ObjectiveThe speech, spatial, and qualities of hearing questionnaire (SSQ) is a self-report test of auditory disability. The 49 items ask how well a listener would do in many complex listening situations illustrative of real life. The scores on the items are often combined into the three main sections or into 10 pragmatic subscales. We report here a factor analysis of the SSQ that we conducted to further investigate its statistical properties and to determine its structure.DesignStatistical factor analysis of questionnaire data, using parallel analysis to determine the number of factors to retain, oblique rotation of factors, and a bootstrap method to estimate the confidence intervals.Study sample1220 people who have attended MRC IHR over the last decade.ResultsWe found three clear factors, essentially corresponding to the three main sections of the SSQ. They are termed “speech understanding”, “spatial perception”, and “clarity, separation, and identification”. Thirty-five of the SSQ questions were included in the three factors. There was partial evidence for a fourth factor, “effort and concentration”, representing two more questions.ConclusionsThese results aid in the interpretation and application of the SSQ and indicate potential methods for generating average scores.

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Using a tachistoscopic split-field paradigm, hemifield asymmetry for single word recognition was examined in monolingual English speakers and in fluent bilingual English-Welsh speakers. A robust right hemifield advantage was found for both groups and both languages. Among bilinguals, the laterality index was significantly greater for Welsh than for English, supporting previous findings. The magnitude of the laterality index was unaffected by which language was learned first (Welsh or English) and by the age of acquisition (before or after 5-6years old) of the second language. However, among bilinguals there was a significant difference in the laterality index for Welsh words compared with English words for those participants brought up in a predominantly Welsh-speaking environment, but not for those brought up in a predominantly English-speaking or dual-language environment. We attribute our results to the difference in orthographic depth between Welsh and English. and argue that the transparency of Welsh favours adoption of a left-hemisphere based phonological decoding strategy in reading. Such a strategy is not necessarily used exclusively by readers of Welsh, but is encouraged by regular exposure to the Welsh language on a day-to-day basis.

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