Evaluating dimensional distinctness with correlated-factor models: Limitations and suggestions

The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children

There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school children (from 7 years and 5 months to 11 years and 6 months). Results showed that a model distinguishing between modalities (i.e., verbal and spatial WM) fitted the data well and was therefore selected. Notably, a bi-factor model distinguishing between modalities, but also including a common WM factor, presented with a very good fit, but was less parsimonious. Subsequently, we tested the predictive power of the verbal and spatial WM factors on fluid and crystallized intelligence. Results indicated that the shared contribution of WM explained the largest portion of variance of fluid intelligence, with verbal and spatial WM independently explaining a residual portion of the variance. Concerning crystallized intelligence, however, verbal WM explained the largest portion of the variance, with the joint contribution of verbal and spatial WM explaining the residual part. The distinction between verbal and spatial WM could be important in clinical settings (e.g., children with atypical development might struggle selectively on some WM components) and in school settings (e.g., verbal and spatial WM might be differently implicated in mathematical achievement).

Factorial Validity of the German KABC-II at Ages 7 to 12 in a Clinical Sample: Four Factors Fit Better than Five

Multidimensional intelligence test batteries such as the KABC-II are widely used in clinical practice. Although validity evidence should be provided for all intended uses of a test, data on the factorial validity of the KABC-II mostly relies on the standardization samples and raises some concerns about the adequacy of the factor structure. Confirmatory factor analyses of the KABC-II core subtests were conducted in a sample of 627 children who had been assessed in German Centers for Social Pediatrics. The standard structure of the KABC-II was superior to unidimensional models but, as in previous research, evidenced cross-loadings and a high correlation between Planning/Gf and Simultaneous/Gv. Pattern Reasoning was more closely related to Simultaneous/Gv than to Planning/Gf. A four-factorial structure combining subtests from Planning/Gf and Simultaneous/Gv to form a common factor emerged as a better representation of the data. Story Completion showed a secondary loading on Knowledge/Gc. On average, most subtest variance was accounted for by the general factor. Models with bonus points for fast responses generally fitted worse than those without. Clinicians should be aware that Planning/Gf and Simultaneous/Gv measure both visual and fluid abilities. Scales of the KABC-II should not be interpreted as dimensions independent of the general factor.

Factor Structure and Criterion-Related Validity of the Air Force Officer Qualifying Test Form T for Pilot Applicants

The Air Force Officer Qualifying Test (AFOQT) is the primary selection tool for officer applicants in the U.S. Air Force (USAF) for nearly seven decades. The AFOQT is revised and modified periodically, with rigorous equating and linking effort to ensure comparability and connectivity across forms. The most recent version of AFOQT is Form T that includes 10 cognitive ability and knowledge subtests. Despite the continuing validation effort of the AFOQT across forms, it was mostly directed to the general population of officer applicants, but not to any specific subpopulation. The current investigation reported three studies in an attempt to provide evidence for factor structure and criterion-related validity of AFOQT Form T for pilot applicants via four analytical approaches: meta-analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM). The results suggested that AFOQT Form T data are best represented by a bifactor model with a general ability and four specific abilities, and that each latent construct has a distinct predictive utility for pilot performance criteria.

Entwicklung und Überprüfung eines Fragebogens zur Erfassung studentischer Bedarfe an medienbezogenen Lehrkompetenzen im Lehramtsstudium

