Verbal and cognitive distractors in driving performance while using hands-free phones

This study investigated the effect of different types of distractions related to use of a hands-free phone on driving performance. The study used three types of verbal distractors: casual conversation, simple arithmetic number guessing, and number adding, in the phone conversation. 12 adults were instructed to follow a lead vehicle on a closed-course highway in a fixed-based driving simulator. The results showed that use of a hands-free cellular phone involving verbal and cognitive distractions impaired driving performance and skill. Types of distraction produced significantly different effects on several dependent variables: the driving speed, headway (distance between the lead car and the manipulated car), brake reaction time, and number of collisions with the lead car. In general, the higher the cognitive load involved in the dialogue, the worse the driving performance.     

A General Family of Limited Information Goodness-of-Fit Statistics for Multinomial Data

Maydeu-Olivares and Joe (J. Am. Stat. Assoc. 100:1009–1020, 2005; Psychometrika 71:713–732, 2006) introduced classes of chi-square tests for (sparse) multidimensional multinomial data based on low-order marginal proportions. Our extension provides general conditions under which quadratic forms in linear functions of cell residuals are asymptotically chi-square. The new statistics need not be based on margins, and can be used for one-dimensional multinomials. We also provide theory that explains why limited information statistics have good power, regardless of sparseness. We show how quadratic-form statistics can be constructed that are more powerful than X ² and yet, have approximate chi-square null distribution in finite samples with large models. Examples with models for truncated count data and binary item response data are used to illustrate the theory.     

Religious Involvement among Caribbean Blacks in the United States

This study examined demographic and denominational differences in religious involvement (i.e., organizational, non-organizational, subjective) among Caribbean Blacks (Black Caribbeans) residing in the U.S. using data from the National Survey of American Life. Caribbean Blacks who were born in the U.S. had lower levels of religious involvement than those who immigrated and respondents originating from Haiti (as compared to Jamaica) had higher levels of religious involvement, while persons from Trinidad-Tobago reported lower service attendance than did Jamaicans. Older persons, women and married persons generally demonstrated greater religious involvement than their counterparts, while highly educated respondents expressed lower levels of self-rated religiosity. Denominational differences indicated that Baptists reported high levels of religious involvement; however, in several cases, Pentecostals and Seventh Day Adventists reported greater involvement.     

Assessing Approximate Fit in Categorical Data Analysis

A family of Root Mean Square Error of Approximation (RMSEA) statistics is proposed for assessing the goodness of approximation in discrete multivariate analysis with applications to item response theory (IRT) models. The family includes RMSEAs to assess the approximation up to any level of association of the discrete variables. Two members of this family are RMSEA₂, which uses up to bivariate moments, and the full information RMSEA_n. The RMSEA₂ is estimated using the M₂ statistic of Maydeu-Olivares and Joe (2005, 2006), whereas for maximum likelihood estimation, RMSEA_n is estimated using Pearson's X² statistic. Using IRT models, we provide cutoff criteria of adequate, good, and excellent fit using the RMSEA₂. When the data are ordinal, we find a strong linear relationship between the RMSEA₂ and the Standardized Root Mean Squared Residual goodness-of-fit index. We are unable to offer cutoff criteria for the RMSEA_n as its population values decrease as the number of variables and categories increase.     

Maternal Knowledge and Behaviors Regarding Discipline: The Effectiveness of a Hands-on Education Program in Positive Guidance

This study examined which method is most effective in supporting parents to use positive guidance techniques, a lecture-based only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. In this sample of 49 mother–child dyads, results indicated that the cognitive understanding of the use of positive guidance over time of the participants in the lecture-based only versus the lecture-based plus hands-on groups did not significantly differ. However, both groups improved in their cognitive understanding of positive guidance over time. Results also indicated that the behavioral use of positive guidance over time of the participants in both groups significantly differed. Further investigation revealed that, although the two groups did not differ in their behavioral use of positive guidance before the program, the lecture-based plus hands-on group improved over time whereas the lecture-based only group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in either group on participants’ behavioral use of positive guidance. Findings showed that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors. The results have implications for early childhood professionals working with parents to address children’s behavior issues, as well as for the design of parent-support programs.     

Improving methodological and technological analyses of adaptive switch use of individuals with profound multiple impairments

Basic response–event relations can be difficult to demonstrate with individuals with profound multiple impairments who participate in adaptive switch programs. Numerous variables that impede learning and contribute to performance variability present challenges to assessment methods. As switch use may be the only operant under stimulus control with some individuals, however, improvement in assessment methods and measurement technology is important. In three case studies, response–event relations were examined in individuals who were provided with an adaptive switch that could activate an electronic leisure device. With two individuals, evidence of learning was assessed in a novel alternating‐treatments design. Switch use was compared under conditions in which switch closures produced activation and conditions in which closures deactivated the device. With the remaining individual, the effects of momentary activation by switch closure were compared to timed activation. Data were collected with a combination of data collection technologies. Whole‐session rate and response‐duration data provided some evidence of learning in all participants. Data also were converted into within‐session cumulative graphs, which aided data interpretation. The results demonstrate advances in assessment of learning in people with profound multiple impairments. Copyright © 2003 John Wiley & Sons, Ltd.     

Training for paraprofessional counsellors: Evaluating the meaning and impact of a common factors approach

A group of 12 people participated in a short (40 hours) counselling training programme for paraprofessional counsellors, which emphasised the importance of common factors in accounting for therapeutic effectiveness. The general framework, language and skills of a brief, solution‐focused approach was used as a means of translating the theoretical/conceptual ideas of the common factors model into specific counsellor behaviours and also to provide structure and focus for counselling sessions. A pluralist methodology was employed to assess the personal meaning of the training for participants and the impact of the training on the development of counselling skills and awareness. Results indicated the training impacted positively on the development of counselling skills and ability to handle difficult client behaviours but less so on personal values and ability to deal with process issues. The majority of participants believed the training contributed positively toward their personal development.