Prime saliency in semantic priming with 18-month-olds

This study investigated semantic priming in 18-month-old infants using the inter-modal priming technique, focusing on the effects of prime repetition on saliency. Our findings showed that prime repetition led to longer looking times at target referents for related primes compared to unrelated primes, supporting the existence of a structured semantic system in infants as young as 18 months. The results are consistent with both Spreading Activation and Distributed models of semantic priming. Additionally, our findings highlighted the impact of prime-target stimulus onset asynchronies (SOAs) on priming effects, revealing positive, negative, or no priming effects depending on the chosen SOA. A post-hoc explanation of this finding points to negative priming as a possible mechanism. The study also demonstrated the utility of the inter-modal priming task in studying lexical-semantic structure in younger infants with its diverse measures of infant behaviour

Double it up: vocabulary size comparison between UK bilingual and monolingual toddlers

We compared vocabulary sizes in comprehension and production between bilingual toddlers growing up in the United Kingdom (UK) and age-matched UK English monolinguals (12–36 months old) using parent-report vocabulary questionnaires. We found that bilingual toddlers' vocabulary sizes in English were smaller than the vocabulary sizes of their monolingual peers. Notably, this vocabulary gap was not found when groups were compared on conceptual vocabulary in comprehension. Conceptual scoring also reduced the vocabulary gap in production but group differences were still significant. Bilingual toddlers knew more words than monolinguals when words across their two languages were added together, for both comprehension and production. This large total vocabulary size could be attributed to a high proportion of doublets (cross-linguistic word pairs with the same meaning) in bilinguals' vocabularies. These findings are discussed in relation to language exposure, facilitation from cross-linguistic overlap and maturation constraints on vocabulary size

Effects of digging by a native and introduced ecosystem engineer on soil physical and chemical properties in temperate grassy woodland

Temperate grasslands and woodlands are the focus of extensive restoration efforts worldwide. Reintroduction of locally extinct soil-foraging and burrowing animals has been suggested as a means to restore soil function in these ecosystems. Yet little is known about the physical and chemical effects of digging on soil over time and how these effects differ between species of digging animal, vegetation types or ecosystems. We compared foraging pits of a native reintroduced marsupial, the eastern bettong (Bettongia gaimardi) and that of the exotic European rabbit (Oryctolagus cuniculus). We simulated pits of these animals and measured pit dimensions and soil chemical properties over a period of 2 years. We showed that bettong and rabbit pits differed in their morphology and longevity, and that pits had a strong moderating effect on soil surface temperatures. Over 75% of the simulated pits were still visible after 2 years, and bettong pits infilled faster than rabbit pits. Bettong pits reduced diurnal temperature range by up to 25 ° C compared to the soil surface. We did not find any effects of digging on soil chemistry that were consistent across vegetation types, between bettong and rabbit pits, and with time since digging, which is contrary to studies conducted in arid biomes. Our findings show that animal foraging pits in temperate ecosystems cause physical alteration of the soil surface and microclimatic conditions rather than nutrient changes often observed in arid areas. © 2019 Ross et al. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Philip Barton” is provided in this record*

Using the nominal group technique to involve young people in an evidence synthesis which explored 'risk' in inpatient mental healthcare

Background In this paper we demonstrate how our application of the nominal group technique was used as a method of involving young people with previous experience of using inpatient mental health services in an evidence synthesis. Methods Nominal group technique is an approach to group decision-making that places weight on all participants having an equal opportunity to express a view, and to influence decisions which are made. It is an effective way to enable people who might otherwise be excluded from decision-making to contribute. Results In this study, the focus of the evidence synthesis was significantly shaped following using the nominal group technique in our stakeholder advisory group meeting. The young people present in the group invited the research group to think differently about which ‘risks’ were important, to consider how young people conceptualised risk differently, focussing on risks with long term impact and quality of life implications, rather than immediate clinical risks. Conclusions Using the nominal group technique with young people did offer a method of promoting the equality of decision making within a stakeholder advisory group to an evidence synthesis project, but care needs to be taken to invite sufficient young people to attend so they can be proportionally represented

Effects of digging by a native and introduced ecosystem engineer on soil physical and chemical properties in temperate grassy woodland

