Abstract
From a variety of cognitive and non-cognitive variables related to reading ability, only a single reading-related factor was found in a sample of 58 female education majors. The number of non-cognitive traits factorially related to reading ability cumulatively suggested that relatively poorer readers were likely to be anxious, pessimistic, intolerant of ambiguity, low in achievement valuation, and high on needs for succorance and abasement. The Gestalt-Transformation (G-T) Test showed the highest loading on the first factor, suggesting that this factor could have been named Semantic Redefinition. Clearly, G-T and other cognitive variables related to reading ability need to be investigated further to clarify and define what mental processes are being tapped in various reading tests. Also subsequent work on the “Structure of Intellect,” on the basis of results from the G-T test, may profitably examine personality correlates of various mental abilities.
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