20 The International Journal of Educational and Psychological Assessment December 2012, Vol. 12(1) © 2012 Time Taylor Academic Journals ISSN 2094-0734 Method Effects and the Need for Cognition Scale David Hevey School of Psychology, Trinity College Dublin, Ireland Kevin Thomas School of Psychology, Trinity College Dublin, Ireland School of Design, Engineering and Computing, Bournemouth University, UK Maria Pertl School of Psychology, Trinity College Dublin, Ireland Division of Radiation Therapy, Trinity College Dublin, Ireland Laura Maher Agnella Craig Siobhain Ni Chuinneagain Division of Radiation Therapy, Trinity College Dublin, Ireland Abstract Individual differences in the need for cognition are typically assessed using the 18-item Need for cognition scale (NCS) developed by Cacioppo and Petty (1982). However, in contrast to the unidimensional model proposed by the scale developers, recent factor analyses have produced two- and three-dimensional models of the scale. Confirmatory factor analyses were used in this study to evaluate different measurement models based on data provided by 590 (236 males, 354 females) young adult members of the general public. Although some alternative models showed promise, a single factor model with method effects associated with positively and negatively worded items provided best fit. Implications for the assessment of need for cognition are considered. Keywords: Need for Cognition; Confirmatory Factor Analysis; Method effects Introduction Need for cognition refers to an individual’s tendency to engage in and enjoy effortful cognitive endeavours (Cacioppo, Petty, & Kao, 1984). The term need for cognition originated in Cohen and colleagues' early work on individual differences in cognitive motivation (Cohen, 1957; Cohen, Stotland, & Wolfe, 1955). Since then research has extensively documented how need for cognition influences various cognitive and behaviour factors, including attending to, elaborating, evaluating, and recalling information (see Petty, Briñol, Loersch, & McCaslin, 2009 for a review). In relation to problem solving and decision making, those high in need for cognition think more about available options prior to making a decision and are more likely to seek additional information before coming to a decision (Petty et al., 2009). Furthermore, those who are high in need for cognition not only engage in more thinking, but are also more aware of their thinking and are more likely to evaluate their thoughts for validity (Petty, Brinol, & Tormala, 2002). Similarly, individuals high in need for cognition are more influenced by the quality of arguments concerning persuasive message processing (e. g., Haugtvedt, Petty, & Cacioppo, 1992) and show better recall and recognition brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Bournemouth University Research Online