Zusammenfassung. Um Schülerinnen und Schüler beim Erwerb erforderlicher Kompetenzen für den Umgang mit neuen, digitalen Technologien bzw. Medien adäquat zu unterstützen und diese lernförderlich im Unterricht einzusetzen, benötigen Lehrkräfte nicht nur eigene Medienkompetenzen, sondern insbesondere medienbezogene Lehrkompetenzen. Eine zielgruppen- und kompetenzorientierte Gestaltung hochschulischer Maßnahmen zur Förderung dieser Kompetenzen im Lehramtsstudium setzt jedoch die konkrete Identifizierung von Bedarfen aus studentischer Perspektive voraus. Bislang fehlt es an einem geeigneten Instrument, um die aus wahrgenommenen Kompetenzdefiziten hervorgehenden, individuellen Bedarfe umfassend und reliabel zu erfassen. Ausgehend von einem heuristischen Rahmenmodell medienbezogener Kernkompetenzen von Lehrkräften ( Forschungsgruppe Lehrerbildung Digitaler Campus Bayern [FLDCB], 2017 ) beschreibt der vorliegende Beitrag die Entwicklung und psychometrische Überprüfung eines Fragebogens zur Erfassung selbsteingeschätzter Bedarfe an medienbezogenen Lehrkompetenzen im Lehramtsstudium. Im Rahmen konfirmatorischer Faktorenanalysen wurde die Dimensionalität des Instruments mittels des „detection of misspecification“-Ansatzes ( Saris, Satorra & van der Veld, 2009 ) untersucht und dessen Reliabilität einer erweiterten Prüfung unterzogen. Basierend auf einer Vorstudie ( N = 254) wurden zunächst einige Items überarbeitet. Die Überprüfung des revidierten Instruments in der Hauptstudie ( N = 232) ergab ein fünffaktorielles Modell und zeigte, dass sich die individuellen Bedarfe bezüglich medienbezogener Lehrkompetenzen mit Hilfe der entsprechenden Dimensionen (Planung, Entwicklung, Realisierung, Evaluation, Sharing) differenzieren lassen. Zudem konnte durch ein Bifaktor-(S-1)-Modell gezeigt werden, dass ein übergeordneter Generalfaktor nicht ausreichend zur Varianzaufklärung beiträgt und statt eines Gesamttestwerts die einzelnen, reliablen Subskalenwerte verwendet werden sollten. Erste Hinweise auf konvergente Validität sprechen zudem für eine valide Interpretierbarkeit der Testwerte. Trotz weiteren Forschungsbedarfs bietet das vorgestellte Instrument eine Möglichkeit, selbsteingeschätzte Bedarfe an medienbezogenen Lehrkompetenzen im Lehramtsstudium reliabel und ökonomisch zu erfassen, wodurch sich verschiedenste Anwendungsszenarien im Hochschul- und Forschungskontext eröffnen.

Character Strengths in Adults and Adolescents: Their Measurement and Association with Well-Being

Character strengths are assessed in adults and adolescents using different measurements. However, a comparison of character strengths across age groups requires the equivalence of these measurements. The present study examined the comparability of the two questionnaires most frequently used in research: The VIA Inventory of Strengths (VIA-IS) for adults and the VIA Inventory of Strengths for Youth (VIA-Youth). A sample of N = 170 high-school students in the age of about 18 years and up to two informants (N = 164 mostly parents; N = 156 mostly friends and partners) completed both character strengths questionnaires and several well-being questionnaires. The psychometric characteristics and the correlations with well-being scales were examined once exclusively on the basis of self-rating and once on the basis of combined self- and informant-ratings. Substantial differences between the questionnaires were found in each of the criteria examined (e.g., identification of signature strengths, or largest associations with well-being). The results indicate that VIA-IS and VIA-Youth measure character strengths differently, so that a comparison across age groups may lead to biased conclusions. Therefore, differences in character strengths between adults and adolescents should not be exclusively interpreted in terms of differences on the trait level as these differences may be caused by nonequivalent questionnaires.

Character strengths and fluid intelligence

OBJECTIVE

Research on the associations between cognitive and noncognitive personality traits has widely neglected character strengths, that means positively and morally valued personality traits that constitute good character.

METHOD

The present study aimed to bridge this gap by studying the associations between character strengths and fluid intelligence using different operationalizations of character strengths (including self- and informant-reports) and fluid intelligence in children, adolescents, and adults.

RESULTS

The results, based on four samples (N = 193/290/330/324), suggested that morally valued personality traits are independent of fluid intelligence, with the exception of love of learning, which showed small but robust positive relationships with fluid intelligence across all samples.

CONCLUSIONS

Nonetheless, we argue for further research on the associations with other cognitive abilities and interactions between character strengths and intelligence when examining their relationships with external criteria.

Factor Structure of the KABC-II at Ages 5 and 6: Is It Valid in a Clinical Sample?

