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An experiment examined the ability of five graphical displays to communicate uncertainty information when end users were under cognitive load (i.e., remembering an eight‐digit number). The extent to which people could accurately derive information from the graphs and the adequacy of decisions about optimal behaviors based on the graphs were assessed across eight scenarios in which probabilistic outcomes were described. Results indicated that the load manipulation did not have an overall effect on derivation of information from the graphs (i.e., mean and probability estimation) but did suppress the ability to optimize behavioral choices based on the graph. Cognitive load affected people's use of some graphical displays (basic probability distribution function) more than others. Overall, the research suggests that interpreting basic characteristics of uncertainty data is unharmed under conditions of limited cognitive resources, whereas more deliberative processing is negatively affected.

Previous research has shown that people err when making decisions aided by probability information. Surprisingly, there has been little exploration into the accuracy of decisions made based on many commonly used probabilistic display methods. Two experiments examined the ability of a comprehensive set of such methods to effectively communicate critical information to a decision maker and influence confidence in decision making. The second experiment investigated the performance of these methods under time pressure, a situational factor known to exacerbate judgmental errors. Ten commonly used graphical display methods were randomly assigned to participants. Across eight scenarios in which a probabilistic outcome was described, participants were asked questions regarding graph interpretation (e.g., mean) and made behavioral choices (i.e., act; do not act) based on the provided information indicated that decision‐maker accuracy differed by graphical method; error bars and boxplots led to greatest mean estimation and behavioral choice accuracy whereas complementary cumulative probability distribution functions were associated with the highest probability estimation accuracy. Under time pressure, participant performance decreased when making behavioral choices.

Purpose. Examine the effects of a comprehensive, school-wide social-emotional and character development program using a positive youth development perspective. Specifically, we examined a mediation mechanism whereby positive academic-related behaviors mediated the intervention effects on substance use, violence, and sexual activity. Design. Matched-pair, cluster-randomized, controlled design. Setting. Twenty (10 intervention and 10 control) racially/ethnically diverse schools in Hawaii. Subjects. Elementary-aged students (N= 1784) from grade 5. Intervention. The Positive Action program. Measures. Students self-reported their academic behaviors, together with their substance use, violence, and voluntary sexual activity; teachers rated students' academic behaviors, substance use, and violence. Analysis. Structural equation modeling. Results. Students attending intervention schools reported significantly better academic behavior (B = .273, SE = .039, p < .001) and significantly less substance use (B = –.970, SE = .292, p < .01, incidence-rate ratio [IRR] = .379), violence (B = −1.410, SE = .296, p < .001, IRR = .244), and sexual activity (B = −2.415, SE = .608, p < .001, odds ratio = .089); boys reported more negative behaviors than girls. Intervention effects on student-reported substance use, violence, and sexual activity were mediated by positive academic behavior. Teacher reports corroborated these results, with rated academic behavior partially mediating the effects of the intervention on rated negative behaviors. Conclusion. This study (1) provides evidence that adds insight into one mechanism through which a social-emotional and character development program affects negative outcomes and (2) supports social-emotional and character development and positive youth development perspectives that posit that focusing on youths' assets may reduce negative behaviors.