RESUMEN
To examine the relationship between substance dependency and personality disorders. Ninety eight patients with substance dependency who had referred to a psychiatry and substance rehabilitation center in Tehran took part in this study. Data were collected using questionnaire and a semi-structured interview. Participants were examined for conduct and antisocial personality disorders. Non-parametric tests were used for data analysis. Eighty eight percentage of the participants showed adult antisocial behaviors. Forty two percentage of the patients with substance dependency were diagnosed with antisocial personality disorder, while 47.9% [n = 47] suffered from conduct disorder. Only 22 participants had such problems before beginning substance abuse. Abuse frequency, financial status, previous attempts to quit drugs, educational level and family background did not significantly affect the status of antisocial personality disorder and conduct disorder. However, smoking and using alcohol were found to be playing a role in suffering from such disorders. The results of the present study demonstrate a direct relationship between substance abuse and personality disorders. This indicates the need for more preventive measures to control substance abuse especially among teenagers in order to have fewer individuals with personality disorders in the society
RESUMEN
Samples of participants' writing were scored by two raters using TOEFL writing scoring rubric. The readability index of each text was calculated through the use of six readability formulae and graphs, i.e., Flesch-Kincaid index, Reading Ease index, FOG index, SMOG formula, Fry's graph, and Dale-Chall readability index. The scores given to each essay were later compared to the obtained readability indices through the use of Spearman rho correlation coefficient formula. The correlation coefficients obtained ranged from .05 to .15, none of which significant. This indicates that readability index of a text and the writing assessment procedure through holistic rubrics are dealing with two different constructs and have very little in common. This also calls into question the reliability and validity of some computerized assessment programs such as PEG, LSA, or E-rater, which take into account factors very similar to those examined in readability formulae