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In this experiment, we will investigate how the inclusion (vs. exclusion) of metacognitive ratings during either restudy or retrieval practice impacts recall accuracy of Swahili-English word pairs on a final test. Additionally, we will investigate if differences in final test accuracy between conditions can be explained by the nature and number of learning strategies used in the restudy and retrieval conditions. Participants will study 40 Swahili-English word pair translations during an initial study phase. They will then restudy some intact pairs on some practice trials or practice retrieving the English words to Swahili cues for other practice trials. The full set of 40 pairs will either be restudied or retrieved twice (two passes) in each of three spaced learning practice sessions (LPSs). Following practice, participants will complete a final cued-recall test. All 5 sessions (initial study, 3 LPSs, final test) will be separated by two days. The experiment has a 2 (metacognitive rating: yes, no) x 2 (practice type: restudy, retrieval) mixed design, with only the first factor varied between subjects. Specifically, half the participants will be asked to provide a metacognitive rating after each practice trial (retrieval: “Was your answer correct?”; restudy: “Would you have remembered the correct translation?”), whereas the other half will not. To investigate how accuracy improves over the LPSs, we gradually start testing items after the first LPSs that were originally restudied. Thus, in the first, second, and third LPS, 10, 20, and 30 items will be retrieved (retrieval practice), respectively, whereas 30, 20, and 10 pairs will be restudied, respectively. This means that for each of the second and third LPS as well as the final test, 10 items would be available with a practice history of either pure restudy or pure retrieval practice. To investigate if participants change their learning strategy depending on the requirement to make metacognitive ratings, participants will be asked after the final test to report the strategy they used to learn each word pair during the LPSs. Strategies have been selected from six multiple choice options (Image, word, sentence generation, repetition, none and other).

The findings in our previously pre-registered study pointed to a significant benefit of restudy over retrieval practice (whether overtly or covertly retrieved), which contrasts with the robust literature on retrieval practice effects so far. In a follow-up study we reduced the significant restudy effect by manipulating the activity required by the participant whilst encoding feedback in a simplified version of our previous task, however we didn’t reverse the restudy effect completely. In this follow-up, we plan to further investigate the course of restudy and retrieval practice effects across practice sessions and obtain an objective measure of retrieval success. In the first practice session, 30 word-pairs will be practiced with restudy and 10 with retrieval. In second practice session, 10 word-pairs that were previously practiced with restudy will be practiced with retrieval to enable an objective measure of memory performance. In the final practice session, 10 more word-pairs will shift over to the retrieval practice condition. All word-pairs will then be tested as before in a final test after the three practice sessions.

The findings in our previously pre-registered study pointed to a significant benefit of restudy over retrieval practice (whether overtly or covertly retrieved), which contrasts with the robust literature on retrieval practice effects so far. We therefore aim to determine the boundary conditions of retrieval practice in the context of this paradigm, by investigating whether we can reduce or reverse the significant restudy effect by manipulating the activity required by the participant whilst encoding feedback in a simplified version of our previous task. Specifically, we will only include overt retrieval practice and restudy trials presented in an intermixed order and in a within-subjects design. Half the trials in each condition will require the participants to engage in a self-rating of their subjective judgement of knowledge whereas on the other half of trials they will simply restudy the feedback on its own without interference.

The current study aims to extend pilot data to investigate associations between anticipatory threat and thoughts and feelings in individuals who experience fear and anxiety associated with spiders. We would like to extend our existing pilot study via the inclusion of eye movement data.

Retrieval practice can be completed overtly (i.e., a spoken or written answer) or covertly (silently). However, if learners are not required to provide an overt answer, it may encourage them to passively wait for correct answer feedback, which is more akin to restudying than to active covert retrieval, particularly given that learners are often unaware of the benefits of the testing effect. Here we investigate the effects of overt and covert spaced retrieval practice compared to restudying, and whether active covert retrieval can be encouraged by inducing uncertainty with a proportion of overt trials in both interleaved and blocked trial procedures. We further elaborate on these retrieval processes by considering whether important individual differences such as anxiety, mastery, intrinsic motivation, and attentional control change throughout the learning schedule. The data can shed light on not only the best method of encouraging active retrieval, but also the metacognitive changes that occur throughout a multi-session spaced retrieval practice schedule.

Empirical evidence shows that asylum seekers experience a range of stressors in a post migration context that can contribute to poor mental health. Few studies have considered how post migration stressors affect the family unit, specifically with a focus on parenting and child outcomes. In 2018 and 2019, interviews were conducted with asylum seeking parents (27 families) in a small community in Sweden. A grounded theory research design approach found an overarching category of lack of agency amongst parents which linked with three subcategories; a new normal, managing official processes and poor physical and mental health. Within each subcategory, the role of parenting was examined. Parents living through the asylum seeking process reported experiencing few rights, concerns about housing and money, as well as a constant fear of being repatriated, and these factors contributed to a deterioration in both their own as well as their children’s mental health. Implications and suggestions for future studies are included.

