"Start to stop": results of a randomised controlled trial of a smoking cessation programme for teens.

OBJECTIVE: To examine the feasibility, acceptability, and effectiveness of a school based smoking cessation programme among students caught smoking at school. DESIGN: A randomised controlled trial comparing cessation rates among students in a behavioural cessation programme and those receiving self help materials only. SETTING: Eighteen schools in the Memphis, Tennessee area. SUBJECTS: Two hundred and sixty one adolescent cigarette smokers (166 male, 95 female) averaging 15.8 years of age. INTERVENTION: Students assigned to the intervention received a four session behavioural treatment programme administered individually by a health educator. In addition, these students received stage matched intervention in brief phone calls monthly until the one year follow up. MAIN OUTCOME MEASURE: Self reported and biochemically verified smoking cessation at post-test and 12 month follow up. RESULTS: Recruiting students who were caught smoking at school proved to be highly successful. Participants rated the programme favourably, and retention rates were high. Although treated participants improved more in tobacco related knowledge relative to controls (p = 0.002), there were no group differences in changes in attitudes toward smoking. In addition, treated and control participants demonstrated no significant differences in cessation rates both at post-test and follow up. Comparisons between self reported cessation rates and those obtained under bogus pipeline conditions or with biochemical verification suggested significant falsification of cessation among participants. CONCLUSIONS: Our results failed to demonstrate any significant effect of the cessation programme on smoking rates for treated adolescents compared with controls. Our findings also highlight the importance of utilising strong methodology in research on adolescent smoking cessation, including control groups and biochemical verification of smoking status.

Verification of statements about story worlds that deviate from normal conceptions of time: what is true about Einstein's Dreams?

College students read chapters from a novel written by Alan Lightman (Einstein's Dreams) and later provided verification judgments on the truth/falsity of test statements. Each chapter described a different fictional village that incorporated assumptions about time that deviate from our normal TIME schema, e.g., citizens knowing exactly when the world will end, time flowing backward instead of forward. These novel assumptions about time provided interesting insights about life and reality. In two experiments, we examined whether readers could accurately incorporate these novel assumptions about time in the fictional story worlds, as manifested in the verification judgments for statements after story comprehension. The test statements included verbatim typical, verbatim atypical, inference typical, and inference atypical information from the perspective of mundane reality that meshes with a normal TIME schema. Verification ratings were collected on a 6-point scale in Experiment 1, whereas Experiment 2 used a signal-response technique in which binary true/false decisions were extracted at-.5, 1.5, 3.5, 5.5, and 10.0 s. The college students were measured on literary expertise, reading skill, working memory span, and reading time. Readers with comparatively high literary expertise showed truth discrimination scores that were compatible with a schema copy plus tag model, which assumes that readers are good at detecting and remembering atypical verbatim information; this model predicts better (and faster) truth discrimination for verbatim atypical statements than for verbatim typical statements. In contrast, fast readers with comparatively low literary expertise were compatible with a filtering model; this model predicts that readers gloss over (or suppress) atypical verbatim information and show advantages for verbatim typical information. All groups of readers had trouble inferentially propagating the novel assumptions about time in a fictional story world, but the slower readers were more accurate in their verification of the atypical inferences. A construction-integration model could explain the interactions among literary expertise, reading time, and the typicality of test statements.