Patterns of Language Behavior in Children with Developmental Language Disorders

1975 ◽  
Vol 18 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Dorothy M. Aram ◽  
James E. Nation
Keyword(s):  
Factor Analysis ◽  
Language Disorders ◽  
Older Children ◽  
Language Performance ◽  
Developmental Language Disorders ◽  
Factor I ◽  
Factor Ii ◽  
Language Behavior ◽  
Low Performance ◽  
Comprehension Deficit

Tests to measure comprehension, formulation, and repetition of certain phonologic, syntactic, and semantic aspects of language were administered to 47 children who had developmental language disorders. A factor analysis of the resultant scores indicated that three factors were present in the data. These factors are presented as six patterns of language performance, one for high loadings on the factor and one for low loadings. The six patterns are (1) repetition strength (Factor I, high); (2) nonspecific formulation-repetition deficit (Factor I, low); (3) generalized low performance (Factor II, high); (4) phonologic comprehension-formulation-repetition deficit (Factor II, low); (5) comprehension deficit (Factor III, high); and (6) formulation-repetition deficit (Factor III, low). Possible relations among these patterns and nonlinguistic measures (sex, race, age, nonverbal intelligence, socioeconomic status, and status of the peripheral speech mechanism) were investigated. Two of the patterns of language performance were found to be related significantly to age. On Factor II, the younger children tended to get high loadings (generalized low performance) while the older children tended to get low loadings (phonologic comprehension-formulation-repetition deficit).

scholarly journals Scale development and an educational program to reduce the stigma of schizophrenia among community pharmacists: a randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tomoo Fujii ◽  
Manako Hanya ◽  
Kenta Murotani ◽  
Hiroyuki Kamei
Keyword(s):  
Randomized Controlled Trial ◽  
Factor Analysis ◽  
Social Distance ◽  
Educational Program ◽  
Controlled Trial ◽  
Intervention Group ◽  
Community Pharmacists ◽  
Factor I ◽  
Randomized Controlled ◽  
Factor Ii

Abstract Background Stigma associated with mental disorders is rooted among many pharmacists, and represents a major barrier to patient support in community-based psychiatry. We developed an assessment scale that is specifically designed to assess the level of stigma that pharmacists may have toward schizophrenia, and then examined the effects of reducing stigma with an educational program that focuses on communication with patients diagnosed with schizophrenia (PDS) using the newly developed Stigma Scale towards Schizophrenia for Community Pharmacists (SSCP). Methods SSCP was developed by exploratory factor analysis with promax rotation based on responses from 822 randomly selected community pharmacists. Furthermore, a randomized controlled trial was conducted for 115 community pharmacists to clarify the effects of reducing the stigma of schizophrenia using an educational program for them with a focus on communication with PDS. Participants were individually allocated to two groups: educational lecture group (56; only attending a lecture on schizophrenia) or contact-based intervention group (59; communicating with PDS and attending the lecture). The stigma assessment using SSCP was conducted immediately before and after the educational intervention. Results A total of 4 factors and 27 items were extracted from the exploratory factor analysis to comprise the SSCP. Cronbach’s α of SSCP, social distance at professional pharmacy service (factor I), attitudes towards PDS (factor II), self-disclosure (factor III), and social distance in personal (factor IV) were 0.89, 0.88, 0.76, 0.62, and 0.62, respectively. Educational program-related changes of the median (interquartile range) total SSCP score from baseline were − 9.0 (− 16.0 – − 5.0) in the contact-based intervention group and − 3.0 (− 7.0–1.0) in the educational lecture group, reflecting a significant reduction of stigma levels in the contact-based intervention group. On examining the SSCP subscales, scores for factor I and factor II significantly improved. The educational program was more effective for pharmacists aged 20–39 years or with negligible experience of communicating with PDS at work and/or in private life. Conclusions SSCP and the educational program for community pharmacists that focuses on communication with PDS were useful for assessing and reducing, respectively, the stigma attached by these pharmacists to schizophrenia. Trial registration UMIN Clinical Trials Registry (UMIN000043189, registered on January 30, 2021), Retrospectively registered.

