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Four issues raised by Osth and Hurlstone's (2022) commentary on Logan's (2021) context retrieval and updating (CRU) theory of serial order are addressed here. To commence, we thoroughly analyze the relationships between CRU, chains, and associations. The contextual retrieval unit (CRU) is shown to differ from chaining theories in its approach to context retrieval, prioritizing similarity over association. Following this, we correct a mistake Logan (2021) made in understanding the prevalence of recalling ACB over ACD when attempting to retrieve ABCDEF (distinguishing between fill-in and in-fill errors, respectively). The theory, when effectively implemented, that subjects blend the current setting with a previously shown list item after the first sequence error correctly forecasts fill-in errors as more frequent than in-fill errors. We address position-specific prior-list intrusions in our third point. This involves modifying the CRU structure and introducing a position-coding model derived directly from CRU. Position-specific intrusions from prior lists are consistent with a position coding mechanism in some of the trials, but do not preclude an item coding mechanism in other trials. In our final analysis, we examine the phenomenon of position-specific intrusions between groups in structured lists, concurring with Osth and Hurlstone's assertion that the CRU cannot adequately address these instances. Our hypothesis is that such incursions might bolster position coding across a portion of the experiments, but we do not negate the potential for item-based coding schemes similar to CRU. We summarize our findings by suggesting item-independent and item-dependent coding as viable strategies for serial recall, emphasizing the need to track immediate performance. APA retains exclusive rights for the PsycINFO database record, which was released in 2023.

Youth benefit from positive outcomes when family-school partnerships, including the quality of parent-teacher relationships and family educational involvement, are present. Autistic youth flourish when families and schools work together, and cross-setting supports act as a powerful catalyst for this collaboration. By coordinating the efforts of families and schools, children's progress can reach its full potential. Researchers examined the connection between child behavioral and physical health (emotional, behavioral, and medical problems) and parental mental health (stress levels, history of mental illness, and depressive symptoms) in their effect on the quality of parent-teacher relationships and family involvement among 68 families of school-aged autistic children. Families were identified and contacted for participation in the study via invitation letters circulated at local early childhood intervention and early childhood programs. Boys, primarily White, and approximately eight years old constituted the majority of the children in the sample. The research suggests a negative relationship between childhood emotional challenges and parental stress, affecting parent-teacher collaborations (strong correlation), and a detrimental link between parental mental health history and family involvement (strong association). The following discussion addresses intervention recommendations and highlights future research directions. When exploring family-school partnerships with families of autistic children, it is crucial for future research to consider the diversity of ethnic backgrounds represented. OSS_128167 Copyright 2023, APA reserves all rights to the PsycINFO database record.

There is an escalating demand to diversify the personnel in school psychology, encompassing practitioners, graduate educators, and researchers, by attracting more students of color to doctoral programs. Academic literature on retention rates in higher education across numerous fields demonstrates that doctoral students identifying as Black, Indigenous, and women of color frequently experience feelings of isolation, inadequate mentorship, and microaggressions. Although this body of research has revealed the ways doctoral programs might discourage BIWOC students, it has been challenged for its failure to acknowledge the resourceful and strategic methods they use to persevere. Twelve focus group interviews with 15 BIWOC students enrolled in school psychology doctoral programs throughout the United States were the subject of our examination. Applying the concept of agency, we coded the transcribed data to uncover the agentic actions of BIWOC that went beyond the typical workload and expectations of graduate school. Six key actions employed by BIWOC to tackle the systemic difficulties in their teaching were: community building, self-defense, collaborative organizing, advocacy, seeking mutual support, and self-improvement. Considering these actions transcended the fundamental program stipulations, we contend that they embody the invisible work undertaken by BIWOC students to endure their doctoral programs. We dissect the implications of this unnoticed labor and provide distinct recommendations for school psychology doctoral programs to lessen the burden of invisible work for BIWOC students. In 2023, the American Psychological Association maintains complete rights over this PsycINFO database record.

Facilitating the development of students' social skills and improving classroom learning is the aim of well-structured universal social skills programs. The current research was designed to elaborate on the impacts of the universal program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), and to develop a more complex comprehension of its effects. Through a person-centered data analytic lens, we examined the connection between SSIS-CIP and the diverse developmental paths of social skills and problem behaviors in second-grade students over time. Analyzing behavioral patterns over time, latent profile analysis identified three recurring profiles: high social competence and low problem behavior, moderate social competence and low problem behavior, and low social competence and high problem behavior. The latent transition analysis showed a higher likelihood for students exposed to the SSIS-CIP program to either stay in their current behavioral profile or transition to a more positive one, in contrast to students in the comparative group. The SSIS-CIP demonstrably aided individuals possessing lower skill sets, potentially necessitating support and intervention. The PsycINFO database record of 2023, a copyright of the APA, reserves all rights.

Previous research on ostracism has primarily concentrated on the responses of those who experience exclusion and inattention. Although other aspects of ostracism have been studied extensively, the motivations and viewpoints of those who ostracize remain largely uninvestigated territory for empirical researchers. Two crucial motivations for decisions involving motivated ostracism, intended to promote group well-being, center on the target: a perceived infringement of group norms and the perception that the target is dispensable to meet group objectives. In total, five experiments and two survey studies (all pre-registered, total N = 2394) vindicate our predictions. From the target's viewpoint, the frequency of being ostracized was connected to both the individual's sense of violating norms and their perceived dispensability (Study 2). Participants, in five experiments (studies 3-7), consistently chose to marginalize targets more often if those targets were deemed to be violating group norms or lacking the proficiency needed for a vital group skill, thereby labeling them dispensable. Studies 5, 6, and 7 further indicate that strategic evaluations of the situational context shape ostracism choices. In collaborative settings, participants were more likely to exclude targets who violated norms; in performance situations, they were more likely to ostracize targets perceived as incompetent. OSS_128167 The robust findings regarding ostracism and group dynamics have implications for theoretical understanding and strategies aimed at fostering inclusion and reducing ostracism. The American Psychological Association asserts its exclusive rights to the PsycINFO database record, a product of the year 2023.

The study of effective treatments for adults affected by attention-deficit hyperactivity disorder (ADHD) is noticeably less developed than the corresponding research on children and adolescents with the same condition. In this systematic review, a random-effects meta-analysis is performed to assess the results of computerized cognitive training (CCT) interventions in randomized controlled trials (RCTs) including adult participants with ADHD.
Separate examinations focused on cognitive outcomes and ADHD symptom severity, respectively. OSS_128167 Using the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, outcome variables were sorted into subdomains for separate analysis in a later stage of the investigation.
Overall cognitive functioning, encompassing all cognitive domains, showed a slight, positive improvement in individuals who underwent CCT, in comparison to the control group.
Nine is the numerical outcome of Hedge's process.
A 95% confidence interval of 0.0002 to 0.0467 encompasses the observed result of 0.0235.
In the absence of discernible patterns, the return is zero.
With meticulous attention to structural diversification, the sentences were rewritten, each possessing a unique and distinct configuration, ensuring a remarkable level of variety and originality. However, the intensity of the symptoms, and specifically their impact on cognitive functions like executive function, cognitive speed, and working memory, did not show any significant advancement.
A critical analysis of bias within the selected studies was conducted, and the impact of the observed findings on effect size was explored. The study concludes that CCT produces a positive, albeit small, effect on adults diagnosed with ADHD. Given the homogeneity of intervention designs across the examined studies, future research with more varied approaches to CCT could help inform clinicians about crucial elements like training type and length for this patient group.