Effects of Raising the Drinking Age to 21 Years in New York State on Self-Reported Consumption by College Students1

New York State raised its minimum drinking age from 19 to 21 years on December 1, 1985. To examine the effects of this change, data were collected from three college samples: 9.5 months before the law changed, 2.5 months postchange, and 14.5 months postchange. In each sample, students in three age groups were surveyed about their weekly consumption and the location of their drinking: illegal group (age ≤ 18 years), target group (19-20 year olds), and legals (age ≥ 21 years). It was hypothesized that postchange samples in the illegal and target groups would exhibit greater abstention rates, reduced drinks/week and drinking days/week, and a shift in drinking locations. It was found that target subjects exhibited decreased drinking days/week but there were no changes in abstention rates or drinks/week. Consistent with prediction, illegal and target samples evidenced a postchange shift in the drinking venue from licensed to unlicensed locations. Also, illegal subjects reported doing more drinking in automobiles after the law change than before. The findings suggest that the law change had a minimal impact on the quantity of alcohol consumed by underaged student drinkers but a dramatic effect on where they consume alcohol.     

Understanding the Relationships Among Attitudes, Group Norms, and Behavior Using Behavioral Commitment: A Structural Equation Analysis of Marijuana Use

This research examines the relative importance of attitudes and group norms in determining frequency of marijuana use. In this examination, we employ a neglected concept in attitude/behavior research—behavioral commitment. We suggest that the role of attitudes and group norms will vary, in part, depending upon one's level of commitment to the behavior. Specifically, we assert that norms will increase in importance over attitudes as behavioral commitment increases. To test this hypothesis, we utilize covariance structure analysis with a nationally representative sample of high school seniors defined in terms of their commitment to marijuana use. Multiple group comparisons also are performed to assess the comparability of measurement properties and structural estimates. Results are supportive of the hypothesis. The findings are discussed in terms of previous attitude/behavior research and drug abuse prevention programs.     

Using a taped intervention to improve kindergarten students' number identification

A multiple baseline design across students was used to evaluate the effects of a taped numbers (TN) intervention on the number‐identification accuracy of 4 kindergarten students. During TN, students attempted to name the numbers 0 through 9 on randomized lists before each number was provided via a tape player 2 s later. All 4 students showed immediate increases and reached 100% in number‐identification accuracy. One student reached 100% accuracy after TN was supplemented with performance feedback, reinforcement, and overcorrection.     

Effects of Parental Acceptance-Rejection on Children’s Internalizing and Externalizing Behaviors: A Longitudinal,Multicultural Study

Journal of Child and Family Studies - Grounded in Interpersonal Acceptance-Rejection Theory, this study assessed children’s (N?=?1315) perceptions of maternal and paternal...     

Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting

A multiple baseline design was used across probe sets to evaluate the effect of detect, practice, and repair (DPR) on the math fact fluency rates of a third-grade class. DPR was applied with a large group (n = 11) selected from an intact class (n = 17) in a manner that allowed each student to work on specific problems from a specific basic fact operation (i.e., subtraction, multiplication, or division) based on a daily assessment of their instructional needs. Prior to the implementation of DPR, students were computing an average of 18.4 digits correct per minute (DCPM). After using DPR for 11 sessions, students were computing an average of 31.2 DCPM. This 12.8 DCPM increase over 36 problems required approximately 132 min (12 min per session). Discussion focuses on the need for and challenges associated with developing intervention strategies and procedures that efficiently increase student skills at the class-wide level, with an emphasis on simultaneously meeting the needs of both high and low achievers by differentiating instruction.     

Visual search for expressions and anti-expressions

We used visual search to explore whether the preattentive mechanisms that enable rapid detection of facial expressions are driven by visual information from the displacement of features in expressions, or other factors such as affect. We measured search slopes for luminance and contrast equated images of facial expressions and anti-expressions of six emotions (anger, fear, disgust, surprise, happiness, and sadness). Anti-expressions have an equivalent magnitude of facial feature displacements to their corresponding expressions, but different affective content. There was a strong correlation between these search slopes and the magnitude of feature displacements in expressions and anti-expressions, indicating feature displacement had an effect on search performance. There were significant differences between search slopes for expressions and anti-expressions of happiness, sadness, anger, and surprise, which could not be explained in terms of feature differences, suggesting preattentive mechanisms were sensitive to other factors. A categorization task confirmed that the affective content of expressions and anti-expressions of each of these emotions were different, suggesting signals of affect might well have been influencing attention and search performance. Our results support a picture in which preattentive mechanisms may be driven by factors at a number of levels, including affect and the magnitude of feature displacement. We note that indirect effects of feature displacement, such as changes in local contrast, may well affect preattentive processing. These are most likely to be nonlinearly related to feature displacement and are, we argue, an important consideration for any study using images of expression to explore how affect guides attention. We also note that indirect effects of feature displacement (for example, changes in local contrast) may well affect preattentive processing. We argue that such effects are an important consideration for any study using images of expression to explore how affect guides attention.