Validity issues in the assessment of alexithymia related to the developmental stages of emotional cognition and language

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Abstract

Objective: We examined developmental aspects of the emotional awareness of adolescents by evaluating their responses to a self-reported questionnaire based on the Toronto Alexithymia Scale-20 (TAS-20).Methods: The items of the TAS-20 were modified to make them more understandable by adolescents, and nine new items related to a limited capacity for imagination were added. The Japanese Linguistic Ability Test and the multi-dimensional empathy scale for adolescents were administered to examine concurrent validity. Two hundred and two normative young adolescents and thirty-two adolescent patients with psychosomatic and/or behavioral problems participated in the study. Eighty junior high school students also participated in a separate examination of test-retest reliability.Results: Thirteen items were extracted after exploratory and confirmatory factor analyses, and four core factors were identified in the resulting scale: Difficulty Identifying Feelings (DIF), Difficulty Describing Feelings (DDF), Externally-Oriented Thinking (EOT) and Constricted Imaginal Capacities (CIC). Interestingly, scores on the multi-dimensional empathy scale correlated positively with DIF and DDF, but negatively with EOT and CIC. Higher DDF scores were associated with higher Japanese linguistic abilities. DIF/DDF scores were higher for females than males, irrespective of linguistic ability. Test-retest reliability coefficients were significant. The patient group showed significantly higher DIF scores than the normative students.Conclusion: The present findings indicated that subjective difficulties in identifying and describing feelings are associated with empathetic and linguistic abilities. The developmental aspect to emotional awareness herein described suggests that self-reported questionnaires for alexithymia must be carefully constructed and examined, even for adults. © 2009 Nishimura et al; licensee BioMed Central Ltd.

Figures

  • Table 1: Factor loadings, Cronbach's α Coefficients, and Inter-factor correlations of the Questionnaire to Assess Alexithymia for Adolescents (QAAA) by exploratory factor analysis
  • Table 2: Factor loadings and Inter-factor correlations by confirmatory factor analysis of the Questionnaire to Assess Alexithymia for Adolescents (QAAA)
  • Table 3: Correlations between diagnostic literacy test scores and the Questionnaire to Assess Alexithymia for Adolescents (QAAA)
  • Table 4: Comparison of gender differences in the scores of the diagnostic literacy test and the Questionnaire to Assess Alexithymia for Adolescents (QAAA)
  • Table 5: Partial correlations of scores on the multi-dimensional empathy scale for adolescents and the Questionnaire to Assess Alexithymia for Adolescents (QAAA), after controlling for diagnostic literacy test scores
  • Table 6: Test-retest reliability coefficients of the Questionnaire to Assess Alexithymia for Adolescents (QAAA)
  • Table 7: Comparison of the scores on the Questionnaire to Assess Alexithymia for Adolescents (QAAA) between normative students and patients, after controlling for diagnostic literacy test scores

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APA

Nishimura, H., Komaki, G., Igarashi, T., Moriguchi, Y., Kajiwara, S., & Akasaka, T. (2009). Validity issues in the assessment of alexithymia related to the developmental stages of emotional cognition and language. BioPsychoSocial Medicine, 3. https://doi.org/10.1186/1751-0759-3-12

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