Handbook of Multivariate Experimental Psychology SECOND EDITION

PERSPECTIVES ON INDIVIDUAL DIFFERENCES

CECIL R. REYNOLDS, Texas A&M University, College Station ROBERT T. BROWN, University of North Carolina, Wilmington

DETERMINANTS OF SUBSTANCE ABUSE Biological, Psychological, and Environmental Factors

Edited by Mark Galizio and Stephen A. Maisto

HANDBOOK OF MULTIVARIATE EXPERIMENTAL PSYCHOLOGY Second Edition

Edited by John R. Nesselroade and Raymond B. Cattell

HISTORICAL FOUNDATIONS OF EDUCATIONAL PSYCHOLOGY

Edited by John A. Glover and Royce R. Ronning

THE INDIVIDUAL SUBJECT AND SCIENTIFIC PSYCHOLOGY Edited by Jaan Valsiner

LEARNING STRATEGIES AND LEARNING STYLES Edited by Ronald R. Schmeck

METHODOLOGICAL AND STATISTICAL ADVANCES IN THE STUDY OF INDIVIDUAL DIFFERENCES

Edited by Cecil R. Reynolds and Victor L. Willson

THE NEUROPSYCHOLOGY OF INDIVIDUAL DIFFERENCES A Developmental Perspective

Edited by Lawrence C. Hartlage and Cathy F. Telzrow

PERSONALITY AND INDIVIDUAL DIFFERENCES A Natural Science Approach

Hans J. Eysenck and Michael W. Eysenck

PERSONALITY DIMENSIONS AND AROUSAL Edited by Jan Strelau and Hans J. Eysenck

PERSPECTIVES ON BIAS IN MENTAL TESTING Edited by Cecil R. Reynolds and Robert T. Brown

THEORETICAL FOUNDATIONS OF BEHAVIOR THERAPY Edited by Hans J. Eysenck and Irene Martin

A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher.

Handbook of Multivariate Experimental Psychology SECOND EDITION

Edited by John R. Nesselroade Pennsylvania State University University Park, Pennsylvania

and Raymond B. Cattell University of Hawaii at Manoa Honolulu, Hawaii

Plenum Press • New York and London

Library of Congress Cataloging in Publication Data

Handbook of multivariate experimental psychology I edited by John R. Nesselroade and Raymond B. Cattell. - 2nd ed. p. cm. - (Perspectives on individual differences) Includes bibliographies and index. ISBN-13 :978-1-4612-8232-7 e-ISBN-13 :978-1-4613-0893-5 DOl: 10.1007/978-1-4613-0893-5 I. Psychology, Experimental-Methodology. 2. Psychology, Experimental­

Statistical methods. 3. Difference (Psychology)-Research-Methodology. 4. Dif­ference (Psychology)-Statistical methods. I. Nesselroade, John R. II. Cattell, Ray­mond B. (Raymond Bernard), 1905- . III. Series. [DNLM: I. Psychology, Experi­mental. BF 181 H236] BFI8l.C3 1988 150'.724-dcl9 DNLM/DLC 88-9806 for Library of Congress

© 1988 Plenum Press, New York Softcover reprint of the hardcover 1st edition 1988

A Division of Plenum Publishing Corporation 233 Spring Street, New York, N.Y. 10013

All rights reserved

CIP

No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher

Contributors

Mark S. Aldenderfer Department of Anthropology Northwestern University Evanston, Illinois 60201

P. M. Bender Department of Psychology University of California Los Angeles, California 90024-1563

Dan D. Blaine University of Hawaii Honolulu, Hawaii 96844

Roger K. Blasbfield Department of Psychiatry University of Florida Gainesville, Florida 32610

Brian Bolton Arkansas Rehabilitation Research and Train-

ing Center University of Arkansas Fayetteville, Arkansas 72701

Gregory J. Boyle Department of Education University of Melbourne Parkville Victoria 3052 Australia

v

Jerry Brennan University of Hawaii Honolulu, Hawaii 96844

Raymond B. CatteD University of Hawaii Honolulu, Hawaii 96844

Clitford C. Clogg Departments of Sociology and Statistics, and

Population Issues Research Center The Pennsylvania State University University Park, Pennsylvania 16802

JochenFahrenberg Psychophysiology Research Unit Institute of Psychology University of Freiburg 7800 Freiburg Federal Republic of Germany

David W. Folker Institute for Behavioral Genetics University of Colorado Boulder, Colorado 80309

Richard L. Gorsuch Graduate School of Psychology Fuller Theological Seminary Pasadena, California 91101

· VI

John Hom Department of Psychology University of Southern California Los Angeles, California 90089

L. R. James School of Psychology Georgia Institute of Technology Atlanta, Georgia 30332

Karl G. Joreskog Department of Statistics University of Uppsala S-75120 Uppsala Sweden

Richard Lynn Psychology Department The University of Ulster Coleraine BT52 1SA Northern Ireland

J. J. McArdle Department of Psychology University of Virginia Charlottesville, Virginia 22903

Robert MacCallum Department of Psychology Ohio State University Columbus, Ohio 43210

Stanley A. Mulaik School of Psychology Georgia Institute of Technology Atlanta, Georgia 30332

Lothar R. Schmidt Department of Psychology University of Trier 5500 Trier Federal Republic of Germany

S. B. SeUs Department of Psychology Texas Christian University Fort Worth, Texas 76129

James W. Shockey Department of Sociology University of Arizona Tucson, Arizona 85721

Barry D. Smith

CONTRIBUTORS

Department of Psychology University of Maryland College Park, Maryland 20742

Conrad Wesley Snyder, Jr. Department of Psychology University of Queensland St. Lucia Queensland Australia

Maurice M. Tatsuoka Department of Educational Psychology University of Illinois Champaign, Illinois 61820

George P. Vogler Division of Biostatistics Washington University School of Medicine St. Louis, Missouri 63110

Alexander von Eye Department of Individual and Family Studies College of Health and Human Development The Pennsylvania State University University Park, Pennsylvania 16802

Wemer W. Wittmann Psychological Institute Department of Personality Psychology University of Freiburg D7800 Freiburg im Breisgau Federal Republic of Germany

Foreword

When the first edition of this Handbook was published in 1966 I scarcely gave thought to a future edition. Its whole purpose was to inaugurate a radical new outlook on ex­perimental psychology, and if that could be accomplished it was sufficient reward. In the 22 years since we have seen adequate-indeed staggering-evidence that the growth of a new branch of psychological method in science has become established. The volume of research has grown apace in the journals and has opened up new areas and a surprising increase of knowledge in methodology.

