Improving understanding and recall of the probation service contract

The role of the probation service within the Criminal Justice System is to provide support to probationees so they can serve out their probation orders in accordance with certain regulations. These regulations are expressed in a formal contract. The current article reports an assessment of the readability of the current Kent Probation Service's users' contract. A Flesch (1948) analysis of the original document indicated that it required an IQ of 111+ for full comprehension. Using several criteria suggested by the Flesch formula and other literature, the document was revised to improve its readability. Analysis revealed the revised document to require an IQ of 84+ for full comprehension, indicating that the revised contract should be considerably easier to understand than the original. An exploratory study revealed that both understanding and recall were significantly greater for the revised contract than for the original. We conclude that in assessing readability of written materials, it is important that (in conjunction with a Flesch analysis) documents are actually tested on the intended readership. Copyright © 2000 John Wiley & Sons, Ltd.     

Identifying bilingual semantic neural representations across languages

The goal of the study was to identify the neural representation of a noun’s meaning in one language based on the neural representation of that same noun in another language. Machine learning methods were used to train classifiers to identify which individual noun bilingual participants were thinking about in one language based solely on their brain activation in the other language. The study shows reliable (p < .05) pattern-based classification accuracies for the classification of brain activity for nouns across languages. It also shows that the stable voxels used to classify the brain activation were located in areas associated with encoding information about semantic dimensions of the words in the study. The identification of the semantic trace of individual nouns from the pattern of cortical activity demonstrates the existence of a multi-voxel pattern of activation across the cortex for a single noun common to both languages in bilinguals.     

The Impact of the Built Environment on Children’s School Conduct Grades: The Role of Diversity of Use in a Hispanic Neighborhood

A population-based study examined the relationship between diversity of use of the built environment and teacher reports of children’s grades. Diversity of use of the built environment (i.e., proportion of a block that is residential, institutional, commercial and vacant) was assessed for all 403 city blocks in East Little Havana, Miami—a Hispanic neighborhood. Cluster analysis identified three block-types, based on diversity of use: Residential, Mixed-Use, and Commercial. Cross-classified hierarchical linear modeling was used to examine the impact of diversity of use, school, gender, and year-in-school on academic and conduct grades for 2857 public school children who lived in these blocks. Contrary to popular belief, mixed-use blocks were associated with optimal outcomes. Specifically, follow-up analyses found that a youth living on a residential block had a 74% greater odds of being in the lowest 10% of conduct grades (conduct GPA <2.17) than a youth living on a mixed-use block. In fact, an analysis of the population attributable fraction suggests that if the risk associated with residential blocks could be reduced to the level of risk associated with mixed-use blocks, a 38% reduction in Conduct GPAs <2.17 could be achieved in the total population. These findings suggest that public policy targeting the built environment may be a mechanism for community-based interventions to enhance children’s classroom conduct, and potentially related sequelae.     

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Research consistently shows that neighborhood socio‐demographic characteristics and residents’ neighborhood perceptions matter for youth well‐being, including a positive sense of racial‐ethnic identity. Although elementary‐school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial‐ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% African American, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race‐ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth's academic self‐efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race‐ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial‐ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children's neighborhood context is important for development. Results are discussed to highlight environmental influences on young children's awareness of race‐ethnicity and the implications of the combined impact of neighborhood and racial‐ethnic identity on psychosocial adjustment.     

Relational risk‐taking,men and affairs

This paper is about clinical work with heterosexual men who have had affairs which have ended and who wish to resume the relationship with their partners. An approach is proposed which emphasizes the exploration and development of relational risk‐taking by the men concerned. A rationale and ideas for involvement of the partners of the men is also addressed.     

Examining Perceptions of Ambiguous and Unambiguous Threats of Racial Harassment and Managerial Response Strategies1

Scenarios involving ambiguous or unambiguous threats of racial harassment were crossed with four managerial response strategies (taking action, acknowledgment, reframing, denial). Results suggest that minority members are more likely to view repeated racial jokes as severe and are more likely to report the behavior to a manager. For minority group members, racial identification moderated the relationship between type of harassment and perceived severity. For majority group members, blindness to privilege and unawareness of racial issues moderated the relationship between type of harassment and likelihood to report the incident. Taking action was associated with more positive perceptions of organizational justice and a belief that the organization would be less tolerant toward future incidents involving racial harassment. Differences across groups (Whites, African Americans, Hispanics/Latinos, and Asians) were found, suggesting a perceptual gap based on racial schema.     

A critique of the usefulness of inferential statistics in applied behavior analysis

Researchers continue to recommend that applied behavior analysts use inferential statistics in making decisions about effects of independent variables on dependent variables. In many other approaches to behavioral science, inferential statistics are the primary means for deciding the importance of effects. Several possible uses of inferential statistics are considered. Rather than being an objective means for making decisions about effects, as is often claimed, inferential statistics are shown to be subjective. It is argued that the use of inferential statistics adds nothing to the complex and admittedly subjective nonstatistical methods that are often employed in applied behavior analysis. Attacks on inferential statistics that are being made, perhaps with increasing frequency, by those who are not behavior analysts, are discussed. These attackers are calling for banning the use of inferential statistics in research publications and commonly recommend that behavioral scientists should switch to using statistics aimed at interval estimation or the method of confidence intervals. Interval estimation is shown to be contrary to the fundamental assumption of behavior analysis that only individuals behave. It is recommended that authors who wish to publish the results of inferential statistics be asked to justify them as a means for helping us to identify any ways in which they may be useful.