Biomedical subjects

M D Escobar

Publications and source records attributed to M D Escobar.

6 recordsLinked to original sources

PubMed1996

Mixture models for eye-tracking data: a case study.

Heterogeneity in biomedical data is often a source of great scientific interest and mixture models provide a general framework for modelling the various types that arise in practice. Finite mixture models model discrete subgroups within populations while continuous mixture models inflate the variance to account for over-dispersed data. A potential problem with the application of finite mixture models in practice is that these models may drastically overestimate the number of component densities when there is a lack of model fit. This can have severe consequences, leading the data analyst to attach substantive interpretations to spurious subgroups. For this reason, we propose using the continuous mixture model as an alternative when fitting finite mixture models with an arbitrary number of components. In the context of an example examining a specific oculomotor component of eye-tracking dysfunction in schizophrenia, we demonstrate why the continuous mixture model provides a viable alternative to the finite mixture model for small sample sizes. We present methods for fitting and comparing both models using the parametric bootstrap and EM algorithm, and show that the distinction between the models decreases as the number of component densities in the finite mixture model increases.

Algorithms↗

PubMed1994

Eye tracking dysfunction in schizophrenia: characterization of component eye movement abnormalities, diagnostic specificity, and the role of attention.

To characterize oculomotor components and diagnostic specificity of eye tracking abnormalities in schizophrenia, we examined a large consecutively admitted series of psychotic patients and matched controls. The most common abnormality in schizophrenic patients was low gain (slow) pursuit eye movements (47% of cases). Pursuit and saccadic eye movement abnormalities were no more severe in schizophrenic Ss than in those with affective psychoses, except that high rates of catch-up saccades were unique to schizophrenic Ss (17% of cases). These findings indicate that impaired pursuit eye movements are a major cause of eye tracking impairments in schizophrenia, that tracking dysfunctions commonly occur in affective psychoses, and that markedly high rates of catch-up saccades during eye tracking may be specific to schizophrenia.

Adult↗

PubMed1993

Mixture analysis of pursuit eye-tracking dysfunction in schizophrenia.

Results of two recent studies suggest that a distinct subgroup of schizophrenic patients and their relatives have particularly deviant eye tracking. Such heterogeneity could be of considerable importance, as it may indicate significant pathophysiologic or etiologic heterogeneity in schizophrenia. An analysis of 101 consecutive-admission schizophrenic patients confirmed the existence of two distinct subgroups of patients with higher and lower levels of spatial [root mean square (RMS)] eye-tracking error. However, there was no heterogeneity in the disturbance of pursuit eye movements. Anticipatory saccades, which by definition add very large amounts of spatial tracking error, were more frequent in the "high" RMS error group. Rates of anticipatory saccades were similar in the "low" RMS error patient group and normal controls, and there was no heterogeneity in the expression of anticipatory saccades. Apparent heterogeneity in global indices of eye-tracking impairment in schizophrenia appears to be a measurement artifact reflecting the powerful influence of anticipatory saccades on global performance indices, rather than true heterogeneity in the expression of any specific eye movement abnormality.

Adolescent↗

PubMed1992

Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.

BACKGROUND: Dyslexia is now widely believed to be a biologically based disorder that is distinct from other, less specific reading problems. According to this view, reading ability is considered to follow a bimodal distribution, with dyslexia as the lower mode. We hypothesized that, instead, reading ability follows a normal distribution, with dyslexia at the lower end of the continuum. METHODS AND RESULTS: We used data from the Connecticut Longitudinal Study, a sample survey of 414 Connecticut children who entered kindergarten in 1983 and were followed as a longitudinal cohort. Dyslexia was defined in terms of a discrepancy score, which represents the difference between actual reading achievement and achievement predicted on the basis of measures of intelligence. Data were available from intelligence tests administered in grades 1, 3, and 5 and achievement tests administered yearly in grades 1 through 6. For each child there were 108 possible discrepancy scores ([3 x 3 years] x [2 x 6 years]) based on combinations of the ability scores (full-scale, verbal, and performance IQ) in each of three years and two achievement scores (reading and mathematics) in each of six years. We demonstrated that each of the discrepancy scores followed a univariate normal distribution and that the interrelation of two different discrepancy scores followed a bivariate normal distribution. At most, only 9 of 108 discrepancy scores (8.3 percent) and 171 of 3402 pairs of discrepancy scores (5.0 percent) were significantly different (at the 5 percent level) from the expected scores--well within the expected values for data with univariate and bivariate normal distributions, respectively. We also examined the stability of dyslexia over time. The normal-distribution model predicted (and the data indicated) that only 7 of the 25 children (28 percent) classified as having dyslexia in grade 1 would also be classified as having dyslexia in grade 3. CONCLUSIONS: Reading difficulties, including dyslexia, occur as part of a continuum that also includes normal reading ability. Dyslexia is not an all-or-none phenomenon, but like hypertension, occurs in degrees. The variability inherent in the diagnosis of dyslexia can be both quantified and predicted with use of the normal-distribution model.

Child↗

PubMed1991

EEG coherence of prefrontal areas in normal and schizophrenic males during perceptual activation.

Multiple studies have demonstrated prefrontal dysfunction among schizophrenics. The prefrontal cortex does not function in isolation, but instead relies on extensive connections with other brain areas. Functional relationships between cortical areas were assessed by calculating the coherences between different scalp electroencephalogram (EEG) signals recorded from 13 unmedicated male patients with schizophrenia and 9 normal male subjects. Alpha-band coherences linked to prefrontal areas in schizophrenic patients were about the same as those of normal controls when subjects were cognitively "at rest," but they were reduced for certain electrode pairs in the former group when performing the degraded-stimulus continuous performance test. Most of these findings were not accounted for by changes in alpha power, suggesting that "cortical circuits" extending beyond prefrontal areas may be disrupted in schizophrenia.

Adult↗

PubMedDate not supplied

Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study.

We hypothesized that results of previous investigations indicating an increased prevalence of reading disability in boys compared with girls reflected a bias in subject selection. In an epidemiologic sample of 215 girls and 199 boys, we identified two groups of reading-disabled children: research identified and school identified. Results indicated no significant differences in the prevalence of reading disability in research-identified boys compared with research-identified girls in either second (17[8.7%] of 196 boys; 15[6.9%] of 216 girls) or third grade (18[9.0%] of 199 boys; 13[6.0%] of 215 girls). In contrast, school identification resulted in the classification of 27 (13.6%) of 198 boys and seven (3.2%) of 216 girls in second grade and 20 (10.0%) of 199 boys and nine (4.2%) of 215 girls in third grade. Our data indicate that school-identified samples are almost unavoidably subject to a referral bias and that reports of an increased prevalence of reading disability in boys may reflect this bias in ascertainment. These findings caution against relying solely on schools for identification of reading-disabled children.

Analysis of Variance↗