Se. Embretson, THE FACTORIAL VALIDITY OF SCORES FROM A COGNITIVELY DESIGNED TEST - THE SPATIAL-LEARNING ABILITY TEST, Educational and psychological measurement, 57(1), 1997, pp. 99-107
Citations number
6
Categorie Soggetti
Psychology, Educational","Psychologym Experimental","Mathematical, Methods, Social Sciences","Mathematics, Miscellaneous
The Spatial Learning Ability Test (SLAT) was designed from a cognitive
processing theory to measure specified aspects of spatial processing.
Mathematical modeling of item difficulties and response times have su
pported SLAT as involving primarily spatial processing. Here, four stu
dies on the factorial validity of SLAT are summarized to elaborate nom
othetic span. SLAT was the highest loading test on the spatial ability
factor in the context of either simple or complex spatial tests. Furt
her, SLAT was less related to verbal-analytic coding skills than many
other spatial tests, including a test that contained the same item typ
e. Thus consistent with the construct representation of SLAT as involv
ing spatial processing, the factorial validity studies indicate SLAT a
s a more pure measure of spatial ability.