The kindergarten-path effect revisited: children’s use of context in processing structural ambiguities

Research with adults has shown that ambiguous spoken sentences are resolved efficiently, exploiting multiple cues—including referential context—to select the intended meaning. Paradoxically, children appear to be insensitive to referential cues when resolving ambiguous sentences, relying instead on statistical properties intrinsic to the language such as verb biases. The possibility that children’s insensitivity to referential context may be an artifact of the experimental design used in previous work was explored with 60 4- to 11-year-olds. An act-out task was designed to discourage children from making incorrect pragmatic inferences and to prevent premature and ballistic responses by enforcing delayed actions. Performance on this task was compared directly with the standard act-out task used in previous studies. The results suggest that young children (5 years) do not use contextual information, even under conditions designed to maximize their use of such cues, but that adult-like processing is evident by approximately 8 years of age. These results support and extend previous findings by Trueswell and colleagues (Cognition (1999), Vol. 73, pp. 89–134) and are consistent with a constraint-based learning account of children’s linguistic development.</p

E-cigarettes in pregnancy: reducing or introducing harm?

Electronic cigarettes use has become increasingly prevalent with around 17.6% of population using these products. The serious harm to health caused by cigarette smoke is well publicised, and government advice has promoted the message that e-cigarettes are 95% safer; however e-cigarettes are not risk free. Given the high prevalence of e-cigarette usage, pregnant women are likely to look to midwives for guidance on whether e-cigarettes are safe, however advice to midwives is inconsistent. The current paper therefore explores whether e-cigarettes are suitable for pregnant women who want an alternative to traditional cigarettes. There is a paucity of evidence to confirm the long-term impact of e-cigarettes in pregnancy but research indicates that their expose users to a number of harmful substances. Nicotine and other chemicals including Diacetyl, Acetoin and 2,3-Pentanedione are detrimental to the health of both mother and child. Harm reduction methods aim to improve the health of individuals with an addiction where abstinence is not a feasible goal; this means that in the first instance pregnant women should be advised to quit smoking and avoid products containing nicotine. If women are unable to abstain from smoking, traditional nicotine replacement therapies (NRT) such as gums and patches are likely to be safer than e-cigarettes. E-cigarettes contain a greater number of harmful chemicals and are likely to provide a greater dose of nicotine

The role of working memory and contextual constraints in children's processing of relative clauses

An auditory sentence comprehension task investigated the extent to which the integration of contextual and structural cues was mediated by verbal memory span with 32 English-speaking 6- to 8-year old children. Spoken relative clause sentences were accompanied by visual context pictures which fully (depicting the actions described within the relative clause) or partially (depicting several referents) met the pragmatic assumptions of relativisation. Comprehension of the main and relative clauses of centre-embedded and right-branching structures was compared for each context. Pragmatically-appropriate contexts exerted a positive effect on relative clause comprehension, but children with higher memory spans demonstrated a further benefit for main clauses. Comprehension for centre-embedded main clauses was found to be very poor, independently of either context or memory span. The results suggest that children have access to adult-like linguistic processing mechanisms, and that sensitivity to extra-linguistic cues is evident in young children and develops as cognitive capacity increases

Conducting unattended home sleep studies in children with narcolepsy and healthy matched controls: a feasibility study

Introduction: We investigated the technical feasibility and acceptability of conducting unattended home sleep studies for research purposes in children with and without narcolepsy. Methods: 23 children with narcolepsy (age: 8-15 years) and 23 healthy gender and age-matched controls were recruited. As part of a larger descriptive study called ‘The Paediatric Narcolepsy Project’, we aimed to investigate the differences in sleep architecture between children with and without narcolepsy. Children underwent home polysomnography (PSG) using a portable PSG system (Embla® Systems). A standard montage was used to measure sleep architecture with nine EEG channels (F3, F4, C3, Cz, C4, O1, O2, M1, M2), two electro-oculography (EOG) and two electromyography (EMG) channels. All children were set up in their own homes by the researcher. Study failure was defined as sleep recordings with less than four hours of interpretable sleep data. Four hours of sleep was deemed acceptable to capture two sleep cycles. Failed home studies were classified into three main areas of sensor removal, equipment failure or battery failure. Results: 22/23 children with narcolepsy (male=15, female=8) underwent home PSG. One child declined due to a previous negative PSG experience in hospital. Similarly, 22/23 matched controls underwent the sleep recording. One child became unwell during the set up, so did not proceed.16/22 (73%) of the children with narcolepsy were successfully studied and all of the control children were successfully studied. Discussion: This research has shown that conducting unattended home sleep studies to measure sleep architecture in children with narcolepsy and healthy controls for research purposes is feasible and is tolerated by the majority of children. However, our data show that unattended home sleep studies carry a risk of data loss, even when set up in the home by a trained researcher

Consolidation of vocabulary during sleep : the rich get richer?

