A Comparison of Scale Values for Adverbs Determined by the Constant-Sum Method and a Successive Intervals Procedure

Dudek, Frank J.

doi:10.1177/001316445901900405

Cited by 6 publications

(8 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Between 1941 and 1976, intensifiers like extremezy, highly, unusually, rather, somewhat, quite, and so forth had been analyzed in seven reports (Bashaw & Anderson, 1968;Cliff, 1956Cliff, ,1959Dudek, 1959;Howe, 1962;Mosier, 1941;Spector, 1976). Because some of these reports included results of more than one study, they contained a total of 21 relevant scales using more or less the same intensifiers.…”

Section: Instrumentsmentioning

confidence: 99%

“…All the seven terms in the intensity set had been investigated by Cliff (1956) and Dudek(1959). Therefore the three scales (Table 1) allow easy comparisons.…”

Section: Verification Of Native English Semantic Modelsmentioning

confidence: 99%

“…There have been many psychometric studies of various types of fuzzy terms, for example, intensifiers (Bashaw & Anderson, 1968;Cliff, 1956Cliff, , 1959Dudek, 1959;Howe, 1962;Mosier, 1941;Spector, 19761, frequency terms (Bass, 1968;Bass, Cascio, & O'Connor, 1974;Bradburn & Miles, 1979;Hakel, 1968;Lilly, 1968;Pace & Friedlander, 1982;Pohl, 1981;Schriesheim & Schriesheim, 1974, 1978Simpson, 1944;Spector, 19761, evaluative adjectival phrases (Howe, 1962;Lilly, 1968;Mosier, 1941;Pohl, 1981;Schriesheim & Schriesheim, 1974,1978Sheppard, 19541, expressions of amount (Borges & Sawyer, 19741, probabilistic terms (Howe, 19621, terms showing favorableness (Jones & Thurstone, 19551, and expressions of distance (Sheppard, 19541. In these efforts t o capture and validate the psychological distances among fuzzy terms, psychologists have unknowingly delineated, for the benefit of later ESL researchers, some typical native-English semantic patterns with which we may contrast nonnative speakers' mental organizations.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Semantic Differentiation in the Acquisition of English as a Second Language

Shuqiang

1995

Language Learning

View full text Add to dashboard Cite

I analyzed the mental organizations of two sets of fuzzy lexical items by 70 native speakers (NSs) of English and 185 learners of English as a second language (ESL). They provided pair‐wise comparisons of a set of degree adverbs and a set offrequency terms, respectively. I subjected their judgments to unidimensional scaling and circular triad analysis, which indicated that: (a) despite their apparent familiarity with the items, ESL learners' semantic organizations deviated from the NSs' model; (b) the location and extent of semantic mismatch can be identified at different levels of ESL proficiency; (c) consistent approximation to the target model improved as ESL proficiency improves; (d) the structural stability of an individual's private semantic model is not readily generalizable between sets of lexical items or levels of proficiency; and (el consensus among ESL learners improves as proficiency increases. The findings suggest that a discernible approximative pattern exists in the acquisition of ESL semantics, with the differentiation of certain words acquired before the differentiation of others.

show abstract

Section: Instrumentsmentioning

confidence: 99%

“…All the seven terms in the intensity set had been investigated by Cliff (1956) and Dudek(1959). Therefore the three scales (Table 1) allow easy comparisons.…”

Section: Verification Of Native English Semantic Modelsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Semantic Differentiation in the Acquisition of English as a Second Language

Shuqiang

1995

Language Learning

View full text Add to dashboard Cite

show abstract

“…A third relevant paper (Dudek, 1959) was methodological in nature. Dudek compared scale values of the adverbs studied by Cliff as determined by successive intervals and by the constant-sum method.…”

mentioning

confidence: 99%

Developmental study of the meaning of adverbial modifiers.

Bashaw¹,

Anderson²

1968

Journal of Educational Psychology

View full text Add to dashboard Cite

The development of the meaning of adverbial modifiers was studied by pair-comparison and ranking methods. The adverbs studied consisted of slightly, somewhat, rather, pretty, unmodified form, quite, decidedly, unusually, very, and extremely. The scaling tasks were administered to Ss in grades 1, 2, 3, 4, 5, 6, 8, 10, 12, and college. Obtained scale values were highly reliable. Scalability was seen to relate positively to age-grade classification. Primary-grade Ss identified at least 3 adverb groups while adults identified about 6 groups. Correlations of scale values of primary-grade Ss with college Ss ranged from .74 to .94. All other groups yielded correlations with college data above .90. Some words were seen to shift in meaning as a function of agegrade group. Results are interpreted in terms of applications to general scaling methodology, measurement methodology with young children, and research in language development.

show abstract

“…The dimension chosen was that of intensity of adverbs of degree when they modified either favorable (F) or unfavorable (U) adjectives. These stimuli had been previously scaled (Cliff, 1956;Dudek, 1959) for groups of Os by both a successive intervals procedure and by the constant-sum method (CSM). The resulting scales were related in a curvilinear manner; a relation found by Stevens and Galanter (1957) also for what they termed prothetic continua when these were scaled by two different procedures.…”

mentioning

confidence: 99%

Distributions of Scale Values from Subjective Judgments

Dudek¹

1964

Educational and Psychological Measurement

Self Cite

View full text Add to dashboard Cite

NOT only are there many techniques for determining and defining scales of subjective magnitude, but scales determined by various methods are not related in simple ways. Under the circumstances attempting to determine the properties of resultant scales poses a vexing problem.As Torgerson (1958, p. 113) has pointed out, validation of a scaling procedure cannot be accomplished in general, but only with respect to a particular attribute. Thus our reliance on a scale, or confidence in a scaling procedure, and our decisions on how it might be applied will depend on accumulated empirical information as to how it functions in different contexts.The matter of individual differences has received little attention, but Stevens (1956) and McGill (1960) consider certain aspects of the problem. Epecially where numerical responses are required one might ask whether observed differences are a function of the manner in which individuals perceive the psychological dimension involved or the manner in which they use numbers in reporting these perceptions. Experiments involving cross-modality procedures are encouraging in that they have shown, at least for several dimensions, that 0's do make consistent judgments whether the responses are made in numerical terms or in terms of some other perceptual dimension (Dudek and Baker, 1957;Stevens, 1959).

show abstract

A Comparison of Scale Values for Adverbs Determined by the Constant-Sum Method and a Successive Intervals Procedure

Cited by 6 publications

References 9 publications

Semantic Differentiation in the Acquisition of English as a Second Language

Semantic Differentiation in the Acquisition of English as a Second Language

Developmental study of the meaning of adverbial modifiers.

Distributions of Scale Values from Subjective Judgments

Contact Info

Product

Resources

About