The credit for calling attention to the need for new guidance belongs to many members of the Society of Multivariate Experimental Psychology, but the actual innervation is due to the skill and endurance of one man, John R. Nesselroade, who has searched the world for the important contributors in each growing field. Knowing from my work on the first edition what choices and correspondence and editing guidance are needed, I stand astonished at the product he has produced. There is no existing field of multivariate designs that he has not represented by the work of an expert. Some of the more recent and complex

vii

fields are likely to be hard reading, but anyone who wants to get in touch with the growing edges will find something to meet his taste.

Of course, this book will need teachers. As it supersedes the narrow conceptions of models and statistics still taught as bivariate and ANOV A methods of experiment, in so many universities, those universities will need to expand their faculties with newly trained young people. The old vicious circle of obsoletely trained members turning out new obsoletely trained members has to be recognized and broken. And wherever re­search deals with integral wholes-in per­sonalities, processes, and groups-researchers will recognize the vast new future that multivariate methods open up.

It is very doubtful that I shall be here to see the birth of a third edition, after another 22 years, but I am confident that it will fill psychology with scientific advances at present difficult to conceive.

Raymond B. Cattell Honolulu, Hawaii

Preface to the First Edition

A preface is a heart-to-heart talk from writer to reader conveying what might seem too personal or human for the austere content of the text. As such, if frankly given, it can be as helpful as a hundred pages of text in enabling the reader to focus, follow, and evaluate the rest. Then, like a good autobiography, such as that of Cellini, Rousseau, or Wells, it permits us to click our tongues at the questionable social taste while enjoying the uniquely truthful gift of the artist! At once I must confess that I shall disappoint the reader on this score, though a minor novel could be written on the group production of this work, with its interaction of creative ideas with the quirks, unusual sensitivities, and solid virtues of the contributors-not to say much of what the editor regarded as the pathological dilatoriness of a few. (But of the majority let me say at once that I view them as Wellington did the splendid companions who won with him the battle of Waterloo.)

This last allusion is perhaps not entirely inapt, for as the substance and spirit of the chapters will clearly show, the book, in addition to its creative purpose, has also militantly to attack the dictatorship of a too rigid, outmoded view of experimental psychol­ogy, in order to produce freedom for a new

ix

growth. And it is already socially evident that the more traditional of bivariate psycholo­gists, on the one hand, and of psychometrists, on the other, have initially reacted to the field of multivariate experimental psychology (and to the Society of Multivariate Experimental Psychology) as an unnecessary declaration of independence. Modern societies grow by new syntheses and specializations, but it is a law of group dynamics-illustrated in the American War of Independence-that estab­lished groups are quite automatically hostile to newborn groups. Consequently the new methodological developments of multivariate experimental psychology have been forced explicitly to defend themselves. This accounts for the challenging tone of some of the following pages, and hopefully the same spirit has increased the originality of attack on old problems. Further, one may venture to guess that in the perspective of psychological history this movement, far from appearing as a splinter group, will be seen as the creator of an important synthesis combining within a new conception those scientific values which brass-instrument psychologists on the one hand and psychometrists on the other, have served in separation. If, in this attempt at a union, some onlookers have reacted like rival

x

in-laws at a wedding, we can only say sadly with the historian that time, distance and decrease alone can take care of things. 1

The notion of attempting to present this synthesis in a book, helpful to students and others, was conceived in 1960 in a bedroom at Allerton House (where the University of Illinois offers hospitality to its Visiting Conferences) where two dozen members of the newly formed Society of Multivariate Experimental Psychology had secluded them­selves for intensive discussion. The dedication of the book so conceived to SMEP in no way makes it an official product of the Society. Similarly, ONR, to which all are grateful for arranging the conference where, incidentally, both SMEP and this book thus began, is not to be considered an official parent, though it gave its blessing.

There has been some little disagreement among the contributors as to how enthusiasti­cally it is permissible to write about revolutionary aspects and intentions. The editor's view, as his chapters will indicate, takes the position that the most revolutionary transitions in sciences have usually occurred through methodological innovation rather than grand and bookish theories. A new direction and power is usually given by devices-as by the microscope, the telescope, and the electron tube, or more subtly by stereochemistry or the differential calculus­by the light of which all can see emerging new theories. These methodological inventions solve new kinds of problems and do so, moreover, with altogether more exact stand­ards of what constitutes a solution. The more exact theories readily enough follow, because they are made possible by the new vision. It is this instrumentation-this capacity to ap-

lIt is a reflection on our scientific motivation and training that an eminent historian and methodologist of science (Thomas Kuhn, The Structure of Scientific Revolutions) feels it realistic to write: "Today it has become a truism to say that a major scientific theory triumphs, not by converting its opponents, but by their deaths."

PREFACE TO THE FIRST EDITION

proach old problems in new operational terms, and to open doors before which bivariate methods have monotonously marked time-tbat multivariate experiment now brings. Unfortunately, it is often the nature of textbooks in science, especially those designed for the student, to picture a smooth transition of reasonable viewpoints, denying the fre­quently rather violent change of gears and shifts of leadership from one field to another which actually occur in scientific advance. The importance of recognizing and preparing for such methodological revolutions is thus not understood and conveyed.

In consequence, perhaps an insufficiently recognized social problem today is the need at times to stir up and break that smooth cycle of teachers followed by students in the image of their teachers, which so silently achieves the dreadful momentum of a juggernaut. This procession gains its momentum from the ordinary occupational feedback of supply upon demand, and also, if awkward truths may be uttered, from the tendency of less creative heads of departments to fill their time and obtain their consolation from simple empire-building. The problem as far as a new methodology is concerned is to get teachers with a radically new approach into university departments which have a completely blank face as far as these developments are concerned. For in 1966 it is still possible for a clean and powerful solution to a vital theoretical or practical question in almost any area in personality, learning, clinical, social, and even comparative and physiological psychology-to be sent back by an editor with the comment that it is an excellent article but that his readers would not understand multivariate methodology. At first it may seem a simple solution to this ludicrous situation in a growing science (as suggested by the formation of more quality-restricted scientific societies than the AP A in psychol­ogy in the last few years) to label some journals "popular psychology" and others scientific journals. Unfortunately, this is not

PREFACE TO THE FIRST EDITION

the whole solution, for unless we attend to graduate education there may still be many "qualified" men so one sided as to operate at a popular level in important fields.

