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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. Arrays of colored shapes were presented, and after a brief delay, participants reported the color of one randomly probed shape on a continuous color wheel. To manipulate probe value, one item was indicated as more valuable than the rest prior to encoding (i.e., worth more notional points), or all items were indicated as equally valuable. To guide refreshing, in some trials, two arrows were presented during maintenance, each arrow cueing the spatial location of one item. Participants were told to “think of” (i.e., refresh) the cued item. If value boosts are driven by attentional refreshing, cueing an item to be refreshed should enhance performance for items that are of low or equal value, but not items of high value, as these items would be refreshed regardless of the cue. This pattern of outcomes was observed, providing support for the hypothesis that attentional refreshing at least partially accounts for probe value effects in working memory.

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. Children were categorised as ‘school ready’ if they reached a ‘Good Level of Development’ on the Early Years Foundation Stage Profile. We used probit regression and structural equation modelling to investigate the relationship between school readiness and NEET status and whether it primarily relates to academic attainment. Results School readiness was significantly associated with NEET status. A larger proportion of young people who were not school ready were later NEET (11%) compared to those who were school ready (4%). Most of this effect was attributable to shared relationships with academic attainment, but there was also a direct effect. Measures of deprivation and Special Educational Needs were also strong predictors of NEET status. Conclusions NEET risk factors occur early in life. School readiness measures could be used as early indicators of risk, with interventions targeted to prevent the long-term physical and mental health problems associated with NEET, especially in disadvantaged areas. Primary schools are therefore well placed to be public health partners in early intervention strategies.

ObjectiveTo 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.MethodAnalysis included 53 229 individuals aged 5–12 years from the Connected Bradford Database (2012/2013–2019/2020). Logistic regression analyses examined: (1) whether reaching a ‘good level of development’ on England’s ‘school readiness’ assessment was associated with later SEN identification; and (2) whether interactions exist between school readiness and ethnicity.Results32 515 of 53 229 children reached a good level of development, of which 3036 (9.3%) were identified as having SEN. In contrast, 10 171 of 20 714 (49.1%) of children who did not reach a good level of development were later identified as having SEN. Children not reaching a good level of development had increased odds of being later identified as having SEN after controlling for covariates (OR: 8.50, 95% CI: 8.10 to 8.91). In children who did not reach a good level of development, white British children had higher odds of being identified as having SEN compared with ethnic minority peers (OR: 1.22, 95% CI: 1.11 to 1.34). No ethnic differences of having SEN were observed in children reaching a good level of development (OR: 1.04, 95% CI: 0.93 to 1.16).ConclusionsSchool readiness assessments are associated with later SEN identification. Structural inequalities may exist in SEN identification in children not entering formal education ‘school ready’. Such assessments could facilitate earlier identification of SEN and reduce structural inequalities in its identification.

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. In contrast, observation of other-enactment (demonstration) at encoding facilitated both types of recall (Experiment 2 a: N = 81). Further, reducing task demands through a reduced set of possible actions (Experiment 2 b; N = 64) led to a positive effect of self-enactment at encoding for later recall (both verbal and enacted). Expecting to enact at recall may lead to the creation of an imaginal spatial-motoric plan at encoding that boosts later recall. However, children’s ability to use the additional spatial-motoric codes generated via self-enactment at encoding depends on the demands the task places on central executive resources. Demonstration at encoding appears to reduce executive demands and enable use of these additional forms of coding.

Financial management skills are necessary for responsible library management. In light of the profession’s current emphasis on financial literacy, the authors posed four questions: (1) to what extent are library and information science schools providing courses in financial management for their graduates; (2) what is the quality and quantity of library financial management textbooks available for current librarians and librarians in training; (3) to what extent are there sufficient library continuing education venues available in North America to provide this training; and (4) does any evidence exist to show that librarians with library financial management responsibilities are well-trained enough to manage library finances competently and effectively? This study attempts to answer the first question. The authors examined the curricula of all American Library Association (ALA) English-language accredited library schools in North America to determine the extent to which financial management skills are taught. The results are worrying. Although many accredited Library and Information Science (LIS) programs require a general library management course for program completion, only a small percentage of these courses offered even a brief focus on financial management. The authors conclude by encouraging professional organizations and graduate library schools to enhance their menus of educational programs. The profession must provide the skills and support necessary to ensure the profession’s future.