The Comprehensive Assessment of Psychopathic Personality (CAPP) is a newly developed, lexically based, conceptual model of psychopathy. The content validity of the Spanish language CAPP model was evaluated using prototypicality analysis. Prototypicality ratings were collected from 187 mental health experts and from samples of 143 health professionals and 282 community residents. Across the samples the majority of CAPP items were rated as highly prototypical of psychopathy. The Self, Dominance, and Attachment domains were evaluated as being more prototypical than the Behavioral and Cognitive domains. These findings are consistent with findings from similar studies in other languages and provide further support for the content validation of the CAPP model across languages and the lexical approach.

The two most used instruments to assess masculinity (M) and femininity (F) are the Bem Sex Role Inventory (BSRI) and the Personality Attributes Questionnaire (PAQ). Two hypotheses will be tested: a) multidimensionality versus bidimensionality, and b) to what extent the two instruments, elaborated to measure the same constructs, classify subjects in the same way. Participants were 420 high school students, 198 women and 222 men, aged 12–15 years. Exploratory factor analysis and internal consistency analysis were carried out and log-linear models were tested. The data support a) the multidimensionality of both instruments and b) the lack of full concordance in the classification of persons according to the fourfold typology. Implications of the results are discussed regarding the supposed theory behind instrumentality/expressiveness and masculinity/femininity, as well as for the use of both instruments to classify different subjects into the four distinct types.

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The relationship between class size and student evaluation of university teaching quality was analyzed. Data from 2,915 university classrooms were collected in classes ranging from 1 to 234 students. Results strongly support conclusions that (a) there is a weak relationship between class size and student ratings of teaching quality, when both statistical significance and effect size are taken into account; and (b) the relationship is a nonlinear one, whose shape is basically determined by the range of class size and the number of different values selected. Theoretical, methodological, and practical implications are discussed.

The authors set out to test a series of hypotheses on the relationship between class size and the evaluation of university teaching quality through student opinions. The information obtained from a sample of 1,157 classes, using a shortened version of the Complutense University Teachers Evaluation Questionnaire, offers empirical support for the following affirmations: (a) class size does have some impact on teaching ratings; (b) this relationship differs somewhat as a function of the two dimensions operationalized by the questionnaire; and (c) the effect sizes are quite small. With regard to the controversy over the shape of the relationship, this seems to depend to a large extent on the range of class sizes, and thus some of the hypotheses proposed so far may, in fact, be less incompatible than has been supposed previously.