Random intercept item factor analysis

The common factor model assumes that the linear coefficients (intercepts and factor loadings) linking the observed variables to the latent factors are fixed coefficients (i.e., common for all participants). When the observed variables are participants' observed responses to stimuli, such as their responses to the items of a questionnaire, the assumption of common linear coefficients may be too restrictive. For instance, this may occur if participants consistently use the response scale idiosyncratically. To account for this phenomenon, the authors partially relax the fixed coefficients assumption by allowing the intercepts in the factor model to change across participants. The model is attractive when m factors are expected on the basis of substantive theory but m + 1 factors are needed in practice to adequately reproduce the data. Also, this model for single-level data can be fitted with conventional software for structural equation modeling. The authors demonstrate the use of this model with an empirical data set on optimism in which they compare it with competing models such as the bifactor and the correlated trait-correlated method minus 1 models.     

The impact of AIDS/sex education by schools or family doctors on Hong Kong Chinese adolescents

Despite the rapid increases of HIV and sexually transmitted infections (STIs) in East Asia, the sex-related knowledge among Chinese adolescents is limited and the standard of sex education is both variable and inconsistent in Hong Kong. The aim of this study is to review the overall effectiveness of the school-based or doctor-based sexual health education currently provided for Hong Kong adolescents. In 1999 - 2000, a large survey on youth risk behaviours was carried out among 15 - 18-year-old students from 21 secondary schools. Of the 8,039 questionnaires, 377 students (4.7%) admitted sexual experience. Multiple logistic regression showed that students who had received school AIDS education were found to be less likely to have sexual intercourse in the past 3 months (odds ratio, OR 0.5; 95% confidence interval, CI 0.3 - 0.9) or use drugs or alcohol before the previous intercourse (OR 0.5; 95% CI 0.3 - 0.9). They were twice as likely to discuss emotional (95% CI 1.4 - 4.0) or puberty issues (95% CI 1.1 - 3.0). Although not statistically significant, sex education by family doctors showed a similar pattern. This result provides the strongest available evidence that school-based sex education programmes can modify sexual behaviour, which, in turn, reduces risk among Chinese students.     

Planning at the Phonological Level during Sentence Production

In two picture–word interference experiments we examined whether phrase boundaries affected how far in advance speakers plan the sounds of words during sentence production. Participants produced sentences of varying lengths (short determiner + noun + verb or long determiner + adjective + noun + verb) while ignoring phonologically related and unrelated words to the verb of the sentence. Response times to begin producing both types of sentences were faster in the presence of a related versus unrelated distractor. The results suggest that the activation of phonological properties of words outside the first phrase and first and second phonological word affect onset of articulation during sentence production. The results are discussed in the light of previous evidence of phonological planning during multi-word production. Implications for the phonological facilitation effect in the picture–word interference paradigm are also discussed.The research reported in this article served as partial fulfillment of the requirements for the PhD degree at Harvard University for Tatiana T. Schnur     

Protecting Sexual Minority Youth from Research Risks: Conflicting Perspectives

We describe the dilemmas we encountered in the informed consent process for an HIV prevention project targeting Black gay, bisexual, and non-gay identified young men. We highlight the complexities of applying informed parental consent procedures to sexual minority youth and identify some of the challenges that researchers who work with sexual minority youth face when they must balance the needs and rights of this population against the needs and rights accorded to parents by federal guidelines for protecting minor participants in research.     

Sociocultural predictors of psychological help-seeking attitudes and behavior among Mexican American college students

Sociocultural variables of acculturation, enculturation, cultural congruity, and perceived social support were used as predictors of psychological help-seeking attitudes and behaviors among 162 Mexican American college students. Multivariate multiple regression analyses indicated that higher cultural congruity, lower perceived social support from family, and higher perceived social support from significant others were significant predictors of positive help-seeking attitudes. In addition, higher acculturation into the dominant society, lower perceived social support from family, and lower perceived social support from friends were significantly predictive of greater help-seeking behavior. Implications for research and practice are discussed.     

Short article one's own face is hard to ignore

One's own face possesses two properties that make it prone to grab attention: It is a face, and, in addition, it is a self-referential stimulus. The question of whether the self-face is actually an especially attention-grabbing stimulus was addressed by using a face-name interference paradigm. We investigated whether interference from a flanking self-face on the processing of a target classmate's name was stronger than interference from a classmate's flanking face on the processing of one's own name as the target. In a control condition a third familiar face served as the flanker for both decisions from the participant's own name and from the classmate's name. The presentation of the self-face as a flanker produced significantly more interference on the identification of a classmate's name than the presentation of that classmate's face did on the identification of one's own name. This result was due to the interfering power of the self-face and not to a particular resistance of one's name to interfering facial stimuli. We argue that the emotional value or the high familiarity of one's own face may explain its attention-grabbing property.     

Therapists' emotional reactions to patients as a mediator in cognitive behavioural treatment of panic disorder with agoraphobia

The aims of this study were to examine whether therapists' emotional reactions to their patients mediate the effect of personality disorders and interpersonal problem behaviours on the outcome of treatment, focusing on an Axis I disorder; and whether therapists' reactions mediate the effect of personality disorders on the course of interpersonal problems. Therapists completed a checklist of emotional reactions to individual patients after the end of residential cognitive or guided mastery therapy for 46 inpatients with panic disorder with agoraphobia. The severity of DSM-III-R personality disorder was related to therapists' insecurity feelings, but not to interest and anger. A higher level of therapists' insecurity feelings was related to less reduction in self-reported agoraphobic avoidance during treatment, whereas therapists' emotions were unrelated to symptomatic course after treatment. Therapists' insecurity feelings appeared partly to mediate the relationship between patients' severity of personality disorder and persistence of patients' interpersonal dominance and nurturance problems.     

Quantifying the interactions between allo- and egocentric representations of space

Under many circumstances, humans do not judge the location of objects in space where they really are. For instance, when a background is added to a target object, the judged position of a target with respect to oneself (egocentric position) is shifted in the opposite direction as the placement of such a background with respect to the body midline. It is an ongoing debate whether such effects are due to a uni- or bi-directional interaction between allo- and egocentric spatial representations in the brain, or reflect a response strategy, known as the perceived midline shift. In this study, the effects of allocentric stimulus coordinates on perceived egocentric position were examined more precisely and in a quantitative manner. Furthermore, it was investigated whether the judged allocentric position (with respect to a background) is also influenced by the egocentric position in space of that object. Allo- and egocentric coordinates were varied independently. Also, the effect of background luminance on the observed interactions between spatial coordinates was determined. Since background luminance had an effect on the size of the interaction between allocentric stimulus coordinates and egocentric judgments, and no reverse interaction was found, it seems that interactions between ego- and allocentric reference frames is most likely only unidirectional, with the latter affecting the former. This interaction effect was described in a quantitative manner.