A relational attachment model of how students learn integration at Rosemead and Fuller was replicated with clinical psychology doctoral students at George Fox University and Wheaton College (Illinois). Struc- tural equation modeling of multitrait-multimethod matrices tested how well faculty members could recognize what students readily identify in professors as most useful to students’ integration, and Latent Semantic Anal- ysis interpreted what students found most important.
Bufford, Rodger K.; Sorenson, Randall Lehmann; Derflinger, Kimberly R.; and McMinn, Mark R., "National Collaborative Research on How Students Learn Integration: Final Report" (2004). Faculty Publications - Grad School of Clinical Psychology. 55.