ELIZA

return kwic search for used to out of >500 occurrences
298981 occurrences (No.78 in the rank) during 5 years in the PubMed. [cache]

438) Results are discussed with respect to how changes in the conceptualization of the factor structure correspond to recent changes to the diagnostic criteria for ADHD, as well as whether/how individual differences in inattention and hyperactivity-impulsivity might be used to differentiate children who are diagnosed with ADHD.

--- ABSTRACT ---

PMID:24256437 DOI:10.1080/15374416.2013.850702

2015 Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53

* Replication and external validation of a bi-factor parameterization of attention deficit/hyperactivity symptomatology.

- This study evaluated the fit and criterion validity of a recently proposed bi-factor structure for attention deficit/hyperactivity disorder (ADHD) symptoms. Participants were 1,093 children, drawn from an ongoing prospective longitudinal study, whose ADHD symptoms were rated by parents and teachers when children were in 1st grade. The criterion validity of the bi-factor model was established using a range of school-based outcomes that included treatment utilization, teacher perceptions of the need for treatment, academic functioning, and peer and teacher relationship quality. Results indicated that a bi-factor model parameterization provided an equally good fit to parent, teacher, and combined reports of ADHD symptoms as did traditional 1-, 2-, and 3-factor models. However, in contrast to traditional models, the bi-factor parameterization acknowledged both the unity and diversity of ADHD symptoms. The general ADHD latent factor explained the vast majority of the observed variation in every symptom. Whereas the general ADHD latent factor was significantly associated with all 15 outcomes, the specific Inattentive factor explained unique variation in 9 (primarily the academically oriented) outcomes and the specific Hyperactive-Impulsive factor explained unique variation in 2 outcomes. The general ADHD factor was more strongly correlated with each of the observed ADHD symptom scores (total, inattentive, hyperactive-impulsive) than was either specific factor. Results are discussed with respect to how changes in the conceptualization of the factor structure correspond to recent changes to the diagnostic criteria for ADHD, as well as whether/how individual differences in inattention and hyperactivity-impulsivity might be used to differentiate children who are diagnosed with ADHD.

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[frequency of next (right) word to used to]

(1)28 assess	(20)5 design	(39)3 establish	(58)2 find
(2)28 identify	(21)5 increase	(40)3 observe	(59)2 fit
(3)23 evaluate	(22)5 inform	(41)3 prevent	(60)2 form
(4)20 study	(23)5 obtain	(42)3 solve	(61)2 further
(5)17 estimate	(24)5 quantify	(43)3 validate	(62)2 gain
(6)17 measure	(25)5 reconstruct	(44)2 accurately	(63)2 help
(7)16 determine	(26)4 calculate	(45)2 address	(64)2 improve
(8)16 examine	(27)4 characterize	(46)2 amplify	(65)2 make
(9)12 explore	(28)4 confirm	(47)2 avoid	(66)2 match
(10)10 treat	(29)4 construct	(48)2 be	(67)2 optimize
(11)9 analyze	(30)4 illustrate	(49)2 conduct	(68)2 perform
(12)8 develop	(31)4 reduce	(50)2 create	(69)2 prepare
(13)8 investigate	(32)4 screen	(51)2 demonstrate	(70)2 produce
(14)8 predict	(33)4 simulate	(52)2 derive	(71)2 promote
(15)7 collect	(34)4 verify	(53)2 describe	(72)2 recruit
(16)7 compare	(35)3 classify	(54)2 distinguish	(73)2 represent
(17)7 test	(36)3 compute	(55)2 explain	(74)2 select
(18)6 analyse	(37)3 control	(56)2 extrapolate
(19)6 detect	(38)3 define	(57)2 facilitate

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--- WordNet output for used --- =>1.〜に慣れて, 2.用いられた, 中古の Overview of verb use The verb use has 6 senses (first 3 from tagged texts) 1. (603) use, utilize, utilise, apply, employ -- (put into service; make work or employ for a particular purpose or for its inherent or natural purpose; "use your head!"; "we only use Spanish at home"; "I can't use this tool"; "Apply a magnetic field here"; "This thinking was applied to many projects"; "How do you utilize this tool?"; "I apply this rule to get good results"; "use the plastic bags to store the food"; "He doesn't know how to use a computer") 2. (12) use, habituate -- (take or consume (regularly or habitually); "She uses drugs rarely") 3. (8) use, expend -- (use up, consume fully; "The legislature expended its time on school questions") 4. use -- (seek or achieve an end by using to one's advantage; "She uses her influential friends to get jobs"; "The president's wife used her good connections") 5. practice, apply, use -- (avail oneself to; "apply a principle"; "practice a religion"; "use care when going down the stairs"; "use your common sense"; "practice non-violent resistance") 6. use -- (habitually do something (use only in the past tense); "She used to call her mother every week but now she calls only occasionally"; "I used to get sick when I ate in that dining hall"; "They used to vacation in the Bahamas") Overview of adj used The adj used has 3 senses (first 3 from tagged texts) 1. (4) used -- (employed in accomplishing something; "the principle of surprise is the most used and misused of all the principles of war"- H.H.Arnold & I.C.Eaker) 2. (1) exploited, ill-used, put-upon, used, victimized, victimised -- (of persons; taken advantage of; "after going out of his way to help his friend get the job he felt not appreciated but used") 3. (1) secondhand, used -- (previously used or owned by another; "bought a secondhand (or used) car") --- WordNet end ---