Temperate grasslands and woodlands are the focus of extensive restoration efforts worldwide. Reintroduction of locally extinct soil-foraging and burrowing animals has been suggested as a means to restore soil function in these ecosystems. Yet little is known about the physical and chemical effects of digging on soil over time and how these effects differ between species of digging animal, vegetation types or ecosystems. We compared foraging pits of a native reintroduced marsupial, the eastern bettong (Bettongia gaimardi) and that of the exotic European rabbit (Oryctolagus cuniculus). We simulated pits of these animals and measured pit dimensions and soil chemical properties over a period of 2 years. We showed that bettong and rabbit pits differed in their morphology and longevity, and that pits had a strong moderating effect on soil surface temperatures. Over 75% of the simulated pits were still visible after 2 years, and bettong pits infilled faster than rabbit pits. Bettong pits reduced diurnal temperature range by up to 25 C compared to the soil surface. We did not find any effects of digging on soil chemistry that were consistent across vegetation types, between bettong and rabbit pits, and with time since digging, which is contrary to studies conducted in arid biomes. Our findings show that animal foraging pits in temperate ecosystems cause physical alteration of the soil surface and microclimatic conditions rather than nutrient changes often observed in arid areas.This work was supported by an Australian Research Council Linkage Grant (LP0561817, LP110100126, LP140100209). Catherine Ross was supported by an Australian Government Research Training Program (RTP) Scholarship, and an additional scholarship top-up from the ARC (LP140100209)

Crisis responses for children and young people: A mixed methods systematic review of effectiveness, experiences and service organisation (CAMH-Crisis)

Background: In England, one in six children aged 5-19 have a probable diagnosable mental health disorder. Increasing numbers of children and young people (CYP) are seeking help at a point of crisis with care known to be delivered by multiple agencies using a range of approaches. Crisis care for CYP has become a national and international policy priority, with substantial funding allocated to the development of crisis services. During periods of crisis, it is vital that care is timely, effective, and based on evidence. Methods: A mixed methods systematic review (PROSPERO-CRD42019160134) was conducted. The aim was to examine the organisation of crisis services across education, health, social care and voluntary sectors; the experiences and perceptions of young people, families, and staff; the effectiveness of current approaches to care, and the goals of crisis intervention. All relevant English language international evidence was sought specifically relating to the provision and receipt of crisis support for CYP aged 5-25. Comprehensive searches were conducted across 17 databases from 1995 to 2021. Supplementary searching was undertaken to identify relevant UK only non-research literature. Screening, critical appraisal and data extraction was conducted by two team members following standard systematic review processes. A narrative approach to synthesis was conducted separately for each objective. Confidence in research findings was assessed using the GRADE and GRADE CERQual approaches. Results: One hundred and thirty-eight reports (48 reports covering 42 primary research studies; 36 reports covering 39 descriptive accounts of the organisation services and 54 UK only grey literature reports) were included. We found that the organisation of crisis services has been categorised as follows: triage/assessment-only; digitally mediated support approaches; intervention approaches and models. A wide variety of different interventions have been described ranging from approaches that started in the emergency department then moved to outpatient services, inpatient care through hospitals or residential treatment centres, home-based programmes, child and adolescent mental health based services, using telepsychiatry or via a community resource such as mobile outreach through to school hospital partnerships and generic walk-in crisis services provided by voluntary organisations. When looking at experiences of crisis care, four themes were identified: 1) barriers and facilitators to seeking and accessing appropriate support; 2) what CYP want from crisis services; 3) children’s, young people’s, and families’ experiences of crisis services; 4) service provision. Twenty-seven synthesis summary statements were generated, of which two were judged as having a high degree of confidence while the rest were moderate (n=15), low (n=3), and very low (n=7) using the CERQual approach. The statements of high confidence related to what CYP want from crisis services which centred around the need for different forms of support and pathways to services. This included support via telephone (through a direct line, with out of hours availability and staffed by trained counsellors) as well as text and email. In determining effectiveness, the findings are summarised by type of service and were generated from single heterogenous studies so a meta-analysis could not be performed. Using the GRADE approach, outcomes across the studies were graded as moderate for randomised controlled trials, and very low for observational studies. One of the approaches that worked was crisis care in emergency departments but it is noted that this is not policy provision across all countries. We also showed that school, community, and home-based crisis programmes may also lead to positive outcomes. The goals of a crisis service were identified. Implications: Findings suggest that support prior to reaching crisis point is important. From this work various aspects of crisis care have been identified that can be incorporated into existing services across education, health, social care and the voluntary sector