The factor structure of the German edition of the KABC-II for ages 5 and 6 was examined in a clinical sample. Participants were 450 children ages 5 and 6 who had been assessed due to various behavioral, emotional, or developmental disorders in five Centers for Social Pediatrics (SPCs). Confirmatory factor analyses of the standard test structure including core subtests of the Cattell-Horn-Carroll model and of the Luria model were conducted using maximum likelihood estimation. Several modified structures derived from CHC ability classifications were evaluated. Second-order factor structures corresponding to the standard test structure of the KABC-II demonstrated an adequate global fit for both theoretical models and were superior to unidimensional models. The fit of bifactor models was comparable to second-order models. In all subtests, the general factor accounted for more variance than group factors (broad abilities). However, in more than half of the subtests, unique variance explained the largest portion of the variance. The scale Learning/Glr showed a lack of convergent validity. At age 6, a model omitting subtest Rover significantly improved the fit. In the combined sample of 5- and 6-year-old children, both second-order and bifactor models with nine subtests demonstrated excellent fit.

Assessing alexithymia in adults with acquired brain injury: Psychometric properties of the Perth Alexithymia Questionnaire

BACKGROUND

Alexithymia is a multidimensional personality trait comprised of difficulty identifying feelings, difficulty describing feelings, and externally orientated thinking. The assessment of alexithymia in people with acquired brain injury (ABI) is of clinical interest because alexithymia is linked to poor psychosocial functioning and community reintegration after ABI. To date, alexithymia measures have not been psychometrically investigated/validated in an ABI sample, restricting confident empirical work in this area. We aimed to fill this gap by assessing the psychometric properties of the Perth Alexithymia Questionnaire (PAQ) in adults with ABI and determining whether the alexithymia construct manifests similarly in ABI samples compared to the general community.

METHODS

The PAQ and Depression Anxiety Stress Scales-21 were administered to an ABI sample (N = 350) and a community sample (N = 1012). Factor structure, measurement invariance, internal consistency reliability, and concurrent/discriminant validity were explored.

RESULTS

Our confirmatory factor analysis of the PAQ supported the intended five-factor correlated model as the best solution, where items loaded well onto the five intended subscales. This factor structure was invariant across ABI and community samples. Good reliability and concurrent and discriminant validity were also established.

LIMITATIONS

The PAQ is a self-report measure and may be impacted by insight deficits known to occur after ABI.

CONCLUSION

Our data suggests that the PAQ has good validity and reliability as a measure of alexithymia. The latent structure of alexithymia manifests similarly in ABI and community samples. This study provides the first psychometric foundation for confident assessment of alexithymia in ABI.

Validity and Reliability of the Portuguese Version of the Healthy Lifestyle Questionnaire—EVS III

The main objective of this study was to validate the Healthy Lifestyle Questionnaire—EVS III, using confirmatory factor analysis of the measurement model. A total of 822 Portuguese individuals of both genders, aged between 18 and 66 years old (M = 28.43 SD = 12.07), participated in this study, of which 382 were male (46.5%) and 440 were female (53.5%). The main results obtained revealed that the psychometric qualities prove the adequacy of the factor structure of the Healthy Lifestyles Questionnaire—EVS III (7 factors/32 items) and that it has acceptable validity indices: χ² = 644.6828, p = 0.000, df = 168, χ²/df = 3.84, NFI = 0.901, TLI = 0.902, CFI = 0.921, IFI = 0.922, MFI = 0.900, GFI = 0.909, AGFI = 0.901, RMR = 0.073, SRMR = 0.059 and RMSEA = 0.059, enabling the assessment of factors related to a balanced diet, respect for mealtimes, tobacco consumption, alcohol consumption, consumption of other drugs, resting habits and physical activity habits. The Portuguese version of the Healthy Lifestyles Questionnaire—EVS III can be used with reasonable confidence for the assessment of healthy lifestyles.

In Search of the Executive Cognitive Processes Proposed by Process-Overlap Theory

Process-Overlap Theory (POT) suggests that measures of cognitive abilities sample from sets of independent cognitive processes. These cognitive processes can be separated into domain-general executive processes, sampled by the majority of cognitive ability measures, and domain-specific processes, sampled only by measures within a certain domain. According to POT, fluid intelligence measures are related because different tests sample similar domain-general executive cognitive processes to some extent. Re-analyzing data from a study by De Simoni and von Bastian (2018), we assessed domain-general variance from executive processing tasks measuring inhibition, shifting, and efficiency of removal from working memory, as well as examined their relation to a domain-general factor extracted from fluid intelligence measures. The results showed that domain-general factors reflecting general processing speed were moderately and negatively correlated with the domain-general fluid intelligence factor (r = -.17--.36). However, domain-general factors isolating variance specific to inhibition, shifting, and removal showed only small and inconsistent correlations with the domain-general fluid intelligence factor (r = .02--.22). These findings suggest that (1) executive processing tasks sample only few domain-general executive processes also sampled by fluid intelligence measures, as well as (2) that domain-general speed of processing contributes more strongly to individual differences in fluid intelligence than do domain-general executive processes.