Professional and Lay Observers' Impressions of Preschoolers Wearing Hearing Aids

1980 ◽  
Vol 45 (3) ◽  
pp. 415-422 ◽  
Author(s):  
Jeffrey L. Danhauer ◽  
Gordon W. Blood ◽  
Ingrid M. Blood ◽  
Nancy Gomez
Keyword(s):  
Factor Analysis ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Semantic Differential ◽  
Normal Hearing ◽  
Semantic Differential Scale ◽  
Body Type ◽  
Factor I ◽  
Factor Ii ◽  
Photographic Slides

This study determined whether professional and lay observers had similar impressions of preschoolers wearing hearing aids and if the size of the aid affected ratings. Stimuli consisted of three photographic slides of nine normally-hearing and speaking male preschoolers wearing (1) a body-type hearing aid, (2) a post-auricular type aid, and (3) no aid. Slides were accompanied by taped speech samples. Stimuli were presented to 75 professional and 75 lay observers who rated the children on a semantic differential scale containing 15 adjectives. Ratings were submitted to a factor analysis revealing Factor I as achievement and Factor II as appearance. Results of MANOVAs revealed that neither professional nor lay observers discriminated against the children on appearance regardless of the presence of a hearing aid, but that both groups rated them significantly poorer on achievement when an aid was present. Lay observers' ratings showed a bias against the size of the aid, while professionals exhibited negative impressions whenever an aid was present, regardless of its size. These findings indicate that the "hearing aid effect" was present on variables of achievement even for normal-hearing preschoolers.

Factor Analysis of Self-Statements

1988 ◽  
Vol 66 (1) ◽  
pp. 267-273
Author(s):  
Robert G. Acton ◽  
Donald G. Fischer
Keyword(s):  
Factor Analysis ◽  
Speech Anxiety ◽  
Self Evaluation ◽  
Factor I ◽  
Factor Ii ◽  
Two Factors ◽  
Separate Dimension

Factor analysis of five self-statement categories in a study of speech anxiety produced two factors, performance-based thinking and off-task thinking. The highly specific thought categories utilized in the present study, and most others, are not independent. Effective on-task, noneffective on-task, positive self-evaluation, and negative self-evaluation are all significantly inter-correlated and load together on Factor I, while off-task thinking loaded by itself on Factor II. Of the categories commonly treated as independent, only off-task thinking actually formed a separate dimension. Researchers need to reconsider the utility of separately categorizing effective on-task thoughts, noneffective on-task thoughts, positive self-evaluation, and negative self-evaluation. They do not represent independent categories.

AN ATTEMPT TO IDENTIFY THE PERSONALITY DIMENSIONS OF THE VIOLENT OFFENDER

1984 ◽  
Vol 12 (1) ◽  
pp. 55-60 ◽  
Author(s):  
D.M. Romney ◽  
K.L. Syverson
Keyword(s):  
Factor Analysis ◽  
Optimal Combination ◽  
Total Variance ◽  
Violent Offender ◽  
Future Research ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Personality Dimensions ◽  
Factor I ◽  
Factor Ii

Thirty violent and thirty nonviolent youthful offenders were administered the Buss-Durkee Hostility Inventory, the Hostility and Direction of Hostility Questionnaire and the Eysenck Personality Questionnaire. A factor analysis of this battery produced two orthogonal factors accounting for three-quarters of the total variance. Factor I was a unipolar Hostility/Neuroticism factor and Factor II was a bipolar Psychoticism vs Extraversion factor. The two groups did not differ significantly from each other on either factor or on an optimal combination of both. Implications for future research are drawn.

scholarly journals Scale Development and an Educational Program to Reduce the Stigma of Schizophrenia Among Community Pharmacists: Study Protocol for a Randomized Controlled Trial

2020 ◽  
Author(s):  
Tomoo Fujii ◽  
Manako Hanya ◽  
Kenta Murotani ◽  
Hiroyuki Kamei
Keyword(s):  
Randomized Controlled Trial ◽  
Factor Analysis ◽  
Social Distance ◽  
Educational Program ◽  
Controlled Trial ◽  
Community Pharmacists ◽  
Factor I ◽  
Randomized Controlled ◽  
Factor Ii ◽  
Schizophrenic Patients

