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backgroundThe role of electronic cigarettes (e-cigarettes) in product transitions has been debated. Methods We used nationally representative data from the Population Assessment of Tobacco and Health Study waves 1 (2013-2014) and 2 (2014-2015) to investigate the associations between e-cigarette initiation and cigarette cessation/reduction in the USA. We limited the sample to current cigarette smokers aged 25+ years who were not current e-cigarette users at wave 1. We modelled 30-day cigarette cessation and substantial reduction in cigarette consumption as a function of e-cigarette initiation between surveys using multivariable logistic regression. Results Between waves 1 and 2, 6.9% of cigarette smokers who were not current e-cigarette users transitioned to former smokers. After adjusting for covariates, cigarette smokers who initiated e-cigarette use between waves and reported they used e-cigarettes daily at wave 2 had 7.88 (95% CI 4.45 to 13.95) times the odds of 30-day cigarette cessation compared with non-users of e-cigarettes at wave 2. Cigarette smokers who began using e-cigarettes every day and did not achieve cessation had 5.70 (95% CI 3.47 to 9.35) times the odds of reducing their average daily cigarette use by at least 50% between waves 1 and 2 compared with e-cigarette non-users. Conclusions Daily e-cigarette initiators were more likely to have quit smoking cigarettes or reduced use compared with non-users. However, less frequent e-cigarette use was not associated with cigarette cessation/reduction. These results suggest incorporating frequency of e-cigarette use is important for developing a more thorough understanding of the association between e-cigarette use and cigarette cessation.

) and the Wide Range Intelligence Test (WRIT; Glutting, Adams, & Sheslow, 2000) are two well-normed brief measures of general intelligence with subtests purportedly assessing verbal-crystallized abilities and nonverbal-fluid-visual abilities. With a sample of 152 children, adolescents, and adults, the present study reports meaningful convergent validity coefficients and a latent factor structure consistent with the theoretical intellectual models both tests were constructed to reflect. Consideration of the hierarchical model of intelligence tests and issues regarding test interpretation are presented.Keywords: construct validity, intelligence, WRIT, WASI, hierarchical structure Brief assessment of general intelligence may serve a variety of clinical (e.g., screening and reevaluation) and research purposes. Although some have argued that clinical assessments require that a "comprehensive" battery of intelligence tests be administered to fully understand the nature of performance deficits in the context of individual profiles, research on various subtest analyses (i.e., subtest strengths and weaknesses or unique profiles) reveals them to lack sufficient reliability and validity (Canivez & Watkins, 1998, 1999Glutting, McDermott, Konold, Snelbaker, & Watkins, 1998;Glutting, McDermott, Watkins, Kush, & Konold, 1997;Macmann & Barnett, 1997;McDermott, Fantuzzo, Glutting, Watkins, & Baggaley, 1992;Watkins & Canivez, 2004). The incremental validity (Haynes & Lench, 2003;Hunsley, 2003;Hunsley & Meyer, 2003) of factor-based scores of more "comprehensive" measures of intelligence has been questioned and found lacking (Glutting, Youngstrom, Ward, Ward, & Hale, 1997;Kahana, Youngstrom, & Glutting, 2002;Konold, 1999;Ree & Earles, 1991;Ree, Earles, & Treachout, 1994;Watkins & Glutting, 2000;Watkins, Glutting, & Lei, 2007;Youngstrom, Kogos, & Glutting, 1999). When estimating general intellectual functioning without regard to examining subtest performance, patterns, or profiles, intelligence tests with fewer subtests may provide more time-and costeffective yet valid assessment. Development of brief multidimensional (i.e., verbal and nonverbal estimates) measures of intelligence evolved out of the inadequacies of both single index intelligence screeners and short forms developed from comprehensive intelligence tests noted by A. S. Kaufman and Kaufman (1990) and Silverstein (1990). Among the problems identified were spuriously high correlations between short forms and the full- Data from Jason M. Collins' and Greg Wilson's specialist in school psychology theses were combined for analyses in the present study.We thank Peter W. Hartmann for helpful comments on a version of this article, and also thank Daniel Bialick for providing an electronic copy of his dissertation for review.