An Introduction to the Concepts and Methods of Multidimensional Scaling

O'Hare, David

doi:10.1080/0141192800060104

Cited by 5 publications

(2 citation statements)

References 33 publications

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“…Empirically, the validity of the rating scale was determined by the Multidimensional Scaling-PROXSCAL. The validity of each of the dimensions established a priori was determined using a Cronbach's alpha that reached a value for the whole scale of 0.89, which is considered highly positive (BORG;GROENEN;MAIR, 2013;O'HARE, 1980).…”

Section: Rating Scalementioning

confidence: 99%

Pre-service Teachers’ perceptions on instant messaging and orthographic competence

et al. 2021

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This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina of the digital written norm in IM, together with their opinion regarding the influence of textisms on secondary students’ acquisition of orthographic competence. The study uses a transactional approach based on surveys and uses and applies a descriptive non-experimental design. Results, when compared with studies for the European Spanish variant, showed that pre-service teachers in Chile and Argentina considered use of textisms as harmful to secondary students’ development of orthographic competence, despite their own frequent use of textisms. However, one of the main findings is a certain degree of tolerance of specific types of textisms in digital writing, as was a more integrative approach to those written variables on the part of participants in Argentina.

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Section: Rating Scalementioning

confidence: 99%

Pre-service Teachers’ perceptions on instant messaging and orthographic competence

et al. 2021

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“…Multidimensional scaling techniques have previously been applied to a range of developmental topics including the comparison of children's and adults' memory development (Arabie, Kosslyn, & Nelson, 1975;Kosslyn, Pick, & Fariello, 1974) and the tracing of developmental changes in semantic structure underlying mammal names (Howard & Howard, 1977). Further examples are described by O'Hare (1980).…”

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Features of style classification: A multivariate experimental analysis of children's responses to drawings.

O’Hare¹,

Westwood²

1984

Developmental Psychology

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Previous research has suggested that although the pre-adolescent child has achieved a relatively full mastery of the symbolic skills associated with ordinary language use, his or her abilities with the aesthetic aspects of symbol systems, such as drawing, are much more restricted The present study was designed to investigate the sensitivity of children between the ages of 6 and 10 to the formal or stylistic properties of line drawings. Particular emphasis was placed on a detailed analysis of subjects' classifications through the use of multidimensional scaling and multiple regression analyses. Subjects were asked to judge the similarity of 12 line drawings which were specially prepared to vary along three dimensions which were shown to be salient in adults 1 discriminations The scaling and regression analyses confirmed that the youngest children were able to make systematic stylistic comparisons utilizing the three dimensions of line variation contained in the drawings. The significance of this finding is discussed in relation to research on children's perception of multidimensional relations. A line is a living wonder-Kandinsky (1937)It is possible to detect something of a resurgence of interest in the study of aesthetic behavior among psychologists, as recent volumes by Gardner (1980), Winner (1982) attest. Whether this turns out to be a minor spurt or a reflection of a more enduring swing toward the study of aesthetic problems and a recognition of the significance of aesthetic behavior will have to be examined a decade or so hence. Recent research has begun to establish some promising lines of enquiry into the development of aesthetic capacities based on the underlying assumption that sensitivity to, and enjoyment of, the arts are predicated on the achievement of a number of particular skills. Those skills, which have attracted particular interest, include style sen-This research was supported by Grant No HR5999 from the Social Science Research Council, to whom we are most grateful We would also like to thank the teachers at Ryelands County Junior School and Scotforth Primary School, which are both in Lancaster, for their cooperation We would like to acknowledge the detailed and helpful comments of one anonymous reviewer. We are also grateful to Martin Whitehouse for producing the drawings. Requests for reprints should be sent to D. O'Hare, who

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