Abstract BackgroundStigma associated with mental disorders is rooted among many pharmacists, and represents a major barrier to patient support in community-based psychiatry. In the current study, we firstly developed an assessment scale that is specifically designed to assess the level of stigma that pharmacists may have toward patients with schizophrenia, and then examined the effects of reducing stigma with an educational program that focuses on communication with schizophrenic patients using a newly developed Stigma Scale towards Schizophrenia for Community Pharmacists (SSCP).MethodsSSCP was developed by exploratory factor analysis with promax rotation based on responses from 822 randomly selected community pharmacists. Furthermore, a randomized controlled trial was conducted for 115 community pharmacists to clarify the effects of reducing the stigma of schizophrenia using an educational program for them with a focus on communication with patients with schizophrenia. Participants were individually allocated to two groups: a lecture group (56; only attending a lecture on schizophrenia) or communication group (59; communicating with patients and attending the lecture). The stigma assessment using SSCP was conducted immediately before and after the educational intervention.ResultsA total of 4 factors and 27 items were extracted from the exploratory factor analysis as SSCP.Cronbach’s α of SSCP was 0.89; specifically, Cronbach’s α for social distance at work (factor I), recognition of patients with schizophrenia (factor II), self-disclosure (factor III), and social distance in daily life (factor IV) were 0.88, 0.76, 0.62, and 0.62, respectively. Educational program-related changes of the median (interquartile range) total SSCP score from baseline were −9.0 (−16.0 – −5.0) in the communication group and −3.0 (−7.0 – 1.0) in the lecture group, reflecting a significant reduction of stigma levels in the communication group. On examining the SSCP subscales, scores for factor I and factor II significantly improved. The educational program was more effective for pharmacists aged 20-39 years or with negligible experience of communicating with schizophrenic patients at work and/or in private life.ConclusionsSSCP and the educational program for community pharmacists that focuses on communication with patients were useful for assessing and reducing, respectively, the stigma attached by these pharmacists to schizophrenia.CONSORT extension for abstractNot applicableTrial registrationNot applicable

Designing measures for profiling and genotype/phenotype studies of individuals with genetic syndromes or developmental language disorders

2005 ◽  
Vol 26 (1) ◽  
pp. 41-64 ◽  
Author(s):  
CAROLYN B. MERVIS ◽  
BYRON F. ROBINSON
Keyword(s):  
Language Disorders ◽  
Target Population ◽  
Cognitive Profiles ◽  
Genetic Syndromes ◽  
Developmental Language Disorders ◽  
Measurement Issues ◽  
Special Measurement ◽  
Ideal Measure ◽  
Infants And Young Children ◽  
The Ideal

Accurate phenotypic description is critical for the success of studies of the genetic basis for developmental language disorders. An important purpose of such a phenotypic description is to differentiate the language and associated cognitive profiles of syndromes or other developmental language disorders with diverse genotypes. In this paper we consider six measurement issues relevant to genotype/phenotype research and profiling: (a) Who is the target population? (b) What is the “ideal” measure of a single component of language? (c) What is the “ideal” measure(s) for quantifying the language (or language and cognitive) profile for a particular syndrome or disorder? (d) What are the special measurement issues for infants and young children? (e) How do we develop a profile? (f) What are the unresolved issues?

A Factor Analysis of Oral Communication Skills in Older Children

1964 ◽  
Vol 7 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Michael Marge
Keyword(s):  
Factor Analysis ◽  
Voice Quality ◽  
Oral Communication ◽  
Classroom Teachers ◽  
Older Children ◽  
Speech And Language ◽  
Principal Axes ◽  
Study Population ◽  
Language Measures ◽  
Factor Analytic Method

The investigation reported here was concerned with the application of the factor analytic method to identify the factors which define oral communication abilities in older children. A study population of 143 preadolescent subjects was evaluated on 40 speech and language measures by classroom teachers and by speech specialists. An intercorrelation matrix of the 40 measures was computed and submitted to a factor analysis by means of the principal axes method. Seven factors were extracted which represent the human abilities underlying the dimensions of speech and language behavior studied. The factors were identified as follows: Factor 1—General Speaking Ability as Assessed by Speech Specialists; Factor 2—Motor Skill in Speaking; Factor 3—Speech Dominance; Factor 4—Non-distracting Speech Behavior; Factor 5—Voice Quality; Factor 6— Language Maturity; and Factor 7—General Speaking Ability as Assessed by Teachers.

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