Risk of not being in employment, education or training (NEET) in late adolescence is signalled by school readiness measures at 4-5 years.

Background: Not being in employment, education, or training (NEET) is associated with poor health (physical and mental) and social exclusion. We investigated whether England's statutory school readiness measure conducted at 4-5 years provides a risk signal for NEET in late adolescence.

Methods: We identified 8,118 individuals with school readiness measures at 4-5 years and NEET records at 16-17 years using Connected Bradford, a bank of linked routinely collected datasets.

Getting value out of working memory through strategic prioritisation: Implications for storage and control.

Working memory is an active system responsible for the temporary maintenance and processing of information in the support of cognition and action. In keeping with this, a growing body of research has explored the close links between working memory and attention, and how these might be harnessed to impact performance and possibly improve working memory efficiency. This is theoretically and practically important, given that working memory is a central hub in complex cognition yet is extremely capacity- and resource-limited.

Born in Bradford's Better Start (BiBBS) interventional birth cohort study: Interim cohort profile.

The Born in Bradford's Better Start (BiBBS) interventional birth cohort study was designed as an innovative cohort platform for efficient evaluation of early life interventions delivered through the Better Start Bradford programme. There are a growing number of interventional cohorts being implemented internationally. This paper provides an interim analysis of BiBBS in order to share learning about the feasibility and value of this method.

Potential for England's statutory school entry assessment to identify special educational needs and reveal structural inequalities: a population-based study.

Objective: To investigate at a population level whether England's universal assessment of 'school readiness' is associated with later identification of special educational needs (SEN). Also, whether ethnic differences exist in SEN identification (white British versus ethnic minority) and whether this varies as a function of school readiness.

Method: Analysis included 53 229 individuals aged 5-12 years from the Connected Bradford Database (2012/2013-2019/2020).

Intact high-resolution working memory binding in a patient with developmental amnesia and selective hippocampal damage.

Debate continues regarding the possible role of the hippocampus across short-term and working memory tasks. The current study examined the possibility of a hippocampal contribution to precise, high-resolution cognition and conjunctive memory. We administered visual working memory tasks featuring a continuous response component to a well-established developmental amnesic patient with relatively selective bilateral hippocampal damage (Jon) and healthy controls.

Why does the probe value effect emerge in working memory? Examining the biased attentional refreshing account.

People are able to prioritize more valuable information in working memory. The current study examined whether this value effect is due to the items of greater value being refreshed more than lower-value items during maintenance. To assess this possibility, we combined a probe value manipulation with a guided-refreshing procedure.

Detecting accelerated long-term forgetting: A problem and some solutions.

While many memory disorders occur with normal rates of forgetting, an accelerated rate of long-term forgetting (ALF) may occur, sometimes in the absence of a learning deficit. Detecting ALF presents a problem as it is desirable that the learned material is re-tested after each of several delays. This may result in earlier retrievals confounding later tests, with evidence suggesting that both positive and negative interaction can occur between successive tests.

Following Instructions in Working Memory: Do Older Adults Show the Enactment Advantage?

Objectives: In young adults, the ability to verbally recall instructions in working memory is enhanced if the sequences are physically enacted by the participant (self-enactment) or the experimenter (demonstration) during encoding. Here we examine the effects of self-enactment and demonstration at encoding on working memory performance in older and younger adults.

Method: Fifty young (18-23 years) and 40 older (60-89 years) adults listened to sequences of novel action-object pairs before verbally recalling them in the correct order.

Can valuable information be prioritized in verbal working memory?

Though there is substantial evidence that individuals can prioritize more valuable information in visual working memory (WM), little research has examined this in the verbal domain. Four experiments were conducted to investigate this and the conditions under which effects emerge. In each experiment, participants listened to digit sequences and then attempted to recall them in the correct order.

Strategic prioritisation enhances young and older adults' visual feature binding in working memory.

Visual working memory for features and bindings is susceptible to age-related decline. Two experiments were used to examine whether older adults are able to strategically prioritise more valuable information in working memory and whether this could reduce age-related impairments. Younger (18-33 years) and older (60-90 years) adults were presented with coloured shapes and, following a brief delay, asked to recall the feature that had accompanied the probe item.

Can children prioritize more valuable information in working memory? An exploration into the effects of motivation and memory load.

Recent research found no evidence that children aged 7-10 years are able to direct their attention to more valuable information in working memory. The current experiments examined whether children demonstrate this ability when the reward system used to motivate participants is engaging and age-appropriate. This was explored across different memory loads (3- vs.

Are there multiple ways to direct attention in working memory?

In visual working memory tasks, memory for an item is enhanced if participants are told that the item is relatively more valuable than others presented within the same trial. Experiment 1 explored whether these probe value boosts (termed prioritization effects in previous literature) are affected by probe frequency (i.e.

Remember some or remember all? Ageing and strategy effects in visual working memory.

Recent research has indicated that visual working memory capacity for unidimensional items might be boosted by focusing on all presented items, as opposed to a subset of them. However, it is not clear whether the same outcomes would be observed if more complex items were used which require feature binding, a potentially more demanding task. The current experiments, therefore, examined the effects of encoding strategy using multidimensional items in tasks that required feature binding.

Do actions speak louder than words? Examining children's ability to follow instructions.

The ability to encode, retain, and implement instructions within working memory is central to many behaviours, including classroom activities which underpin learning. The three experiments presented here explored how action-planned, enacted, and observed-impacted 6- to 10-year-old's ability to follow instructions. Experiment 1 (N = 81) found enacted recall was superior to verbal recall, but self-enactment at encoding had a negative effect on enacted recall and verbal recall.