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Original Investigation | December 23, 2015
Association of the Type of Toy Used During Play
With the Quantity and Quality of Parent­Infant
Communication ONLINE FIRST
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Anna V. Sosa, PhD1
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JAMA Pediatr. Published online December 23, 2015. doi:10.1001/jamapediatrics.2015.3753
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An extension to Sosa, 2015: A report of effect sizes
Posted on December 29, 2015
Manish K. Rami
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Communication Sciences and Disorders, University of North Dakota
Conflict of Interest: None Declared
This comment serves as an extension to the above investigation. For whatever reasons, the investigation
does not provide any measure of magnitude of the effects of the different types of toys. Report of sizes of
effects in experimental investigations has been recommended for years.1,2,3,4,5,6 Such reports aid
prospective calculation of power in future studies.7 Lack of report of effect sizes in the discipline of
speech­language pathology, however; is quite common.5 Using the sample size, confidence intervals, and
the likelihood of .05 in the investigation, I calculated standard deviations from the relevant t distributions.8
These standard deviations were used to calculate the Glass’s Δ keeping the electronic toys as the basis
of comparison.9 Glass’s Δ quantifies the advantage traditional toys and books have over electronic toys in
standard deviation units. For example, a child’s vocalizations are one­half of one standard deviation more
when parents used books as compared to electronic toys. A table showing the Glass’s Δ for traditional
toys and books is provided below. I hope the readers find these values useful.
Glass’s Δ for each of the outcome measure for traditional toys and books as compared to electronic toys.
Outcome Measures;Traditional;Books
Adult words:1.05;1.79
Content­specific words:1.34;3.08
Child vocalizations:0.44;0.53
Conversational turns:0.64; 0.82
Responses:0.70;0.78
REFERENCES
1. Cohen, JC. Statistical power analysis. Cur Dir Psy Sci. 1992b;1(3):98­101.
2. Cohen, JC. The Earth is round. Am Psy. 1994;49(12):997­1003.
3. Glass, GV. Primary, secondary, and meta­analysis of research. Ed Res. 1976;5(10):3­8.
4. Zumbo, BD, Hubley, AM. A note on misconceptions concerning prospective and retrospective power.
The Statistician. 1998;47(2):385­388.
5. Rami, MK. Power and Effect Size Measures: A Census of articles published from 2009­2012 in the
Journal of Speech, Language, and Hearing Research. Am Int J Soc Sci. 2014;3(4):13­19.
6. Keren G, Lewis, C eds. A handbook for data analysis in behavioral sciences: methodological issues.
(pp.461­479). Hillsdale, NJ: Lawrence Erlbaum Associates; 1992.
7. Rosnow, R., Rosenthal, R. Statistical procedures and the justification of knowledge in psychological
science. Am Psy. 1989;44(10):1276­1284.
Editorial
Keeping Children’s Attention: The Problem With Bells and Whistles
JAMA Pediatr. Published online December 23,
2015.;():1­2.
doi:10.1001/jamapediatrics.2015.3877.
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Disparities in early exposure to book sharing
within immigrant families. Pediatrics
2014;134(1):e162­8.
8. Higgins JPT, Green S, eds. Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0.
The Cochrane Collaboration, 2011. Available from www.cochrane­handbook.org.
9. Hedges, LV, Olkin, I. Statistical methods for meta­analysis. Orlando: Academic Press; 1985.
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