Attitudes to recertification measured over time using a validated semantic differential scale

1999 ◽  
Vol 33 (5) ◽  
pp. 327-333 ◽  
Author(s):  
Tracey ◽  
Arroll ◽  
Richmond
Keyword(s):  
Semantic Differential ◽  
Semantic Differential Scale ◽  
Over Time

School Children's Responses on a Semantic Differential over a 10-Year Span

2004 ◽  
Vol 95 (1) ◽  
pp. 345-354 ◽  
Author(s):  
Andrew A. Helwig ◽  
Nanci Avitable
Keyword(s):  
Factor Analysis ◽  
Developmental Stages ◽  
Influence Factor ◽  
Age Groups ◽  
Semantic Differential ◽  
Semantic Differential Scale ◽  
Abstract Concepts ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Over Time

A semantic differential scale was administered to 208 school children when they were in the second, fourth, sixth, eighth, tenth, and twelfth grades. Their perceptions towards two concepts were measured, Education (going to school) and Work (having a job). Each semantic differential scale had 15 adjective pairs and reflected the three underlying factors of Evaluative, Potency, and Activity. Because the study was conducted for 10 years (ages seven to 18), the changing cognitive developmental stages of the children were expected to influence factor analytic and reliability results. Confirmatory factor analysis, which forced the data into three factors, did not clearly identify the expected three factors, although more items loaded on the three factors with age. An exploratory factor analysis identified a trend across grades from six to four factors over time. Reliability also improved across age groups. Caution should be exercised when using the semantic differential with young children in investigations of abstract concepts.

Parental Representation of Children during the First Year of Life: A Longitudinal Comparison of Mothers' and Fathers' Responses on Semantic Differential Scales

1997 ◽  
Vol 84 (3) ◽  
pp. 915-920 ◽  
Author(s):  
Alessandro Zennaro ◽  
Adriana Lis
Keyword(s):  
Longitudinal Research ◽  
Semantic Differential ◽  
Semantic Differential Scale ◽  
First Year ◽  
Mothers And Fathers ◽  
Parental Representation ◽  
Longitudinal Comparison ◽  
First Year Of Life ◽  
Over Time

The aim of this paper was to investigate parental representation over time using a specially devised Semantic Differential Scale, developed in the context of longitudinal research, carried out during children's first two years of life. 42 parent-couples, during their first experience of parenthood were asked separately to rate the concept of “my child” in specific periods of their child's first year of life. The analysis highlighted the complexity of parental representation of babies.

The Meaning of MS

1998 ◽  
Vol 22 (2) ◽  
pp. 197-208 ◽  
Author(s):  
Mary Crawford ◽  
Amy C. Stark ◽  
Catherine Hackett Renner
Keyword(s):  
College Students ◽  
Semantic Differential ◽  
Semantic Differential Scale ◽  
Related Concept ◽  
Connotative Meaning ◽  
Radical Feminist ◽  
The Social ◽  
Over Time ◽  
Exact Replication

When Ms. was first introduced as an alternative to Miss or Mrs. it was perceived as a radical feminist innovation. Today, its use is unremarkable, even normative. This study examines two aspects of the meaning of Ms.: changes in its connotative meaning over time, and its current comparability to other titles. Female ( n = 83) and male ( n = 54) college students rated courtesy titles (Ms., Miss, Mrs., Mr.) on a set of bipolar adjective pairs composing a semantic differential scale in an exact replication of a 1978 study. Of the four titles, the largest change in meaning over time was for Ms., and the direction of the change was positive. These results document the social assimilation of a new gender-related concept.

The Hearing Aid Effect in African American and Caucasian Males as Perceived by Female Judges of the Same Race

1999 ◽  
Vol 30 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Mary Davis ◽  
Rhonda Jackson ◽  
Tina Smith ◽  
William Cooper
Keyword(s):  
African American ◽  
Hearing Aids ◽  
Undergraduate Education ◽  
Hearing Aid ◽  
Semantic Differential ◽  
Semantic Differential Scale ◽  
Education Majors ◽  
Female Undergraduate ◽  
Lay Persons ◽  
Males And Females

Prior studies have proven the existence of the "hearing aid effect" when photographs of Caucasian males and females wearing a body aid, a post-auricular aid (behind-the-ear), or no hearing aid were judged by lay persons and professionals. This study was performed to determine if African American and Caucasian males, judged by female members of their own race, were likely to be judged in a similar manner on the basis of appearance, personality, assertiveness, and achievement. Sixty female undergraduate education majors (30 African American; 30 Caucasian) used a semantic differential scale to rate slides of preteen African American and Caucasian males, with and without hearing aids. The results of this study showed that female African American and Caucasian judges rated males of their respective races differently. The hearing aid effect was predominant among the Caucasian judges across the dimensions of appearance, personality, assertiveness, and achievement. In contrast, the African American judges only exhibited a hearing aid effect on the appearance dimension.

ESTIMATES OF IMPRESSIONS BASED ON FREQUENCY OF BLINKING

2001 ◽  
Vol 29 (2) ◽  
pp. 159-167 ◽  
Author(s):  
Yasuko Omori ◽  
Yo Miyata
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Impression Formation ◽  
Semantic Differential ◽  
Semantic Differential Scale ◽  
Japanese University

The purpose of this study was to investigate the influence of frequency of blinking on creating a personal impression. The subjects were 88 Japanese university students, 35 males and 53 females, who rated stimulus persons on a seven-point semantic differential scale. The stimulus persons, two males and two females, were presented on a 20-second video simulating various blink rates, i.e., 3, 6, 9, 12, 18, 24, 36, 48, 72, and 96 blinks/min. A factor analysis of the ratings yielded three factors, interpreted as Nervousness, Unfriendliness, and Carelessness. As the frequency of the stimulus persons'blinking increased, so did the tendency to rate them as more nervous and more careless. As for Unfriendliness, there was a U-shaped relation between the frequency of blinking and the impressions formed. Present results provide evidence that frequency of blinking plays an important role in impression formation. Further implications of the findings are discussed.

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