This paper proposes two new approaches to factor analysis. The first is a factor analysis model for item response time data which assume that the relationships between item response time data and latent traits are non-linear in nature. The second involves pre-specification of certain parameters while, at the same time, estimating others, and then considering the cognitive process involved in the solution of problems. The materials for the item response time data study were obtained using computerized tests. The authors then compared the results of using this two methods with traditional factor analysis. Findings included : (1) traditional methods of factor analysis often fail to obtain satisfactorily interpretable estimates while the first of the author's new methods are always successful. (2) In terms of Schwarz's BIC, the method of factor analysis using pre-specified parameters as developed by the authors was most efficient. In particular, it accurately predicts item response time distributions based upon an a priori designation of the cognitive processes involved. This capability should prove particularly useful in test development and instructional design.

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In this study, the authors investigated the effects upon learning of cognitive loads requied according to the media involved. Based upon a hypothesis of "finite level of cognitive resources," the authors used "word by word reading tasks" to examine (1) the trade-off between efficiency of information processing and the amount of information retained in the working memory, and (2) the effects of the amount of information retained in working memory upon text comprehension. Their results showed that (1) heavier information processing loads lower the amount of information which can be retained in the working memory, and (2) a decrease in the amount of information retained in the working memory results in lowered comprehension of texts. Based on their results, the authors propose a reading process model which emphasizes the role of the working memory and shows how this model may be applied to computer-assisted instruction.

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In order to clarify the effects of the teaching practicum upon motivation towards becoming a teacher, college students were asked before and after their teaching practicum experiences about their motivation and images of the teaching profession. The main results were as follows : 1. Teaching practicum experience raises motivation. Forty-two percent of the students who had rated their motivation as low before completing their practicum rated in higher afterwards. 2. Levels of post-practicum motivation correlated with pre-practia motivation, positive impressions of the teaching profession and self-satisfaction during the practia. 3. Completing the teaching practicum caused many students to develop more affirmative impressions towards the teaching profession. 4. Before completing their teaching practicum, many students had reported that they were suffering from anxiety but afterwards they recalled them as very happy and meaningful experiences.

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