A Visualization Tool for Mining Large Correlation Tables 77
age_at_ados_p1.CDV
family_type_p1.CDV
sex_p1.CDV
ethnicity_p1.CDV
cpea_dx_p1.CDV
adi_r_cpea_dx_p1.CDV
adi_r_soc_a_total_p1.CDV
adi_r_comm_b_non_verbal_total_p1.CDV
adi_r_b_comm_verbal_total_p1.CDV
adi_r_rrb_c_total_p1.CDV
adi_r_evidence_onset_p1.CDV
ados_module_p1.CDV
diagnosis_ados_p1.CDV
ados_css_p1.CDV
ados_social_affect_p1.CDV
ados_restricted_repetitive_p1.CDV
ados_communication_social_p1.CDV
ssc_diagnosis_verbal_iq_p1.CDV
ssc_diagnosis_verbal_iq_type_p1.CDV
ssc_diagnosis_nonverbal_iq_p1.CDV
ssc_diagnosis_nonverbal_iq_type_p1.CDV
ssc_diagnosis_full_scale_iq_p1.CDV
ssc_diagnosis_full_scale_iq_type_p1.CDV
ssc_diagnosis_vma_p1.CDV
ssc_diagnosis_nvma_p1.CDV
ineland_ii_composite_standard_score_p1.CDV
srs_parent_t_score_p1.CDV
srs_parent_raw_total_p1.CDV
srs_teacher_t_score_p1.CDV
srs_teacher_raw_total_p1.CDV
rbs_r_overall_score_p1.CDV
cbcl_2_5_internalizing_t_score_p1.CDV
cbcl_2_5_externalizing_t_score_p1.CDV
cbcl_6_18_internalizing_t_score_p1.CDV
cbcl_6_18_externalizing_t_score_p1.CDV
abc_total_score_p1.CDV
non_febrile_seizures_p1.CDV
febrile_seizures_p1.CDV
age_at_ados_p1.CDV
family_type_p1.CDV
sex_p1.CDV
ethnicity_p1.CDV
cpea_dx_p1.CDV
adi_r_cpea_dx_p1.CDV
adi_r_soc_a_total_p1.CDV
adi_r_comm_b_non_verbal_total_p1.CDV
adi_r_b_comm_verbal_total_p1.CDV
adi_r_rrb_c_total_p1.CDV
adi_r_evidence_onset_p1.CDV
ados_module_p1.CDV
diagnosis_ados_p1.CDV
ados_css_p1.CDV
ados_social_affect_p1.CDV
ados_restricted_repetitive_p1.CDV
ados_communication_social_p1.CDV
ssc_diagnosis_verbal_iq_p1.CDV
ssc_diagnosis_verbal_iq_type_p1.CDV
ssc_diagnosis_nonverbal_iq_p1.CDV
ssc_diagnosis_nonverbal_iq_type_p1.CDV
ssc_diagnosis_full_scale_iq_p1.CDV
ssc_diagnosis_full_scale_iq_type_p1.CDV
ssc_diagnosis_vma_p1.CDV
ssc_diagnosis_nvma_p1.CDV
ineland_ii_composite_standard_score_p1.CDV
srs_parent_t_score_p1.CDV
srs_parent_raw_total_p1.CDV
srs_teacher_t_score_p1.CDV
srs_teacher_raw_total_p1.CDV
rbs_r_overall_score_p1.CDV
cbcl_2_5_internalizing_t_score_p1.CDV
cbcl_2_5_externalizing_t_score_p1.CDV
cbcl_6_18_internalizing_t_score_p1.CDV
cbcl_6_18_externalizing_t_score_p1.CDV
abc_total_score_p1.CDV
non_febrile_seizures_p1.CDV
febrile_seizures_p1.CDV
Correlations
(Compl. Pairs)
FIGURE 6.2
A reading exercise illustrated with the same example as in Figure 6.1. The salmon-colored
strips highlight the variables age
at ados p1.CDV and ados restricted repetitive
p1.CDV on the horizontal axis, and the variables ssc diagnosis vma p1.DCV and ssc
diagnosis nvma p1.DCV on the vertical axis. At the intersections of the strips are the
blocks that reflect the respective correlations.
skills are more strongly age related than nonverbal skills. (Strictly speaking, we can claim
this only for the present sample of autistic probands.) Similarly, following the right vertical
strip to the intersection with the horizontal strip, we find two red blocks, of which again
the lower block is slightly larger than the upper, but both are smaller than the blue blocks
in the left strip. This implies that
..restricted repetitive.. is negatively correlated with
both
..vma.. and ..nvma.. but more strongly with the former, and both are more weakly
correlated with
..restricted repetitive.. than with age at ados... All of this makes sense
in light of the apparent meanings of the variables: Any notion of mental age is probably
quite strongly and positively associated with chronological age; with hindsight we may also
accept that problems with specific behaviors tend to diminish with age, but the association
is probably less strong than that between different notions of age.
Some other patterns are quickly parsed and understood: the two 2 × 2blocksonthe
upper-right diagonal stem from two versions of the same underlying measurements, raw
total
and t
score. Next, the alternating patterns of red and blue in the center indicate that
the three IQ measures (verbal, nonverbal, full
scale) are in an inverse association with the