Kolb’s Learning Style Inventory (LSI) continues to generate a great debate among researchers, given the contradictory evidence resulting from its psychometric properties. One primary criticism focuses on the artificiality of the results derived from its internal structure because of the ipsative nature of the forced-choice format. This study seeks to contribute to the resolution of this debate. A short version of Kolb’s LSI with a forced-choice format and an additional inventory scored on a Likert scale was completed by a sample of students of the University Católica del Norte in Antofagasta, Chile. The data obtained from the two forms of the reduced version of the LSI were compared using principal component analysis, confirmatory factor analysis, and the Thurstonian Item Response Theory model. The results support the hypothesis of the existence of four learning mode dimensions. However, they do not support the existence of the learning styles as proposed by Kolb, indicating that said reports are the product of the artificial structure generated by the ipsative forced-choice format .

Recent studies suggest that identification with all humanity (IWAH), apart from being related to universalistic values, could also be related to self-transcendent emotions (STE). In this scenario, the general objective of this cross-cultural longitudinal study is to examine the relationship between identification with proximate categories (i.e., community and country) and superordinate one (all humanity), and their association with positive self-oriented and STEs during a traumatic global phenomenon such as COVID-19 pandemics. Additionally, we explore variations regarding the patterns of those associations in different cultural contexts (Chile and Spain) and examine whether they change among two different time points (T1–T2). The total sample was composed of 403 participants, of whom 224 were residents in Chile (M = 39.25, SD = 12.56; range 18–71 years; 49.6% women) and 179 were residents in Spain (M = 36.35, SD = 12.12; range 18–68 years; 59.8% women). Data collection was carried out in September (T1) and November (T2) 2020, through online surveys administered via Survey Monkey® platform. Overall, results show, as expected, greater identification with proximate categories rather than superordinate ones, and an association between STEs and IWAH, but also with national and community identification. IWAH, but not STEs decreased significantly (T1–T2) in both countries. Thereafter, these emotional and behavioral responses decline as a symptom of growing fatigue with the pandemic situation, and also reflect a shift from broader to more local concerns. Analysis regarding comparisons between countries indicated higher levels of identification with community and with all humanity in Spain and with country in Chile. The results are discussed in the context of new developments in studies on IWAH.

La escala Matrices Progresivas General de Raven es un test utilizado en los procesos de admisión de los programas de talento académico en Chile. El presente estudio tiene como objetivo evaluar las propiedades psicométricas de la escala Raven en una amplia muestra de estudiantes utilizando la Teoría de Respuesta al Ítem (TRI). Se administró la prueba a 935 estudiantes participantes del proceso de admisión de un programa de talentos académicos. Los resultados muestran que la escala total no se ajusta a un modelo unidimensional. Los análisis por separado muestran que sólo las subescalas D y E presentan un ajuste adecuado. Los análisis de ambas subescalas muestran un adecuado ajuste al modelo TRI y no presentan funcionamiento diferencial por sexo. Se discuten las implicancias de la presencia de dos factores y se proponen como una versión reducida para procesos de admisión de programas de talento académico.Palabras clave: Análisis factorial, Teoría de respuesta al ítem, Matrices progresivas de Raven, Inteligencia general, Funcionamiento diferencial.