The present Handbook is primarily written for the graduate student and the independent researcher. For every graduate student who has professors who will guide him through its pages there will be two or three other psychologists who have to find their own way, with the inevitable rough times of adven­turers, by their own resources. While it is good thus to learn to read, a readable book demands a better job than I have probably done to enable the independent reader easily to find his way. If my fellow contributors are correct in believing that every graduate student in psychology should be familiar with multivariate methods and concepts, since these experimental designs are indispensable to every specialist content area, then some­thing better adapted than this book to the limited time of graduate courses must in time be produced. It would probably be premature to aim at a smoother, condensed, peda­gogically oriented text, however, before the often radically novel concepts here have been shaken down by specialists and turned over by five or ten years of discussion and ex­perience in their application. For it must be pointed out that whereas some chapters and themes, e.g., those of Anderson, Bock, Burt and Horst, deal with highly developed and authoritatively settled issues, others, such as the present writer's development of the data box, Coulter and Tsujioka's work on patterns, or Cohen's survey of multivariate findings in clinical, raise more questions than they can settle, and necessarily aim at a more speculative treatment, offering fertile ideas for further attack rather than exact solutions.

One major problem of study orientation which will plague some readers is an uncertainty as to whether this is a book on statistics and mathematics or one on experi­ment and the associated psychological con­cepts and theories. It can only be said that the

. Xl

same has plagued the writers. The book is for a new species of psychologist-the mathe­matician experimenter-and there are not enough representatives yet in existence to decide how the book should either be read or written. The ideal author-a highly competent mathematical-statistician who has spent most of his life deeply immersed in scientifically productive work in some branch of psychol­ogy, is--except for a few instances--a figment of the editor's imagination. This figment the editor has nevertheless painted and held up before the eyes of his contributors to remind them of the future man. On behalf of this still scarce "balanced psychologist" the contributors in Part I, dealing with abstract method-have constantly been reminded of Part II, which deals with substantive psychol­ogical concepts and laws from the application of such methods. Similarly those writing in Part II have been reminded to keep an eye on the more abstract disciplines set as standards in Part I. The result, one hopes, is that relatively few contributors in Part I have written presentations that are statistical chapters uninspired by experimental re­ference. It is happily more certain that those experimentally engaged writers in Part II have been unable to proceed without relating their psychology to Part I. Indeed, they have often had the editor's encouragement to be critical of the mere models of Part I, as well as to orient their own presentations to experimental realities rather than to mere mathematical elegance of statement as such.

The defect remains that the chapters deliver their wares at very different levels of difficulty. The atheist who defended his position by claiming he found the world in such a mess that it could only have been created by a committee surely had in mind especially those books, so popular with publishers nowadays, which are not written by a single author-and which seem to receive negligible guidance from any single editor. The editor here had an initial agreement with his contributors that the work would not be

00

Xli

just a collection of unrelated chapters held together only by the binding, but that he would really edit, demand integration of designs, insert cross-references from chapter to chapter, and even add introductory chapter sections evaluative of each chapter's view­points vis-a-vis other existing viewpoints.

Certainly one owes this degree of integra­tion to the graduate student reader, and probably to every reader in such a new field. One wonders, in reading current symposia, how sensible it really is to help a reader with the simpler, more specific questions while leaving him to form his total perspectives­requiring the widest knowledge and experience---quite alone? Too often the student is given a set of readings of widely uneven quality, and grossly conflicting conclu­sions, while the editor or his teacher-in the interests, they claim, of avoiding value judgments-maintains an unearthly silence. In this vacuum, all too frequently the student's interest ceases to breathe. In the present book the editor's wish to help the reader has had to be restricted, in only one or two instances, by the nervousness of a contributor who wished critical cross­references, and the clear illumination of points of difference, to be omitted. But the majority of contributors have expressly welcomed insertion of reference to other chapters and recognized that an introductory paragraph or page by the editor of explicit and calm debate of vital differences is part of the spirit of science.

The only respect in which the editor is regretfully aware of having done more than was planned lies in his having had to step into the breach at the last moment to write two chapters when, through illness and other causes, contributors, after some years, were holding up the Handbook for lack of their chapters! In apology for this second-best, one must point out that the book was planned essentially as a collection of areas and concepts, not as an outlet for a transient or fortuitous company of individuals; and to leave gaps in these areas would have been

PREFACE TO THE FIRST EDmON

serious. (There are still some slighter gaps, for which the qualified multivariate experimenter author simply did not exist.)

Probably the greatest problem from the standpoint of the psychological reader is the demand here, in places, for a degree of mathematical education which in our present arrangements of psychological course work he does not automatically acquire. It cannot be denied that a few of our contributors can go further than any other living psychologists in covering a blackboard in ten minutes with a shower of completely bewildering but highly meaningful formulae. In some cases, since they indicate the standard background reading in statistics by which their tour de force becomes duly comprehensible-and, indeed, vastly entertaining-it has not seemed prac­ticable to me to ask them (with little hope of success) to forgo their mathematical elegance. In others I have succeeded in obtaining some helpful concessions to "writing down," by introducing words, and by the meaningful relation of statistics and models to actual research and conceptual issues-a style at which I strongly feel more writers should aim in this field. Although logic required general methodology to come in Part I, I believe the reader would do best to begin with his natural area of interest in Part II, and, later, if he encounters a chapter in Part I which proves too abstract, to withdraw and return to it after patiently studying some of the preparatory reading suggested.

I am greatly indebted to those contributors who contributed promptly and waited two years with me patiently for the last of their fellows, and especially to Dr. Sam Hammond, of Melbourne University, who carefully helped edit chapters for press over the last six months and then compiled most of the bibliography. He has agreed to share with me the responsibility for any errors that may be discovered-and for this I cannot be too thankful to him! His perspective, from a different psychological culture, became espe­cially valuable where real surgery was needed. I am also much indebted to my research

, " PREFACE TO THE FIRST EDITION X1l1

associate, Mr. Malcolm Coulter of Johannes- Ponleithner who attended to those editorial burg, for a final run over the style of matters which no author seems to be able to mathematical expositions. Finally, I wish to handle alone. express gratitude to numerous nonacademic helpers in this large undertaking, notably to Raymond B. Cattell Mrs. Deborah Skehen who retyped the final Urbana, Illinois, 1965 versions of the chapters and Mrs. H.

