Historical increase in the number of factors measured by commercial tests of cognitive ability: Are we overfactoring?

Frazier, Thomas; Youngstrom, Eric A.

doi:10.1016/j.intell.2006.07.002

Cited by 107 publications

(127 citation statements)

References 36 publications

(55 reference statements)

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“…We cannot eliminate the possibility that overextraction may be an issue. However, as observed by Frazier and Youngstrom (2007), although CFI and v 2 may lead to overextraction, AIC and RMSEA are more useful to derived factor structures examined with confirmatory factor analyses. To more adequately measure additional factors and thus structural validity, researchers may increase the length of the scale by including additional items.…”

Section: Adam Heeren Day and De Suttermentioning

confidence: 99%

Development of the Sexual Five-Facet Mindfulness Questionnaire (FFMQ-S): Validation Among a Community Sample of French-Speaking Women

Adam¹,

Heeren²,

Day³

et al. 2014

The Journal of Sex Research

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It has been recently demonstrated that mindfulness-based intervention may be particularly suitable for addressing sexual difficulties in women. Although the FiveFacet Mindfulness Questionnaire (FFMQ) is currently one of the most widely used scales to assess mindfulness, no adaptation and validation of the FFMQ to measure female sexual functioning has been published. The main aim of this study was to develop and validate a sexual version of the Five Facets Mindfulness Questionnaire (FFMQ-S) to specifically measure mindfulness in the context of sexual encounters. A total of 251 healthy, French-speaking female volunteers were administered the FFMQ-S, the original FFMQ, and the Female Sexual Distress Scale (FSDS-R). Confirmatory factor analyses indicated that the FFMQ-S exhibits a five-factor model, as implied by the original FFMQ. Good scale reliability was observed. The FFMQ-S showed significant correlations with the FSDS-R and the usual FFMQ. Scores on the FFMQ-S correlated significa... It has been recently demonstrated that mindfulness-based intervention may be particularly suitable for addressing sexual difficulties in women. Although the Five-Facet Mindfulness Questionnaire (FFMQ) is currently one of the most widely used scales to assess mindfulness, no adaptation and validation of the FFMQ to measure female sexual functioning has been published. The main aim of this study was to develop and validate a sexual version of the Five Facets Mindfulness Questionnaire (FFMQ-S) to specifically measure mindfulness in the context of sexual encounters. A total of 251 healthy, French-speaking female volunteers were administered the FFMQ-S, the original FFMQ, and the Female Sexual Distress Scale (FSDS-R). Confirmatory factor analyses indicated that the FFMQ-S exhibits a five-factor model, as implied by the original FFMQ. Good scale reliability was observed. The FFMQ-S showed significant correlations with the FSDS-R and the usual FFMQ. Scores on the FFMQ-S correlated significantly more negatively with the total FSDS-R score than with the total score of the original version of the FFMQ. These findings clearly support the relevance of developing a version of the FFMQ tailored to sexual functioning.

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Section: Adam Heeren Day and De Suttermentioning

confidence: 99%

Development of the Sexual Five-Facet Mindfulness Questionnaire (FFMQ-S): Validation Among a Community Sample of French-Speaking Women

Adam¹,

Heeren²,

Day³

et al. 2014

The Journal of Sex Research

View full text Add to dashboard Cite

show abstract

“…Phelps et al, 2005), further research focusing on the validity of broad and narrow cognitive ability constructs is still scarce and is needed for more refinement and development of the model. Looking at the complex structure one might, however, wonder whether we are over-factoring not only the current intelligence instruments (Frazier & Youngstrom, 2007), but also the intelligence construct. This discussion is far from conclusive (Keith & Reynolds, 2010).…”

Section: Putting It Into Practice: Chc-consistent Intelligence Measurmentioning

confidence: 99%

“…Only with this information can we evaluate whether the time and effort required in assessing extensive batteries are worth it. Notwithstanding this, we owe it to offenders to develop a thorough understanding of their cognitive abilities, given the huge impact of psychological evaluations on their mental well-being within the juridical process (Vandevelde et al, 2011), as well as to the community, in order to ensure cost-effective psychological assessment and treatment (Frazier & Youngstrom, 2007).…”

Section: Putting It Into Practice: Chc-consistent Intelligence Measurmentioning

confidence: 99%

Intelligent Diagnosing of Intellectual Disabilities in Offenders: Food for Thought

Uzieblo¹,

Winter

Vanderfaeillie

et al. 2012

Behavioral Sci & The Law

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Research on offenders with intellectual disabilities (IDs) in the criminal justice arena is on the rise, reflected by a growing number of relevant publications each year. However, there is a long recognized methodological problem that hampers the comparability of empirical studies and that raises doubts about the accuracy of prevalence rates, comorbidities, and various correlates and characteristics. In this paper we will argue that the crux of the problem can, on the one hand, be found in the plurality of assessment methods for intelligence and adaptive functioning, which are not all sufficiently reliable and valid. On the other hand, assessment of IQ in criminal justice and mental health-related areas appears to be informed more by practical aspects and needs rather than grounded in a solid theoretical model. Hence, we suggest that the Cattell-Horn-Carroll (CHC) model of intelligence has potential value in this regard, and deserves a closer look. Finally, we will discuss its incorporation into, and possible implications for, criminal justice practice and future study designs.

