model should use a very small number of simplifying concepts, conceptually independent of one another and referring to phenomena at the same level of discourse. It should suggest new and interesting research questions and aid in the solution of practical educational problems. With the aid of such a framework, the often conflicting results of different research studies might be seen to fall into a unified pattern.

https://www.tcrecord.org/books/pdf.asp?ContentID=2839

A Model of School Learning

The pioneering linguist Benjamin Whorf (1897--1941) grasped the relationship between human language and human thinking: how language can shape our innermost thoughts. His basic thesis is that our perception of the world and our ways of thinking about it are deeply influenced by the structure of the languages we speak. The writings collected in this volume include important papers on the Maya, Hopi, and Shawnee languages as well as more general reflections on language and meaning.

John B. Carroll

Papers

Human Cognitive Abilities: A Survey of Factor-Analytic Studies

A Model of School Learning

Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf

Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf

Language, Thought, and Reality.