Preface to the Second Edition

What has happened since the first edition has exceeded all expectations of what two decades could do. It is as if the volume itself called forth a massive outbreak of multivariate experimentation needing a central focus. Factor analysis was mature, the study of types was passing from conjecture to serious method, and a host of bivariate relationships were struggling, in the discriminant function and elsewhere, for more adequate formulas for necessarily multivariate experiments. The 1966 Handbook pulled all these efforts into a clear perspective, and presented a first harvest of novel experimental findings in varied fields.

Since then there have been methodological breakthroughs in several directions. Few of these have yet led to substantive experimental findings, but the vigor of the designers of new methods has been unabated and realistic in intent. Thus the present volume-though planned to include both methodological advances and answers to substantive problems in personality, learning, and social psychol­ogy-tends somewhat to emphasize the former. Among the new approaches that have burgeoned are the use of path coefficients and the fitting of linear additive equations, as well as an increasing use of checking (confirma­tory) factor analysis to test clear hypotheses. With regard to the linear additive form of most models, We can only reply to an implied criticism that many real relations must be more complex by pointing out that the linear additive model has proven surprisingly effective, and that tests for more complex

xv

"fits" have yielded results in annoyingly few cases. The contribution of new models of analysis has, however, provided the ex­perimenter with a kit bag from which to extract solutions to a host of substantive problems.

Meanwhile it is evident that "experimental psychology" has, as we predicted, moved on from its bivariate compulsion to employ increasingly, multivariate methods. Psychology owes a debt, greater than it yet realizes, to the inventors of sheer new designs in the abstract, as presented here. The whole field of linear equation fitting, for example, along with path analysis, brings about a fascinating new examination of causal connections that many had blindly assumed could be tackled only by manipulative "brass instrument" methods.

A practical problem that one must frankly recognize is that few psychologists have at present sufficient mathematical training to absorb these methods readily. The prize is floating there in the water, but few can swim to reach it. Yet it must be, as in all sciences, that the real demands of the complex subject will in time lead to the mastery of more complex methods. This is the challenge that the present Handbook squarely sets out to meet. The most progressive psychology departments-not only here but in Britain, Australia, Holland, and Germany-are now at last giving the training in multivariate methods that the real complexity of psychol­ogy requires. We hope that this volume will provide a basis for a survey of the whole field

xvi

in a graduate course. It will, we hope, lead to an explosion of new research topics and to answers to problems on the doors of which we have long beat in vain. Indeed, in the next two decades we hope that a new edition of this Handbook will appear, one that is far richer than the present one in findings on the main substantive issues of psychology.

While this new edition of the Handbook has moved with the times-an exciting 20 years of rapid construction-the reader is advised that in some cases the first edition presents a fundamental statement in the area, one that can be further illustrated but not surpassed. This is certainly true of the first four chapters, dealing with the "eternal verities" of the subject, which are reproduced with little change.

As to advice on the best way to approach the present book, it is natural that the student will tum first to the chapters dealing with his special interests, e.g., types. But he will then find that he gets the best perspective in these later chapters after tackling the general introductory chapters.

The reader, indeed, needs to "stand outside the immediate problems and look in" on the wide variety of opportunities before he starts any research or evaluation. Motivated by the intrusion of the computer in the last thirty years some very foolish things have been done. Wisdom is needed in the design of any research program-in the choice of variables, in the standard checks on a true factor analysis, in being realistic about the labor still needed in factor rotation, and so on.

Multivariate psychology holds implications even for' so seemingly remote a question as the future of the American Psychological Association. Currently we stand confused as to whether it is a scientific society (as it was half a century ago) or a political society for the benefit of practitioners, mainly in the clinical field. It may still succeed in being both if departments give the necessary new emphasis to multivariate methods. For these promise such an advance in psychology as a science that their applications will reach a level of effectiveness that will leave no doubt

PREFACE TO THE SECOND EDmON

as to the standing of the practicing psychologist.

To tum from politics to philosophy, let us notice the radical change that the discovery of dimensions, types, and processes by multi­variate experiment is producing in our modes of thought. Whereas the psychologist has been content to think of new dimensions (e.g., extraversion or sensitivity) conjured up by human perception and intuition, multivari­ate experiment presents him with dimensions (e.g., surgency or dissofrustance) the like of which he has never directly perceived. It brings in a host of concepts that are entirely new. The first reaction of some verbal philosophies is to reject them. The mature reaction of a broader philosophy is to embrace them as real discoveries that have to be understood and absorbed into our thinking in an expanding science. This is the vision we have hoped to impart in this incursion into the complexities of the multivariate approach.

Finally, we would like to acknowledge the assistance of Connie Cannon, who prepared the Index and helped with proofreading, Phil Wood, who proofread several chapters, and Joy Barger, who typed manuscript. John R. Nesselroade thanks the Max Planck Institute for Human Development and Education, West Berlin, the National Institute on Aging, and the MacArthur Foundation Research Program on Successful Aging for their generous support of work on developmental research methodology. Directly or indirectly, each agency contributed importantly to the production of this volume. It has been our great pleasure to work with Plenum Publish­ing Corporation in producing this edition of the Handbook. Eliot Werner, Senior Editor, and Susan Woolford, Production Editor, deserve special recognition for their expertise and their unflagging support during all phases of the process.

Honolulu, Hawaii University Park,

Pennsylvania

Raymond B. Cattell John R. Nesselroade

Contents

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. xxv

PART I MULTIVARIATE METHOD AND THEORY CONSTRUCTION

Chapter 1 Psychological Theory and Scientifit Method 3 Raymond B. Cattell

1. The Role of Methodology in Science ......................................... 3 2. Design of This Book ... : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3. Some Major Historical Springs of Methodological Tradition ..................... 6 4. What Is and What Might Be in Present-Day Research Method Concepts.......... 10 5. The Nature of the Inductive-Hypothetico-Deductive (IHD) Method in Science. " 12 6. Summary..................................................... . . . . . . . . . . . . . . 19

References ................................................................ 20

Chapter 2 The Principles of Experimental Design and Analysis in Relation to Theory BuDding............................................................. 21

Raymond B. Cattell

1. The Six Basic Parameters of Experimental Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 2. The Logically Possible and Practically Viable Types of Experimental Design ...... 30 3. The Main Methods of Mathematico-Statistical Treatment ....................... 33 4. Definition of'I'heory, Law, Postulate, Hypothesis, and Reversibility-Irreversibility. 40 5. Social and Psychological Influences in the Natural History of Scientific Theory. . . . . 47 6. The Total Plan: Advantages and Disadvantages Guiding the Choice among Various