This experiment will investigate the effect of different spacing gap and retention intervals on memory performance in a final test. Participants will study 40 Swahili word pairs in an initial study phase in batches of 10 until mastery is achieved. In subsequent learning practice session(s) (LPS), participants will restudy half of the intact pairs or attempt to retrieve the English word when presented with the Swahili word for the other half. Each LPS gives the participants three attempts to restudy or retrieve the word pairs. Each LPS will be separated by a spacing gap. After a retention interval following the final LPS, participants will return for a final test. The number of sessions, length of the spacing gap, and length of retention interval will differ between groups.

Background: Evidence increasingly suggests that ASD manifests differently in females than males. Previous reviews investigating sex/gender differences in social interaction and social communication have focused at the level of broad constructs (e.g. comparing algorithm scores from pre-existing diagnostic instruments) and have typically reported no significant differences between males and females. However, a number of individual studies have found sex/gender differences in narrow construct domains. Methods: We conducted a systematic review and random effects model meta-analyses (in January 2019 and updated January 2020) that investigated sex/gender differences in narrow construct measures of social communication and interaction in autistic and nonautistic children and adolescents, and adults. Study quality was appraised using the Appraisal Tool for Cross-Sectional Studies (AXIS, BMJ Open, 6, 2016, 1). Results: Across 16 studies (including 2,730 participants), the analysis found that female (vs. male) individuals with ASD had significantly better social interaction and social communication skills (SMD = 0.39, p

The Youth Anxiety Measure for DSM-5 (YAM-5) is a new self- and parent-report questionnaire to assess anxiety disorder symptoms in children and adolescents in terms of the contemporary classification system. International panels of childhood anxiety researchers and clinicians were used to construct a scale consisting of two parts: part one consists of 28 items and measures the major anxiety disorders including separation anxiety disorder, selective mutism, social anxiety disorder, panic disorder, and generalized anxiety disorder, whereas part two contains 22 items that focus on specific phobias and (given its overlap with situational phobias) agoraphobia. In general, the face validity of the new scale was good; most of its items were successfully linked to the intended anxiety disorders. Notable exceptions were the selective mutism items, which were frequently considered as symptoms of social anxiety disorder, and some specific phobia items especially of the natural environment, situational and other type, that were regularly assigned to an incorrect category. A preliminary investigation of the YAM-5 in non-clinical (N = 132) and clinically referred (N = 64) children and adolescents indicated that the measure was easy to complete by youngsters. In addition, support was found for the psychometric qualities of the measure: that is, the internal consistency was good for both parts, as well as for most of the subscales, the parent–child agreement appeared satisfactory, and there was also evidence for the validity of the scale. The YAM-5 holds promise as a tool for assessing anxiety disorder symptoms in children and adolescents.

The Youth Anxiety Measure for DSM-5 (YAM-5) is a new self- and parent-report questionnaire to assess anxiety disorder symptoms in children and adolescents in terms of the contemporary classification system. International panels of childhood anxiety researchers and clinicians were used to construct a scale consisting of two parts: part one consists of 28 items and measures the major anxiety disorders including separation anxiety disorder, selective mutism, social anxiety disorder, panic disorder, and generalized anxiety disorder, whereas part two contains 22 items that focus on specific phobias and (given its overlap with situational phobias) agoraphobia. In general, the face validity of the new scale was good; most of its items were successfully linked to the intended anxiety disorders. Notable exceptions were the selective mutism items, which were frequently considered as symptoms of social anxiety disorder, and some specific phobia items especially of the natural environment, situational and other type, that were regularly assigned to an incorrect category. A preliminary investigation of the YAM-5 in non-clinical (N = 132) and clinically referred (N = 64) children and adolescents indicated that the measure was easy to complete by youngsters. In addition, support was found for the psychometric qualities of the measure: that is, the internal consistency was good for both parts, as well as for most of the subscales, the parent–child agreement appeared satisfactory, and there was also evidence for the validity of the scale. The YAM-5 holds promise as a tool for assessing anxiety disorder symptoms in children and adolescents.

Background: Childhood sleep problems are highly prevalent and the association between sleep quantity and quality, and cognition, mood and behaviour is well documented. This is an area of particular relevance to EP practice. Objective: The current study explored the relatively novel approach of using a Social Story™ intervention to help establish and facilitate the child’s understand around a bedtime routine, providing specific reassurance and explanations where necessary. Method: Six children aged between 5 and 6 years-of-age, with bedtime resistance difficulties, received either a Social Story™ intervention (n = 3) or a Social Story™ and reward intervention (n = 3). A multiple baseline method with a 6-month follow up was employed. Parental report measures (sleep diaries and the Children’s Sleep Habit Questionnaire) and actigraphy, an objective measure of sleep, were used to monitor bedtime and sleep behaviours throughout the duration of the study. Results: Sleep diary data showed a reduction in the frequency of disruptive bedtime behaviours for all 6 children, associated with the introduction of the Social Story™ intervention. Actigraphy results showed a reduction in sleep onset latency (time between lights out and sleep start) and an increase in actual sleep time for 2 of the 6 children during the intervention. These 2 children were both male, received the Social Story™ and reward intervention and had poorer perspective taking skills. Conclusions: The study provides initial support for the use of a Social Story™ intervention with children in reducing bedtime resistant behaviours.