Advancing the Psychometric Study of Human Life History Indicators : K Does Not Measure Life History Speed, but Theory and Evidence Suggest It Deserves Further Attention

In this article we attend to recent critiques of psychometric applications of life history (LH) theory to variance among humans and develop theory to advance the study of latent LH constructs. We then reanalyze data (n = 4,244) previously examined by Richardson et al. (Evolutionary Psychology, 15(1), 2017, https://doi.org/10.1177/1474704916666840 to determine whether (a) previously reported evidence of multidimensionality is robust to the modeling approach employed and (b) the structure of LH indicators is invariant by sex. Findings provide further evidence that a single LH dimension is implausible and that researchers should cease interpreting K-factor scores as empirical proxies for LH speed. In contrast to the original study, we detected a small inverse correlation between mating competition and Super-K that is consistent with a trade-off. Tests of measurement invariance across the sexes revealed evidence of metric invariance (i.e., equivalence of factor loadings), consistent with the theory that K is a proximate cause of its indicators; however, evidence of partial scalar invariance suggests use of scores likely introduces bias when the sexes are compared. We discuss limitations and identify approaches that researchers may use to further evaluate the validity of the K-factor and other applications of LH to human variation.

How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test

Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point average (GPA) and affective engagement in opposing directions, after controlling for fluid general ability and the Big Five personality traits. Results are qualified by psychometric analyses suggesting only emotion regulation has enough determinacy and reliable variance beyond a general ability factor to be treated as a manifest score in analyses and interpretation. Findings call for renewed, albeit tempered, research on EI as a multidimensional intelligence and highlight the need for refined assessment of emotional perception, understanding, and management to allow focused analyses of different EI abilities.

Entwicklung und Validierung eines Kurzfragebogens zur Erfassung eines motivierenden Unterrichtsstils

Zusammenfassung. Die vorliegende Studie beschreibt die Entwicklung und Validierung eines Kurzfragebogens zur Erfassung eines motivierenden Unterrichtsstils für Schülerinnen und Schüler der fünften bis zwölften Schulstufe (KEMU 5–12) im Sinne der Selbstbestimmungstheorie ( Ryan & Deci, 2020 ). Ein motivierender Unterrichtstil ist durch Autonomieunterstützung und Struktur der Lehrperson gekennzeichnet und kann das Engagement und das psychische Wohlbefinden von Schülerinnen und Schülern steigern. Anhand zweier heterogener Stichproben ( N 1 = 1,155, N 2 = 1,686) wurden die Faktorenstruktur, die Reliabilität und die valide Interpretierbarkeit der Testwerte des Fragebogens für den Einsatz in Forschungsarbeiten zur Beurteilung von Auswirkungen eines motivierenden Unterrichtsstils sowie zu Gruppenvergleichen untersucht. Indizes zur Beurteilung der Dimensionalität (Percentage of Uncontamined Correlations, Explained Common Variance, Omega Hierarchical) weisen auf einen starken Generalfaktor hin und sprechen dafür, dass eine eindimensionale Modellierung des KEMU 5–12 unverzerrte Schätzungen für Strukturparameter liefert. Die Reliabilität der Skala ist in beiden Stichproben ausgezeichnet (>ω t = .88 und .85). Außerdem konnte skalare Messinvarianz für Geschlecht, Schulstufe, Fach und Erhebungsmethode belegt werden. Die theoriekonformen Korrelationen mit selbstbestimmter Motivation, Flowerleben, schulischem Wohlbefinden, den unterrichtsbezogenen Emotionen Freude, Angst, Ärger und Langeweile sowie mit Noten sprechen für eine valide Interpretierbarkeit der Testwerte in den genannten Einsatzbereichen. Mit dem KEMU 5–12 kann somit ein motivierender Unterrichtsstil reliabel, valide und ökonomisch erfasst werden.

