Elucidation of Motivation Structure by Dynamic Calculus

Measurement and Statistical Models in the Study of Personality and Intelligence

“…Boyle (1988c) demonstrated that these tables are overly conservative in failing to attribute significance to recognizable factors when other criteria clearly show such factors to be meaningful. Less restrictive use of these tables could provide useful information on the significance of factors derived from exploratory methods.…”

“…A detailed presentation and discussion of more sophisticated versions of these prediction equations, including both multiplicative and non-linear terms, is provided in Boyle (1988c). However, while specification of such behavioral prediction equations is theoretically justified, in practice, it is "well nigh impossible" to empirically quantify the various factor loadings in most instances.…”

“…Whereas Eysenck's E and N factors emerge at the 16PF second-stratum level, Krug and Johns (1986) obtained an additional three normal dimensions at the Eysenckian level of analysis. In addition, Eysenck's P factor is represented by at least five abnormal trait dimensions at the CAQ second-stratum level (Boyle, 1987d) (Costa & McCrae, 1992b,c derived from questionable factor analytic procedures (see Boyle, 1988c, for a discussion of factor analytic guidelines).…”

Models and Paradigms in Personality and Intelligence Research

“…This correlation is not higher than that obtained with many other cognitive or psychobiological measures (Boyle, 1988b). Furthermore, as pointed out by Cattell (1987a), the correlation between the higher-order speed factor (Gs) and fluid intelligence (Gf) was .39 (accounting for only 16% of variance--i.e., 84% unexplained).…”

Enriched behavioral prediction equation and its impact on structured learning and the dynamic calculus.

“…Thus, the learning experience results in changes on all members of Equation 1, namely perception, augmentation, trait, and state. This vector change is particularly important in the dynamic motivation realm (Boyle, 1988;Cattell, 1985). It implies that a learning experience not only increases the strength of an attitude or skill but also changes the mode of satisfaction obtained by it, information that is particularly important in clinical practice (Cattell, 1987).…”