Research Procedures ....................................................... 52 7. Creative Scientific Thinking in Relation to Multivariate and Bivariate Procedures " 56 8. Summary.................................................................. 64

References ................................................................ 66

xvii

xviii CONTENTS

Chapter 3 The Data Box: Its Ordering of Total Resources in Terms of Possible Relational Systems ................................................... 69

Raymond B. Cattell

1. Relational System, Hypothesis, Design, and Method as the Four Panels of the Investigatory Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

2. The Purpose of Developing the Covariation Chart into the BDRM or Data Box . . . 70 3. Two Protoconstructs: Pattern Entity (Vector) and Attribute Scale (Scalar) ........ 74 4. The Ten Coordinates of the Hyperspace BDRM .... . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 5. The Nature and Definition of a BDRM Facet.................................. 87 6. Principles Governing "Entries": Aspects and Shifts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 7. The Numbers and Varieties of Facets, and Associated Techniques ............... 95 8. The Numbers and Varieties of Faces, Frames, and Grids.. . ... .. . ... .. . ... .. . ... 100 9. The Totality of Possible Direct and Derived Relational Analyses and Techniques .. 105

10. Sources of Variance and Covariance in the Data Box: Observable and Inherent (Ideal, Conceptual) Sources Contrasted......... .... .... . ... .. . ... .. . ... .. .... 110

11. Scales and Standardizations: Normative, Ipsative, Abative ...................... 116 12. Superordinate Relational and Interactional Analysis Techniques: Including Superset

and Interset Factor Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 120 13. Summary, Glossary, and Notation. ... .. .... ....... . .... ...... ...... .. ... .. ... 126

References ................................................................ 129

Chapter 4 The Meaning and Strategic Use of Factor Analysis ....................... 131

Raymond B. Cattell

1. Its Role and Relationships among Statistical Methods..... ....... .... .. .... . . ... 131 2. The Basic Mathematical Propositions and Formulations . . . . . . . . . . . . . . . . . . . . . . . .. 132 3. Alternative Models: Components and Factors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 133 4. Properties and Formulas for the Full Factor Model... .... ...... ..... . .. ... .. ... 136 5. Unique Resolution and the Tests of Its Attainment.. ..... . .. .. ...... ...... .. ... 140 6. Factor Invariance, Identification, and Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . .. 149 7. Deciding the Number of Factors ............................................... 157 8. The Reticular and Strata Models for Higher-Order Factors . . . . . . . . . . . . . . . . . . . . .. 168 9. Some Modifications, Developments, and Conditions of the Main Factor Model. ... 176

10. Strategies in the Practical Use of Factor Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 183 11. Questions of Statistical Significance and Use of Computer Procedures. ...... ..... 192 12. Summary (and Rationale of Notation) ........................................ 198

References ................................................................ 201

PART II MULTIVARIATE MODELING AND DATA ANALYSIS

Chapter 5 Analysis of Covariance Structures ...................................... 207 Karl G. Joreskog

1. Introduction............................................................... 207 2. Some Types of Covariance Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 208

· CONTENTS XIX

3. General Approaches to Analysis of Covariance Structures ...... '" . . . .. . . . .. . ... 216 4. Analysis of the Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 223 5. Generalizations............................................................ 226

References ................................................................ 228

Chapter 6 Exploratory Factor Analysis ........................................... 231

Richard L. Gorsuch

1. Introduction............................................................... 231 2. Decision Points in Factoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 237 3. Implications: Some Designs for Exploratory Factor Analysis. . . . . . . . . . . . . . . . . . . .. 252

References ................................................................ 257

Chapter 7 Confirmatory Factor Analysis .......................................... 259 Stanley A. Mulaik

1. Philosophical Contrasts between Exploratory and Confirmatory Factor Analysis ... 259 2. The Fundamentals of Confirmatory Factor Analysis ............................ 269 3. Applications for Confirmatory Factor Analysis. ... .... . .... . . .. .. . . .... . . .... .. 277 4. Conclusion................................................................ 285

References ................................................................ 286

Chapter 8 Multimode Factor Analysis ............................................ 289

Conrad Wesley Snyder, Jr.

1. Multimode Experimental Design .... .. . .. . . . .. .. .. .. .. .. .. . . . .. .. .. .. .. .. .... 290 2. Factor-Analytic Developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 290 3. Application: Spectrum of Affect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 302 4. Comparisons and Contemplations ............................................ 312

References. . ... . . .... .. .... .. .... . . .... ...... . ..... .. . .. . ..... . ... . .. ..... 313

Chapter 9 Causal ModeUng via Structural Equation Systems ........................ 317 P. M. Bentler

1. Introduction ............................................................. " 317 2. Structural Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 319 3. Path Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 321 4. Representation Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 323 5. Estimation Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 327 6. Examples.................................................................. 330 7. Future Directions .......................................................... 332

References ................................................................ 333

xx CONTENTS

Chapter 10 Multivariate Analysis of Discrete Data ................................. 337

Clifford C. Clogg and James W. Shockey

1. Introduction............................................................... 337 2. One-Way Tables........................................................... 343 3. Bivariate Data: Two-Way Tables ............................................. 346 4. Multiway Tables ........................................................... 355 5. Latent Structure Models .................................................... 360 6. Conclusion................................................................ 363

References ................................................................ 364

Chapter 11 Some Multivariate Developments in Nonparametric Statistics ............. 367

Alexander von Eye

1. A Characterization of Nonparametric Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 367 2. Multivariate Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 372 3. Exploratory Nonparametric Analysis of All Analytical Units. . . . . . . . . . . . . . . . . . . .. 373 4. Exploratory Nonparametric Analysis of Subsets of Analytical Units .............. 379 5. Confirmatory Nonparametric Analysis. ...... .... ....... . ..... . .... . . .. .. . .... 386 6. Discussion and Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 394

References ................................................................ 396

Chapter 12 Multivariate Analysis of Variance ..................................... 399

Maurice M. Tatsuoka

1. Classical Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 399 2. General Linear Model Approach.. .. .. .. .. . .. .. .. . .. .. .. .. .. .. .. .. .. .. .. . .... 403 3. Significance Tests ............................... .-. . . . . . . . . . . . . . . . . . . . . . . . . .. 411 4. Discriminant Analysis.... . ..... ........... ....... .... .. .... .. ...... .. .. . .... 414

References..... .. ...... ....... ..... . ........... .. .... ..... . .... . ..... .. ... 418

Chapter 13 Multidimensional Scaling ............................................. 421

Robert MacCallum

1. Introduction............................................................... 421 2. Models and Methods ....................................................... 424 3. Important Findings. ..... ..... .. ...... ...... .... ...... ...... . ... ...... .. .... 435 4. Classic Problems in MDS ................................................... , 439 5. Current Issues and Future Directions.................. ... ... . ...... .... .. .... 441

References ................................................................ 443

Chapter 14 The Methods and Problems of Cluster Analysis ......................... 447

Roger K. Blashfield and Mark S. Aldenderfer

1. Introduction to Cluster Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 447 2. Ouster Analysis Methods ................................................... 449

CONTENTS

3. Similarity ................................................................. . 4. Unresolved Problems of Cluster Analysis ..................................... . 5. Final Remarks ............................................................ .

