German Need for Cognition Scale--Short Form

1994 ◽  
Author(s):  
Herbert Bless ◽  
Michaela Wänke ◽  
Bohner Gerd ◽  
Roland F. Fellhauer ◽  
Norbert Schwarz
Keyword(s):  
Short Form ◽  
Need For Cognition ◽  
Cognition Scale

Need for Cognition Scale--Short Form; Italian Version

2018 ◽  
Author(s):  
Antonio Aquino ◽  
Laura Picconi ◽  
Francesca Romana Alparone
Keyword(s):  
Short Form ◽  
Need For Cognition ◽  
Italian Version ◽  
Cognition Scale

Need for Cognition Scale--Short Form; Czech Version

2014 ◽  
Author(s):  
Jan Širůček ◽  
Adam Ťápal ◽  
Pavla Linhartová
Keyword(s):  
Short Form ◽  
Need For Cognition ◽  
Cognition Scale

Further Validation of the Short Form of the Need for Cognition Scale

1990 ◽  
Vol 66 (1) ◽  
pp. 321-322 ◽  
Author(s):  
Eugenia Tolentino ◽  
Lisa Curry ◽  
Gary Leak
Keyword(s):  
Short Form ◽  
Need For Cognition ◽  
Cognition Scale

A-174 Diurnal Preference Relation to Need for Cognition and Cognitive Reflection

2021 ◽  
Vol 36 (6) ◽  
pp. 1229-1229
Author(s):  
Jasmin H Pizer ◽  
Melissa A Myers ◽  
Nanako A Hawley ◽  
Murphy N Harrell ◽  
Benjamin D Hill
Keyword(s):  
Problem Solving ◽  
Short Form ◽  
Preference Relation ◽  
Need For Cognition ◽  
Cognitive Reflection Test ◽  
Cognitive Reflection ◽  
Diurnal Preference ◽  
Test Engagement ◽  
Main Effects ◽  
Cognition Scale

Abstract Objective This study evaluated the effect of individual differences in diurnal preferences on a problem-solving test of intelligence and a measure of a personality trait of how much someone enjoys thinking. Method Archival data from 85 participants who had completed measures online were utilized in this study. The sample was 51.8% female, 71.8% Caucasian, and mean age was 19.5. Participants completed the Morningness-Eveningness Questionnaire (MEQ), Composite Morningness Questionnaire (CMQ), Cognitive Reflection Test (CRT), and Need for Cognition Scale-Short Form (NFC). Raw score totals were utilized. Diurnal preferences were later grouped for morning, evening, or in between based on published MEQ and CMQ cutoffs. Lower scores indicate evening types, and higher scores indicate morning types. Results Scores on measures of diurnal preference were significantly positively related to NFC (MEQ r = 0.28, p = 0.011; CMQ r = 0.36, p = 0.001) meaning that morning types tend to enjoy effortful mentation more. Diurnal preferences were not significantly related to CRT performance. One-way ANOVA was performed with diurnal preferences as the group factor and NFC and CRT as dependent variables. Significant main effects were not found for MEQ and NFC nor MEQ and CRT. Significant main effects were found for CMQ and NFC F(2,77) = 5.33, p = 0.007, but not for CMQ and CRT. Conclusion These findings indicate that diurnal preference was not associated with performance on the problem-solving intelligence test used in this study. However, morning types appear to be higher for personality traits related to motivation to engage in thinking and would be expected to do better on some cognitive tests that demand more test engagement.

Need for Cognition Scale--Short Form; Greek Version

2015 ◽  
Author(s):  
Irene‐Anna N. Diakidoy ◽  
Stelios A. Christodoulou ◽  
Georgios Floros ◽  
Kalypso Iordanou ◽  
Philip V. Kargopoulos
Keyword(s):  
Short Form ◽  
Need For Cognition ◽  
Greek Version ◽  
Cognition Scale

Need for Cognition Scale--Short Form

1984 ◽  
Author(s):  
John T. Cacioppo ◽  
Richard E. Petty ◽  
Chuan F. Kao
Keyword(s):  
Short Form ◽  
Need For Cognition ◽  
Cognition Scale

Translation, Adaptation, and Validation of the Need for Cognition Scale–Short Form in the Greek Language for Secondary School Students

2017 ◽  
Vol 36 (5) ◽  
pp. 523-531 ◽  
Author(s):  
Yiannis Georgiou ◽  
Eleni A. Kyza
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Short Form ◽  
Need For Cognition ◽  
Underlying Structure ◽  
Greek Language ◽  
School Students ◽  
Measurement Models ◽  
Cognition Scale

The purpose of the present study was to adapt and validate the Need for Cognition Scale–Short Form (NfC-SF) in the Greek language. A multistep process was followed, including (a) the translation and adaptation of the questionnaire, (b) a reliability analysis of the instrument’s items in combination with an exploratory factor analysis with 177 secondary school students, and (c) a confirmatory factor analysis for defining the underlying structure of the scale, using a sample of 532 secondary school students. The statistical analyses validated a 14-item version of the NfC-SF for measuring the cognitive motivation of secondary school, Greek-speaking students. The present study also extends previous research about the underlying structure of the NfC by suggesting that method effects should be considered in measurement models for improving scale validity.

scholarly journals The convergent and discriminant validity of the need for cognition

Psihologija ◽  
2009 ◽  
Vol 42 (2) ◽  
pp. 173-186 ◽  
Author(s):  
Aleksandra Trogrlic ◽  
Aleksandar Vasic
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Cognitive Abilities ◽  
Discriminant Validity ◽  
Short Form ◽  
Need For Cognition ◽  
Convergent And Discriminant Validity ◽  
Age Dependent ◽  
Serbian Version ◽  
Cognition Scale

The Serbian version of the short form of the Need for Cognition Scale (NCS - Cacciopo et al., 1984) showed acceptable convergent and discriminant validity. In accordance with previous findings, the need for cognition is gender-independent and age-dependent construct. Correlations of the need for cognition with personality traits and intelligence are also in accordance with previous findings. Concerning the personality traits, the most salient correlates are authoritarianism, extraversion, Big Five openness to experience and neuroticism. There is, also, a marginally significant relationship between the need for cognition and conscientiousness. On the level of narrow cognitive abilities, the need for cognition is significantly associated with dimensions of serial and parallel processing. The g-factor has the same effect as the narrower aspects of cognitive functioning.

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