Crisis responses for children and young people: an evidence synthesis of effectiveness, experiences and service organisation (CAMH-Crisis)

Background Mental health care for children and young people is a rising concern, with one in six children aged 5–19 years in England having a probable diagnosable mental disorder. Care for children and young people in crisis is known to be delivered by multiple agencies using a range of approaches. Objectives The review objectives of this study were to critically appraise, synthesise and present the best-available international evidence related to crisis services for children and young people aged 5–25 years, specifically looking at the organisation of crisis services across education, health, social care and the third sector, and the experiences and perceptions of young people, families and staff, to determine the effectiveness of current models and the goals of crisis intervention. Methods All relevant English-language international evidence specifically relating to the provision and receipt of crisis support for children and young people aged 5–25 years, from January 1995 to January 2021, was sought. Comprehensive searches were conducted across 17 databases and supplementary searching was undertaken to identify grey literature. Two team members appraised all the retrieved research reports (except grey literature) using critical appraisal checklists. A separate analysis was conducted for each objective. Confidence in research findings was assessed using the Grading of Recommendations Assessment, Development and Evaluation and the Confidence in the Evidence from Reviews of Qualitative research approaches. Findings One hundred and thirty-eight reports were used to inform this evidence synthesis, including 39 descriptive accounts of the organisation of crisis services (across 36 reports), 42 research studies (across 48 reports) and 54 grey literature documents. The organisation of crisis services has been categorised as follows: triage/assessment only, digitally mediated support approaches, and intervention approaches and models. When looking at experiences of crisis care, the following four themes were identified: (1) barriers to and facilitators of seeking and accessing appropriate support; (2) what children and young people want from crisis services; (3) children’s, young people’s and families’ experiences of crisis services; and (4) service provision. In determining effectiveness, the findings are summarised by type of service and were generated from single heterogenous studies. The goals of a crisis service should be to (1) keep children and young people in their home environment as an alternative to admission; (2) assess need and plan; (3) improve children’s and young people’s and/or their families’ engagement with community treatment; (4) link children and young people and/or their families to additional mental health services, as necessary; (5) provide peer support; (6) stabilise and manage the present crisis over the immediate period; and (7) train and/or supervise staff. The key limitation of this review was that much of the literature was drawn from the USA. Owing to the differences between USA and UK in terms of commissioning and delivering services, approaches to crisis care operating in the USA may not be directly applicable to the UK

Crisis responses for children and young people: a systematic review of effectiveness, experiences and service organisation (CAMH-Crisis)

Background: In England, one in six children aged 5–19 has a probable diagnosable mental health disorder. This is a major public health problem, with multiple agencies adopting varying approaches to care delivery for children and young people (CYP) in crisis. Objectives: To examine the organisation of crisis services across education, health, social care and voluntary sectors; the experiences and perceptions of CYP, families and staff; the effectiveness of current approaches to care and the goals of crisis intervention. Methods: A systematic review of all relevant English language evidence regarding the provision and receipt of crisis support for CYP aged 5–25 (PROSPERO-CRD42019160134). Seventeen databases were searched from 1995 to 2002 and relevant UK-only grey literature was identified. Critical appraisal was conducted using appropriate design specific appraisal tools. A narrative approach to synthesis was conducted. Results: In total, 138 reports (48 reports covering 42 primary research studies; 36 reports covering 39 descriptive accounts of the organisation services and 54 UK-only grey literature reports) were included. The evidence suggests that crisis services were organised as follows: triage/assessment-only, digitally mediated support approaches, and intervention approaches and models. When looking at experiences of crisis care, four themes were identified: (a) barriers and facilitators to seeking and accessing appropriate support; (b) what children and young people want from crisis services; (c) children's, young people's and families' experiences of crisis services; and (d) service provision. In determining effectiveness, the findings are summarised by type of service and were generated from single heterogenous studies. The goals of crisis services were identified. Discussion: Despite a lack of high-quality international studies, findings suggest that support prior to reaching crisis point is important. From this work, various aspects of crisis care have been identified that can be incorporated into existing services across education, health, social care and the voluntary sector