References ............................................................... .

. XXI

457 460 469 470

Chapter 15 Human Behavior Genetics...................................... ...... 475

George P. Vogler and David W. Fulker

1. Introduction............................................................... 475 2. The Development of Multivariate Human Behavior Genetic Analysis. . . . . . . . . . . .. 476 3. Multivariate Generalization of Path Analysis .................................. 480 4. Application of Multivariate Path Analysis: Nuclear Family and Twin Design ...... 482 5. Application of Multivariate Path Analysis: Full Adoption Design ................ 494 6. Current Status of Multivariate Human Behavior Genetics .. . . . . . . . . . . . . . . . . . . . .. 499 7. Multivariate Behavior Genetic Models of Development . . . . . . . . . . . . . . . . . . . . . . . .. 500 8. Future Directions: Intergenerational Equilibrium? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 501 9. Summary.................................................................. 501

References ................................................................ 501

Chapter 16 Multivariate ReUability Theory: Principles of Symmetry and Successful VaUdation Strategies . . . . .. . . . . .. . . .. .. . .. . . . .. . . . . . .. . . . .. . . . . . . . .. .. 505

Werner W. Wittmann

1. Introduction............................................................... 505 2. Basic Concepts of Reliability Theory ......................................... 508 3. Multivariate Extensions of Reliability Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 518 4. Foundations of a General Measurement and Research Strategy Synthesizing the

Experimental and the Psychometric Traditions in Psychology . . . . . . . . . . . . . . . . . . .. 527 5. Paradoxes Revisited ........................................................ 549 6. Relationships to Other Approaches, Implications, and Conclusions. . . . . . . . . . . . . .. 555

References ................................................................ 557

Chapter 17 Dynamic but Structural Equation ModeUng of Repeated Measures Data ... 561 J. J. McArdle

1. Introduction............................................................... 561 2. Basic Features of a Latent Growth Curve Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 565 3. Dynamic Modeling with Latent Growth Curves. . . .. ... . .. . . . . . . . . . . ... . . . . .. .. 572 4. The Curve-of-Factors Model of Multivariate Growth ........................... 580 5. The Factor-of-Curves Model as a Multivariate Alternative. . . . . . . . . . . . . . . . . . . . . .. 591 6. Discussion of Further Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 600 7. Appendix: Assorted Technical Issues for LGM Programming. . . ... . . . .... . . .. . .. 605

References. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . ... . . . . . . . . . .. . . .. . . . . . . . . . . . . . .. 611

.. XXll CONTENTS

Chapter 18 N-Way Factor Analysis for Obtaining Personality, Situation, and Test Form Contributions to a Psychological Response: mustrated by a Three-Way Plasmode.. . . . . . . . . ... . . . ... . ... . . . .... . ... . . .. . . .. . . ... . .. . . . . . . ... 615

Raymond B. Cattell, Dan D. Blaine, and Jerry Brennan

1. Three Existing Approaches and Two Possible Models for Representing Environ-ment in the Behavioral Equation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 615

2. The Utility of Alternative Breakdowns into Contributing Factor Systems. . . . . . . . .. 618 3. The Problem of "Side Effects" in Analysis by Faces. . . . . . . . . . . . . . . . . . . . . . . . . . .. 622 4. Numerical, Plasmode Illustration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 624 5. Summary.................................................................. 633 6. Appendix: Boundary Values.. . . . . . .. . .. . . . . .... . . . . .. . . .... . .. . .. . ... . . . . ... 636

References ................................................................ 640

PART III MULTIVARIATE RESEARCH AND THEORY

Chapter 19 Thinking about Human Abilities ...................................... 645

John Horn

1. The Many and Few of Human Abilities: Common and Specific .................. 645 2. A Hierarchy of Human Abilities ............................................. 656 3. Developmental Evidence. . . .. . . . . .. . . . . .. . . .. . ... . . ... . .. . . . . . . . . . . . . .. . . . .. 669 4. Genetic Evidence and Early Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 676 5. To Come to a Close....................... ............ ...... ...... ......... 680

References ................................................................ 682

Chapter 20 Personatity: Multivariate Systems Theory and Research .................. 687

Barry D. Smith

1. Introduction............................................................... 687 2. Traits, States, and Situations: An Overview ................................... 689 3. Multivariate Personality Research: Some Basic Issues. . . . . . . . . . . . . . . . . . . . . . . . . .. 691 4. Classification of Traits ...................................................... 693 5. Primary Source Traits in L- and Q-Data ...................................... 695 6. Higher-Order Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 704 7. Objective Test Data. .. . .. . . . .. . . . . .. . ... . . . . . . . . . ... . . . . ... . . . .. . . . . .. . . . .. 710 8. The Universality of Source Traits ............................................ 715 9. The Heritability of Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 720

10. States and Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 721 11. The Full Specification Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 724 12. Conclusion................................................................ 725 13. Summary.................................................................. 725

References ................................................................ 727

Chapter 21 Elucidation of Motivation Structure by Dynamic Calculus ................ 737

Gregory J. Boyle

1. Introduction ............................................................ ··· 737 2. Criticisms of Cattell's Motivation Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 740

CONTENTS xxiii

3. Exploratory Factor-Analytic Principles in Motivation Research .................. 742 4. Objective Devices and the Measurement of Motivation Strength Components ..... 745 5. Dynamic Structure of Ergs and Sentiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 753 6. Computation of Ergic Tension Arousal and Sentiment Activation ................ , 758 7. Measurement of Dynamic Motivation Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 760 8. Dynamic Calculus of Conflict....... .............................. ........... 774 9. Structured Learning Theory of Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 776