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“…Para a análise da retenção dos fatores, foram utilizados os seguintes procedimentos fatoriais exploratórios: auto-valor-maior-do-que-um, scree test, análise paralela por permutação e máxima verossimilhança. Esses procedimentos foram selecionados, uma vez que eles tendem a gerar diferentes soluções (Beauducel, 2001;Frazier & Youngstrom, 2007;Guadagnoli & Velicer, 1988;Henson & Roberts, 2006). Para as soluções identificadas, foi usada a rotação oblíqua promax quatro.…”

Section: Coleta E Análise De Dadosunclassified

Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra brasileira

Gomes¹,

Golino²,

Pinheiro³

et al. 2011

Psicol. Reflex. Crit.

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Resumo O presente estudo teve como objetivo validar a Escala de Abordagens de Aprendizagem (EABAP), construída para mensurar a dimensão Superficial e Profunda, em uma amostra brasileira. Fizeram parte da pesquisa 716 estudantes do ensino fundamental e médio de uma escola de Belo Horizonte. A análise fatorial exploratória foi utilizada para a identificação das dimensões e seleção dos melhores itens. Dos 27 itens estipulados, foram mantidos 17. A Análise Fatorial Confirmatória indicou a adequação da solução de um fator geral e de dois fatores específicos que representam a Abordagem Superficial e a Profunda (χ2=281,50; gl=116; CFI=0,94; GFI=0,95 e RMSEA=0,05). São discutidas implicações dos resultados para a teoria das abordagens, assim como algumas potencialidades do EABAP para a Psicologia Educacional. Palavras-chave: Abordagem profunda; Aprendizagem; Validação. AbstractThe main objective of the current study is to build and validate the Learning Approach Scale (LAS), which was developed to assess the deep and surface dimensions in a Brazilian sample. Seven hundred sixteen participants from junior and high schools in the city of Belo Horizonte took part in the research. The exploratory factor analysis was used to identify those dimensions and to select the best items. Only 17 items were kept from the 27 original ones. By the Confirmatory Factor Analysis it was possible to identify the adequacy of one general and two specific factors, the latter representing the deep and surface approaches (χ2=281.50; gl=116; CFI=0.94; GFI=0.95 and RMSEA=0.05). The implications of the results for the theory of approaches and the application of the scale in the Educational Psychology field are discussed. Keywords: Deep approach; Learning process; Factorial validation. Abordagens de AprendizagemSegundo Boruchovitch (1999), estudos evidenciam que as escolas, em sua maioria, não têm intervindo adequadamente no processo de "aprender a aprender" e "aprender a pensar" dos estudantes. Ao contrário, sustentam sua proposta pedagógica no modelo de transmissão da informação. Paradoxalmente, elas demandam habilidades cognitivas de alto nível, como análise, dedução, inferência lógica, interpretação de elementos implícitos, entre outras, no cotidiano dos alunos (Almeida, 1996;Boruchovitch, 1999;Mettrau & Mathias, 1998). Essa condição faz com que pesquisadores salientem o desajuste entre o que a escola exige e proporciona (Almeida, 1992;Gomes, 2005). Tanto na educação básica quanto na educação superior, há ocorrência de déficits de desempenho e problemas de compreensão do conteúdo estudado (Almeida, 1996;Duarte, 2002;Gomes, 2005). Esses estudos apontam, também, a necessidade de se investigar os processos envolvidos na aprendizagem e no desempenho escolar, e demonstram a insuficiência do modelo transmissivo na educação.A aprendizagem, pensada em termos da compreensão do conteúdo pelo aluno e seu desempenho acadêmico, é influenciada por uma diversidade de fatores: a capacidade metacognitiva e de processamento das informações, a motivação, o context...

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Historical increase in the number of factors measured by commercial tests of cognitive ability: Are we overfactoring?

Cited by 107 publications

References 36 publications

Development of the Sexual Five-Facet Mindfulness Questionnaire (FFMQ-S): Validation Among a Community Sample of French-Speaking Women

Development of the Sexual Five-Facet Mindfulness Questionnaire (FFMQ-S): Validation Among a Community Sample of French-Speaking Women

Intelligent Diagnosing of Intellectual Disabilities in Offenders: Food for Thought

Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra brasileira

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