Sleep plays a role in strengthening new words and integrating them with existing vocabulary knowledge, consistent with neural models of learning in which sleep supports hippocampal transfer to neocortical memory. Such models are based on adult research, yet neural maturation may mean that the mechanisms supporting word learning vary across development. Here, we propose a model in which children may capitalise on larger amounts of slow-wave sleep to support a greater demand on learning and neural reorganisation, whereas adults may benefit from a richer knowledge base to support consolidation. Such an argument is reinforced by the well-reported “Matthew effect”, whereby rich vocabulary knowledge is associated with better acquisition of new vocabulary. We present a meta-analysis that supports this association between children’s existing vocabulary knowledge and their integration of new words overnight. Whilst multiple mechanisms likely contribute to vocabulary consolidation and neural reorganisation across the lifespan, we propose that contributions of existing knowledge should be rigorously examined in developmental studies. Such research has potential to greatly enhance neural models of learning

Consensus building using the Delphi method in educational research: a case study with educational professionals

The study explores the Delphi consensus technique's application in educational research, focusing on identifying barriers and facilitators to educational attainment for children speaking English as an Additional Language (EAL) from the perspective of their teachers. It discusses the methodology's advantages and considerations within an educational context, reflecting on the findings and their implications for future research. Through iterative rounds of surveys among educators, key challenges like linguistic barriers, lack of pedagogical knowledge, and insufficient support were highlighted. The paper advocates for enhanced teacher training and resource allocation to address these barriers effectively. This research contributes to the understanding of consensus-building methods in education and underscores the need for strategic interventions to support EAL students, emphasizing collaborative efforts between researchers and educators to bridge the gap between research and practice in diverse educational settings

Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: a meta-analysis

Objective: Attention Deficit Hyperactivity Disorder (ADHD) can be associated with limited understanding of the condition and poor social skills. Some evidence favors a psychoeducational approach, but little is known about the effectiveness of psychoeducation. Methods: Systematic review and meta-analysis of studies assessing psychoeducational interventions that aim to improve social skills of young people with ADHD. Results: Ten studies, including 943 participants, reported across 13 papers met the inclusion criteria. Although effect sizes were small, findings suggest the included interventions significantly improved social skills in young people with ADHD. Conclusions: Results show promise for psychoeducational behavioral interventions . However, the recommendations that can be developed from existing evidence are somewhat limited by the low quality of studies. Further rigorous trials are needed. In addition, future research should consider the long-term outcomes for these interventions, they should be iteratively co-designed and research should consider the context they intend to be delivered in

A systematic review of cognitive function and psychosocial well-being in school-age children with narcolepsy

Introduction: Narcolepsy is a neurological sleep disorder characterised by excessive daytime sleepiness and attacks of muscle weakness which are often precipitated by strong emotions (cataplexy). In August 2010, concerns were raised about an increase in the incidence rate of narcolepsy diagnosis in children and adolescents. It is therefore timely to systematically review the current research that has investigated the consequences of this chronic disorder in childhood on cognitive function and psychosocial well-being. Objective: The review was conducted to assess whether cognitive function and psychosocial well-being is impaired in school-age children with narcolepsy and to assess the quality of the previous research. Data sources: Four electronic databases were searched on 27th June 2015; The Cochrane Library, EMBASE, Ovid MEDLINE and PsycINFO. Eligibility criteria for selecting studies: Research primarily concerned with; narcolepsy (and/or cataplexy) and cognitive function and/or psychosocial well-being in children aged between 5-17 years old. Studies matching this criteria, published between 2005-2015 and written in English were included in this review. Results: Eight studies met the inclusion criteria for the present review. Collectively the results provided evidence to suggest that children who develop narcolepsy are at significant cognitive and psychological risk. The findings suggest that narcolepsy puts children and adolescents at particular risk of cognitive impairment in at least one domain and emotional problems including depression, anxiety and low self-esteem which may consequently lead to poorer quality of life. Conclusions: This review has highlighted that children with narcolepsy are at significant risk of cognitive and psychological impairments. However, current research is limited by small sample sizes and lack of standardised assessments, appropriate controls and longitudinal data. In order to gain further understanding about the cognitive and psychological consequences of childhood narcolepsy, future research must address these limitations so that the results can enable recommendations to be made for any extra support needed at home and at school so that children with narcolepsy are able to achieve their full potential