10. Systems Theory Approach to Motivation . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 780 11. Summary and Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . .. 781

References ................................................................ 782

Chapter 22 Multivariate Approaches to Human Learning ........................... 789 Brian Bolton

1. Introduction... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 789 2. Factor Analysis and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 791 3. Structured Learning Theory ................................................. 797 4. Summary ................................................................ " 815

References ................................................................ 817

Chapter 23 CIiDieaI Psychology: A Multivariate Appraisal .......................... 821 Lothar R. Schmidt

1. Introduction.................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 821 2. Some General Considerations: Developments and Shortcomings of Research in

Oinical Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . .. 822 3. Selected Topics....... .... ............. ..... .... .......... ....•............ 826 4. Future Directions ......•................................................... 856

References ................................................................ 859

Chapter 24 Psycbopbysiologieal Processes ............................... , . . . . . . . .. 867 Jochen Fahrenberg

1. Introduction.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 867 2. Patterns of Activation .......................................... , ...... , .... , 870 3. Personality Traits ...................... ; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • .. 885 4. Psychophysiological Research and Applied Areas .............................. 892 5. Essentials of Psychophysiological Assessment........... .. ...... ...... ......... 894

References ................................................................ 907

Chapter 25 Organizational CUmate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 915 S. B. Sells and L. R. James

1. Introduction........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 915 2. Toward a Theory of Organizational Oimate .. .. . . . . . . . . . . . .. . .. . . .. . .. . .. . . .. . 917

· XXIV CONTENTS

3. Measurement Problems and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 924 4. Dimensions of Organizational Climate. . ... . . .. . ... .... .... .. . . .. .. . .. . .. . .... 925 5. Homogeneity of Climate in Complex Organizations ............................ 927 6. Types of Organizational Climate ............................................. 927 7. Prediction of Organizational Performance Criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 935

References ................................................................ 936

Chapter 26 Multivariate Analyses of the Sociology of IntelHgence .................... 939

Richard Lynn

1. J. B. Maller: The Sociology of Intelligence in New York, 1930.... ... . . . .. . . . . . .. 939 2. C. Burt: Educational Backwardness in London ................................ 941 3. E. L. Thorndike: Your City ................................................. 945 4. K. S. Davenport and H. H. Remmers: Intelligence Differences between the

American States ........................................................... 946 5. R. L. Thorndike: More American Cities...................................... 947 6. S. Wiseman: The Manchester Studies......................................... 948 7. O. D. Duncan: Path Models in Sociology. .. . . . . .. . . . . .. . ..... . . .. .. . . . .. . . ... 950 8. R. Lynn: A Path Model of the Sociology of Intelligence in the British Isles ....... 951 9. R. Lynn: The Sociology of Intelligence in France .............................. 958

10. Conclusion................................................................ 960 References ................................................................ 960

Index .......................................................................... 961

List of Figures

Chapter 1

1. The inductive-hypothetico-deductive spiral. . . .... ... ........... . .............. ... . .............. . . 17

Chapter 2

1. Plurality of causes and consequences .............................................................. 26 2. Differences of complexity of model to which statistical fit is immediately tested . . . . . . . . . . . . . . . . . . . . . . . . . 37 3. Basis of distinction of theoretical concept and empirical construct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 4. Interdependence of four essential and other definable parts in a scientific investigation .................. 53 5. Possible misleading conclusions from operationally defioinga concept by a single variable ............... 63

Chapter 3

1. Possible techniques of relational analysis shown in the simpler context of the three-axis covariation chart .. 71 2. The six correlations in relational matrices and techniques obtainable from the three facets of the three-axis

covariation chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 3. Relatives set 1. X's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 4. Cross-set, mixed, and staggered facets...... ...... ... . ................ . .. . .... ....... .... ........ .. 94 5. Deriving a face from several facets...... ............... ........ .... .. . . .. .. . .. . .. . .. . ... .. ... . .... 100 6. Unrolling of a frame into a grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 7. Sum and difference faces and regularly staggered facets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 8. The standardizations over sets which produce normative, ipsative, and abative scores ................... 116 9. Possibilities in rescaling to standard scores ......................................................... 120

10. Illustration of a "homogeneous relative" grid from unfolding a three-stimulus, four-environment, five-person frame ............................................................................... 123

11. A super-set matrix with persons, states, stimuli, environmental backgrounds, and responses.......... .... 125

Chapter 4

1. The matrix multiplications relating the reduced correlation matrix to the factor pattern . . . . . . . . . . . . . . . . . . 133 2. Relation of loadings, etc., on reference vectors and factors, in two dimensions ......................... 138 3. Matrix operations for obtaining factor standard scores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 4. Two empirical examples of simple structure.......... ........ ... ....... ..... . .. . .. . .. . ........ ... .. 142

:ov

· XXVI LIST OF FIGURES

5. Simple structure, obtained obliquely, unobtainable orthogonally .................................... '.' 144 6. Extracted distributions of factor variance before and after rotation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 7. Ideal and empirical diagrams of the scree test...................................................... 163 8. Some major models for the relations among factors ............................................ ,.... 171 9. Relation of operations revealing factor order to inferences about factor strata...... ..... . ..... . .. . ..... 173

Chapter 6

1. Sec as a function of number of variables, mean correlation (r'), and proportion of variance extracted (p) . . 245

Chapter 7

1. Path diagram for model of ratings of nurses' supportiveness behavior in a patient interview .............. 281

Chapter 8

1. Three-mode data design ......................................................................... 290 2. PARAFAC analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 3. TUCKALS3 analysis...... .. . .. . .. . .. . .. . .. . .. . ........ ... . ..... . ........ ... .... . ....... ... ........ 301 4. PARAFAC solution for the affective adjectives mode ................. , ...... ... ............ ... ... ... .. 305 5. Configuration of the semantic differential adjectives with both poles represented. . . . . . .. . . . . . . . . . . . . . . . . 306 6. COSAN solution for the affective adjectives mode ...... .. . .. .. .. .. . .. .. . . .. .. .. .. .. . .. . .. . .. .. .. . .. . . 307 7. COSAN factor score means for the Complex and Pleasant factors plotted across tasks, ordered in terms of the

level of Assimilation Resistance each task represents . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 307 8. PARAFAC solution for the problem-solving tasks mode ............................................... 310