Psychometric properties of the Intolerance of Uncertainty Scale-12 in generalized anxiety disorder: Assessment of factor structure, measurement properties and clinical utility

Intolerance of uncertainty is a psychological vulnerability implicated in the development and maintenance of generalized anxiety disorder (GAD). The Intolerance of Uncertainty Scale-12 (IUS-12) is a widely used measure, however no studies have thoroughly tested the psychometric properties in a clinically diagnosed GAD sample. This study aimed to evaluate the factor structure, measurement properties and clinical utility of the IUS-12 in clinical and non-clinical samples. Participants were screened using the Anxiety Disorders Interview Schedule for DSM-IV to ascertain clinical (n = 136: principal diagnosis of GAD) or non-clinical status (n = 76). Confirmatory factor analysis determined that the bifactor type (two-factor testlet) model demonstrated significantly better fit in comparison to the unidimensional model for the clinical sample. The IUS-12 exhibited limited multidimensionality indicating that only the total score provides meaningful interpretation. The IUS-12 demonstrated good construct validity (with DASS-21, MCQ-30, and PSWQ), good internal consistency, as well as good test-retest reliability over 12-weeks. The IUS-12 demonstrated responsivity to treatment following cognitive behavioral therapy and mindfulness based psychological interventions. Receiver operating characteristic curve analysis indicated an optimal cut-off score of 28 for distinguishing individuals with GAD from non-clinical cases. Overall, the IUS-12 is a valid, reliable and clinically useful instrument for individuals with GAD.

Chinese validation and clinical application of the tinnitus functional index

OBJECTIVE

The Tinnitus Functional Index (TFI) is a new diagnostic measure of the functional impact of tinnitus that is also a sensitive measure of treatment-related changes. However, the TFI has not been translated into Chinese and fully validated in China. The aim of the present study was to evaluate the validity of a Chinese version of the TFI as a diagnostic measure of tinnitus severity in a sample of Chinese patients and to verify the value of its clinical application in China.

DESIGN

A sample of 206 patients whose primary complaint was tinnitus was used to analyze the reliability and validity of the TFI. In addition, patients were asked to fill out the Tinnitus Handicap Inventory (THI) and the Center for Epidemiologic Studies-Depression Scale (CES-D), the Beck Anxiety Inventory (BAI), and the Satisfaction With Life Scale (SWLS) to compare TFI with their association. The internal consistency of the TFI was assessed with Cronbach's alpha coefficient. The factor structure of the TFI was assessed by Exploratory Factor Analysis (EFA). The extracted factors were compared to those of the original TFI scale.

RESULTS

The reliability of the Chinese version of the TFI (Cronbach' s α = .969) showed high internal consistency. The exploratory factor analysis (EFA) of the TFI showed that six factors with one main factor could be extracted instead of eight factors as described in the original version. Nevertheless, relations to the original eight subscales could be demonstrated. A high correlation between the TFI and the THI (r = .865, p < 0.01) and lower correlations between the TFI and the CES-D (r = .334, p < 0.01), BAI (r = .559, p < 0.01), and SWLS (r = - 0.324, p < 0.01) confirmed the satisfactory convergent and discriminant validity of the TFI.

CONCLUSION

After translated and validated a Chinese version of the TFI and found that the TFI had high reliability and validity, which means both instruments are reliable instruments to assess the severity of tinnitus in clinical applications in China.

Development of the Cybercrime Rapid Identification Tool for Adolescents

Two studies were conducted to support the development of an eight-item Cybercrime Rapid Identification Tool (CRIT) and evaluate the psychometric properties of the proposed scale on samples of secondary school and university students. The CRIT was developed and evaluated in two cross-sectional studies with 2044 respondents from Hong Kong and China. Study 1 recruited 1533 secondary school students from Hong Kong with a mean age of 14.91 (SD = 1.77) years, and Study 2 recruited 511 university students from mainland China with a mean age of 20.41 (SD = 2.49) years. A stepwise confirmatory factor analytical approach was taken with further verification by exploratory factor analysis based on different samples. Factorial validity was further verified using confirmatory factor analysis. The analyses supported an eight-item scale with a two-factor structure. The eight-item CRIT was found to possess good internal consistency and concurrent validity. The studies offer promising support for the CRIT. It has the potential to advance epistemological methods and clinical research related to cybercrime prevention.

