The Factorial Validity of Scores from a Cognitively Designed Test: The Spatial Learning Ability Test

Abstract

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 supported SLAT as involving primarily spatial processing. Here, four studies on the factorial validity of SLAT are summarized to elaborate nomothetic span. SLAT was the highest loading test on the spatial ability factor in the context of either simple or complex spatial tests. Further, SLAT was less related to verbal-analytic coding skills than many other spatial tests, including a test that contained the same item type. Thus consistent with the construct representation of SLAT as involving spatial processing, the factorial validity studies indicate SLAT as a more pure measure of spatial ability.