Chapter 9

1. MIMIC modelfor the six measured variables Vc V6 .. .. .. • .. .. .. .. • .. .. .. .. .. .. .. • .. • .. .. .. .. .. • .. • • .. 321 2. Latent variable model for the six measured variables V1- V6 .......................................... 322 3. Matrix path representation of the Bentler-Weeks model..... ..... . ..... . ........... ... .............. 325 4. Matrix path representation of the JOreskog-Keesling-Wiley model, using USREL v symbolic notation..... 325

Chapter 13

1. Two-dimensional stimulus configuration for color data .. . . . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . . .. . . . . . . . . . 423

Chapter 15

1. Path model of correlated genetic and environmental influences on a phenotype . . . . . . . . . . . . . . . . . . . . . . . . . 476 2. Path model of genetic and environmental influences on two phenotypes (X and Y) measured on the same

individual ...................................................................................... 477 3. General multivariate model of parent-offspring resemblance: Simplest case.. ... ......... ...... ........ 484 4. General multivariate model of parent-offspring resemblance in the presence of genotype-environment

correlation ..................................................................................... 484 5. General multivariate model of parent-offspring resemblance in the presence of genotype-environment

correlation and cultural transmission .............................................................. 485 6. General multivariate model of parent-offspring resemblance in the presence of genotype-environment

correlation, cultural transmission, and assortative mating ............................................ 486 7. General multivariate model of familial resemblance in nuclear families and twins ....................... 487 8. General multivariate model of familial resemblance in families of an adopted child. . . . . . . . . . . . . . . . . . . . . . 496 9. General multivariate factor model defining the genotype and environment in terms of latent genetic and

environmental factors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499

.. LIST OF FIGURES XXVll

Chapter 16

1. Odd-even and split-half reliabilities of diverse mood scales as a function of aggregation. . . . . . . . . . . . . . . . . 519 2. Unfolding the three-dimensional data box.. . . . . .. .. .. .. . . .. . . . . . . . .. . . .. .. . . . . . . . . . . . .. . .. . . . . . . . .. 521 3. The four-data-box conceptualization .. .. .. . . . . . .. . . . . . . .. . .. .. . . . .. . . . . . . . . . . .. . . . .. . . . . . . . . . . . . . .. 528 4. Variance pie; partitioning the ETR-box according to Cohen and Cohen's subjects within groups by

conditions-design .................................................................. " . . . . . . . . . . . . 531 5. The generalized hierarchical lens model for denoting symmetry between predictors and criteria. . . . . .... .. 538 6. Eysenck's hierarchical personality model in lens-model frameworks ................................... 543 7. Jager's two-mode classification of 48 intelligence tests ............................................... 546

Chapter 17

1. Mean raw scores for eight WISC-Scales as a function of group age at four occasions .................... 562 2. A RAM path diagram of the latent growth CURVE model parameters estimated from WISC-Total score

moments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568 3. Raw-score expectations from the latent growth CURVE model fitted to the WISC-Total scores ............ 571 4. Alternative dynamic growth model loadings ........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577 5. A generic "curve-of-factor scores" or CUFFS model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585 6. The CUFFS latent response surface estimated from the WISC-Scale cross products . . . . . . . . . . . . . . . . . . . . . . . 591 7. A generic "factor-of-curve scores" or FOCUS model.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . .. .. .. . 593 8. Model comparison indices for selected multivariate latent growth models of the WISC-Scales ............ 598

Chapter 18

1. Score matrix for a three-way factor analysis. . . . . . . . . ... ... .... .. . . .. .. . ..... . . .. . . .. . .. . . .. .. . ... . . 617 2. Facets, faces, and files as derivative matrices from the data box. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620 3. Face A, B, and C scree plots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628 4. Three-way data box ...................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639

Chapter 19

L Human abilities are many and varied .. . . . .. . . .. . . . . .. . .. . . . .. . . . . . . . . . . . . . . .. . . . . . .. . .. . . . . . . . .. . . 646 2. Hierarchical model of the W AIS . .. . . .. . .. .. . . .. . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . .. . . . . .. . . . .. . .. 654 3. Adulthood age differences in dimensions of human intellect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669 4. Quadratic factor score curves predicted from model .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 670 5. Quadratic factor score curves predicted from education-partialed model ............. ,................. 670 6. Nonlinear age and education growth curves forfactors. .. . . . .. . . . . . .. . . .. . . . . . . . . . . . . . . . . . .. . .. . . . .. . 671 7. Plot of repeated-measures WAIS studies group means...... . ................................ ........ 672 8. Multiple group factor means and variances from W AIS as a function of age groups in census sample . . . . . . 673 9. Aging decline of CDS and Gf .................................................................... 674

10. Aging decline of Gf after control for component processes ............................ , . . . . . . . . ... ... 674 11. A genetical model for Gf and Gc ................................................................. 679

Chapter 20

1. Main model and mode of calculation of higher-order factors. . . . .. . .. . . . . . . . . . . . . . .. . . .. . . .. .. . . . . . . .. 706 2. Relationship among primary, second-order, and third-order factors extracted from the objective test

(T -data) battery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 712

Chapter 21

1. The structure of second-order motivation components, U and I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 750 2. Activation level of U and I dynamics in relation to significance of correlations with 8SQ states ........... 773 3. VIDAS systems theory model of total personality process in adjustive action. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 778

... xxvw LIST OF FIGURES

Chapter 22

1. Loadings of trials on the three reference learning curves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 794 2. Path learning analysis for trait vector changes ...................................................... 805 3. Path learning analysis for behavioral index changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 806 4. The adjustment process analysis chart ............................................................. 807 5. Chronic illness versus no chronic illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 809 6. Church membership: Active versus nonmembers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 810

Chapter 23

1. Framework of the Patient Evaluation Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 829 2. A grid model for theory and research in the psychotherapies ......................................... 847 3. Variables of therapists, clients, and some interactions ............................................... 848 4. Correlations and hypothesized causal path coefficients among dynamic traits ........................... 853

Chapter 24

1. Range of an activation parameter as a methodological problem in adequate scaling of observed reactions. . 897

Chapter 26

1. Path model of hypothesized causal chain linking father's education and occupation through intervening variables to child's occupational status and income ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 950

2. Mean IQ of populations in the regions of the British Isles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 952 3. The British Isles. Path model showing hypothesized causal chain linking historical net migration to

contemporary mean IQs, to various economic and social outputs ..................................... 957 4. France. Path model showing hypothesized causal chain linking historical net migration to contemporary

mean population IQs, to four economic and social output variables ................................... 959

Handbook of Multivariate Experimental Psychology SECOND EDITION