Development and Evaluation of the Psychometric Properties of a Brief Wisdom Development Scale

This study was to develop an 18-item Brief Wisdom Development Scale, based on the original 66-item Wisdom Development Scale, and evaluate the psychometric properties of the proposed scale using a sample of older adults. This longitudinal study recruited 153 community-dwelling adults (mean = 72.55 years old; SD = 8.47) from older adult service centres. Using a repeated measures design, the study obtained four waves of data from the participants over 12 months. The Brief Wisdom Development Scale (BWDS) was developed based on the Stepwise Confirmatory Factor Analytical approach (SCOFA), with further verification of its factorial validity using confirmatory factor analysis (CFA). The results suggest that the BWDS comprising 18 items with a six-factor structure is comparable with its full version and possesses good psychometric properties in internal consistency, concurrent validity, and factorial validity. The BWDS provides an efficient, reliable, and valid construct to measure wisdom. The implications for research development are discussed here.

Validation of the Portuguese Version of the Healthy Lifestyle Questionnaire

The main objective of this study was the validation of the Healthy Lifestyle Questionnaire (EVS II), using a confirmatory factorial analysis of the measurement model, with veteran athletes. A total of 348 veteran Portuguese athletes of both genders, aged between 30 and 60 years (M = 41.64, SD = 9.83), of whom 200 were males and 148 were females, from several sports. The results of the confirmatory factor analysis demonstrate the adequacy of the adapted version of the EVS II, as the factorial structure (6 factors/24 items) has acceptable validity indexes: χ2 = 305.925, p = 0.000, df = 120.017, χ2/df = 2.549, NFI (Normed Fit Index) = 0.909, TLI (Tucker Lewis Index) = 0.918, CFI (Comparative Fit Index) = 0.944, GFI (Goodness of Fit Index) = 0.944, AGFI (Adjusted Goodness of Fit Index) = 0.909, SRMR (Standardized Root Mean Square Residual) = 0.048, RMSEA (Root Mean Square of Approximation) = 0.060, allowing evaluation of the dimensions of balanced diet, respect for mealtime, tobacco and alcohol consumption, other drugs consumption and resting habits. The adaptation to sport of the Portuguese version of EVS II can be used with reasonable confidence in the evaluation of healthy lifestyles in the context of sport.

Use of translated and adapted versions of the WISC-V: Caveat emptor

The Wechsler Intelligence Scale for Children (WISC) is the most widely used intelligence test in the world. Now in its fifth edition, the WISC-V has been translated and adapted for use in nearly a dozen countries. Despite its popularity, numerous concerns have been raised about some of the procedures used to develop and validate translated and adapted versions of the test around the world. The purpose of this article is to survey the most salient of those methodological and statistical limitations. In particular, empirical data are presented that call into question the equating procedures used to validate the WISC-V Spanish, suggesting cautious use of that instrument. It is believed that the issues raised in the present article will be instructive for school psychologists engaged in the clinical assessment of intelligence with the WISC-V Spanish and with other translated and adapted versions around the world.

A comprehensive psychometric analysis of autism-spectrum quotient factor models using two large samples: Model recommendations and the influence of divergent traits on total-scale scores

The Autism-Spectrum Quotient (AQ) is a psychometric scale that is commonly used to assess autistic-like traits and behaviors expressed by neurotypical individuals. A potential strength of the AQ is that it provides subscale scores that are specific to certain dimensions associated with autism such as social difficulty and restricted interests. However, multiple psychometric evaluations of the AQ have led to substantial disagreement as to how many factors exist in the scale, and how these factors are defined. These challenges have been exacerbated by limitations in study designs, such as insufficient sample sizes as well as a reliance on Pearson, rather than polychoric, correlations. In addition, several proposed models of the AQ suggest that some factors are uncorrelated, or negatively correlated, which has ramifications for whether total-scale scores are meaningfully interpretable-an issue not raised by previous work. The aims of the current study were to provide: (a) guidance as to which models of the AQ are viable for research purposes, and (b) evidence as to whether total-scale scores are adequately interpretable for research purposes. We conducted a comprehensive series of confirmatory factor analyses on 11 competing AQ models using two large samples drawn from an undergraduate population (n = 1,702) and the general population (n = 1,280). Psychometric evidence largely supported using the three-factor model described by Russell-Smith et al. [Personality and Individual Differences 51(2), 128-132 (2011)], but did not support the use of total-scale scores. We recommend that researchers consider using AQ subscale scores instead of total-scale scores. Autism Res 2020, 13: 45-60. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We examined 11 different ways of scoring subscales in the popular Autism-Spectrum Quotient (AQ) questionnaire in two large samples of participants (i.e., general population and undergraduate students). We found that a three-subscale model that used "Social Skill," "Patterns/Details," and "Communication/Mindreading" subscales was the best way to examine specific types of autistic traits in the AQ. We also found some weak associations between the three subscales-for example, being high on the "Patterns/Details" subscale was not predictive of scores on the other subscales. This means that meaningful interpretation of overall scores on the AQ is limited.

