Relating dominance of dialogue participants with their verbal intelligence scores

In this work we investigated whether there is a relationship between dominant behaviour of dialogue participants and their verbal intelligence. The analysis is based on a corpus containing 56 dialogues and verbal intelligence scores of the test persons. All the dialogues were divided into three groups: H-H is a group of dialogues between higher verbal intelligence participants, L-L is a group of dialogues between lower verbal intelligence participant and L-H is a group of all the other dialogues. The dominance scores of the dialogue partners from each group were analysed. The analysis showed that differences between dominance scores and verbal intelligence coefficients for L-L were positively correlated. Verbal intelligence scores of the test persons were compared to other features that may reflect dominant behaviour. The analysis showed that number of interruptions, long utterances, times grabbed the floor, influence diffusion model, number of agreements and several acoustic features may be related to verbal intelligence. These features were used for the automatic classification of the dialogue partners into two groups (lower and higher verbal intelligence participants); the achieved accuracy was 89.36%.

Reliability and Validity Evidence of Scores on the French Version of the Questionnaire about Interpersonal Difficulties for Adolescents

This study examined the reliability and validity evidence drawn from the scores of the French version of the Questionnaire about Interpersonal Difficulties for Adolescents (QIDA) in a sample of 957 adolescents (48.5% boys) ranging in age from 11 to 18 years (M = 14.48, SD = 1.85). A principal axis factoring (PAF) and confirmatory factor analyses (CFA) were performed to determine the fit of the factor structure of scores on the QIDA. PAF and CFA replicated the previously identified correlated five-factor structure of the QIDA: Assertiveness, Heterosexual Relationships, Public Speaking, Family Relationships, and Close Friendships. The QIDA yielded acceptable reliability scores for French adolescents. Validity evidence of QIDA was also established through correlations with scores on the School Anxiety Inventory and the Social Anxiety Scale for Adolescents. Most of the correlations were positive and exceeded the established criteria of statistical significance, but the magnitude of these varied according to the scales of the QIDA. Results supported the reliability and validity evidence drawn from the scores of the French version of the QIDA.