Schizotypal traits and their relationship to reading abilities in healthy adults
Bibliographic record
Abstract
Schizotypal traits (i.e., personality characteristics that range from mild eccentricities to more pronounced schizophrenia-like perceptions, thought patterns, and behaviours) have been associated with a variety of cognitive impairments, including difficulties in language processing. Although these difficulties span several aspects of language (e.g., semantic processing, verbal fluency, visual word recognition), it is unclear whether reading abilities are also affected. Thus, the current study employed the Schizotypal Personality Questionnaire (SPQ) - Brief (Raine and Benishay, 1995) to examine how schizotypal traits impact both word-level and text-level reading skills (using a battery of standardized assessments) in a sample of healthy young adults. We found some evidence that higher schizotypal traits, specifically, increased Disorganized factor scores (reflecting aberrant thinking, communication patterns, and behaviour), were associated with reduced word-level reading abilities. However, this finding did not remain significant after correcting for multiple comparisons. Overall, our study suggests that reading may be another aspect of language affected by schizotypal traits, although additional research (with greater power) is needed to further explore and confirm this finding.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".