How Specific Abilities Might Throw 'g' a Curve: An Idea on How to Capitalize on the Predictive Validity of Specific Cognitive Abilities

School grades are still used by universities and employers for selection purposes. Thus, identifying determinants of school grades is important. Broadly, two predictor categories can be differentiated from an individual difference perspective: cognitive abilities and personality traits. Over time, evidence accumulated supporting the notion of the g-factor as the best single predictor of school grades. Specific abilities were shown to add little incremental validity. The current paper aims at reviving research on which cognitive abilities predict performance. Based on ideas of criterion contamination and deficiency as well as Spearman's ability differentiation hypothesis, two mechanisms are suggested which both would lead to curvilinear relations between specific abilities and grades. While the data set provided for this special issue does not allow testing these mechanisms directly, we tested the idea of curvilinear relations. In particular, polynomial regressions were used. Machine learning was applied to identify the best fitting models in each of the subjects math, German, and English. In particular, we fitted polynomial models with varying degrees and evaluated their accuracy with a leave-one-out validation approach. The results show that tests of specific abilities slightly outperform the g-factor when curvilinearity is assumed. Possible theoretical explanations are discussed.

The Relation of Personality and Intelligence-What Can the Brunswik Symmetry Principle Tell Us?

Personality and intelligence are defined as hierarchical constructs, ranging from broad g-factors to (domain-)specific constructs. The present study investigated whether different combinations of hierarchical levels lead to different personality-intelligence correlations. Based on the integrative data analysis approach, we combined a total of five data sets. The focus of the first study (N = 682) was an elaborated measurement of personality (NEO-PI-R), which was applied with a relatively short intelligence test (Intelligence Structure Test 2000 R). In the second study (N = 413), a comprehensive measurement of intelligence (Berlin Intelligence Structure test) was used with a shorter personality questionnaire (NEO-FFI). In line with the Brunswik symmetry principle, the findings emphasize that personality-intelligence correlations varied greatly across the hierarchical levels of constructs considered in the analysis. On average, Openness showed the largest relation with intelligence. We recommend for future studies to investigate personality-intelligence relations at more fine-grained levels based on elaborated measurements of both personality and intelligence.

The Structure and Measurement of Unusual Sensory Experiences in Different Modalities: The Multi-Modality Unusual Sensory Experiences Questionnaire (MUSEQ)

Hallucinations and other unusual sensory experiences (USE) can occur in all modalities in the general population. Yet, the existing literature is dominated by investigations into auditory hallucinations (“voices”), while other modalities remain under-researched. Furthermore, there is a paucity of measures which can systematically assess different modalities, which limits our ability to detect individual and group differences across modalities. The current study explored such differences using a new scale, the Multi-Modality Unusual Sensory Experiences Questionnaire (MUSEQ). The MUSEQ is a 43-item self-report measure which assesses USE in six modalities: auditory, visual, olfactory, gustatory, bodily sensations, and sensed presence. Scale development and validation involved a total of 1,300 participants, which included: 513 students and community members for initial development, 32 individuals with schizophrenia spectrum disorder or bipolar disorder for validation, 659 students for factor replication, and 96 students for test-retest reliability. Confirmatory factor analyses showed that a correlated-factors model and bifactor model yielded acceptable model fit, while a unidimensional model fitted poorly. These findings were confirmed in the replication sample. Results showed contributions from a general common factor, as well as modality-specific factors. The latter accounted for less variance than the general factor, but could still detect theoretically meaningful group differences. The MUSEQ showed good reliability, construct validity, and could discriminate non-clinical and clinical groups. The MUSEQ offers a reliable means of measuring hallucinations and other USE in six different modalities.