The aim of this study was to conduct a systematic mapping review of the literature that explored associations of pregnancy intentions with health-related lifestyle behaviours and psychological wellbeing before and during pregnancy. Six databases were searched (May 2017) for papers relating to pregnancy intentions, health-related lifestyle behaviours, and psychological wellbeing. The literature was mapped according to the preconception or pregnancy period; prospective or retrospective variable assessment; and reported lifestyle behaviours and psychological wellbeing outcomes. Of 19,430 retrieved records, 303 studies were eligible. Pregnancy intentions were considered during the preconception period in 103 studies (only 23 assessed prospectively), and during the pregnancy period in 208 studies (141 prospectively). Associations between pregnancy intention and preconception behaviours/psychological wellbeing were primarily reported for supplement use (n = 58) and were lacking for diet/exercise, and psychological factors. For behaviours/psychological wellbeing during pregnancy, associations with pregnancy intention were focused on prenatal care (n = 79), depression (n = 61), and smoking (n = 56) and were lacking for diet/exercise. Only 7 studies assessed pregnancy intentions with a validated tool. Despite a large body of literature, there were several methodological limitations identified, namely assessment of pregnancy intentions with non-validated measures and the reliance on retrospective assessment. Future primary studies are needed to fill gaps in our understanding regarding energy-balance-related behaviours. Future studies (including reviews/meta-analyses) should take care to address the noted limitations to provide a comprehensive and accurate understanding of the relationships between pregnancy intentions and health-related lifestyle behaviours and psychological wellbeing before and during pregnancy.

Despite the widespread use of ground rules in forensic interview guidelines, it is unknown whether children retain and apply these rules throughout narrative interviews. We evaluated the capacity of 260 five- to nine-year-olds to utilize three ground rules. At the beginning of the interview all children heard the rules; half also practiced them. Children then responded to open-ended prompts about a repeated laboratory event and were assessed for their application of the rules. Logistic regressions revealed that practice only benefitted the use of the "don't know" rule. Although the children accurately answered "don't understand" and "correct me" practice questions, practice appeared to give no greater benefit than just hearing the rules. Results suggest that the current format of ground rule practice in interview guidelines is appropriate for the "don't know" rule, but the other rules may require more extensive practice with this age group.

Much research has tested techniques to improve children's reporting of episodes from a repeated event by interviewing children after they have experienced multiple episodes of a scripted event. However, these studies have not considered any effects of the similarity shared between event episodes on children's reports. In the current study, 5-to 9-year-olds experienced four episodes of a scripted repeated event that shared a high (n = 76) or low (n = 76) degree of similarity, and were subsequently interviewed about individual episodes.The proportional amount and accuracy of children's reported details were tallied. Children reported proportionally more details and more script deviations after experiencing the high, compared to low, similarity event. Conversely, children were more accurate in their episodic reports when they experienced the low, compared to high, similarity event. The current findings have implications for the generalisability and comparability of past results across laboratory studies.

This study examined children's responses to two alternate prompts used to transition to the substantive phase of an interview. Children ( N = 401) experienced four scripted events and were later interviewed. After rapport building, half of the children were asked, "Tell me what you're here to talk to me about today," whereas the other half were asked, "Tell me why you're here to talk to me today." Children's responses were coded as informative (e.g., nouns) or uninformative (e.g., "don't know"). The what prompt elicited more informative responses than the why prompt, and 7- to 9-year-olds were more informative than 5- to 6-year-olds regardless of the type of prompt they received. Given that the what prompt elicited more informative responses, the present study provides initial support for this phrasing when forensic interviewers transition to the substantive phase.

SummaryDespite much research into children's ability to report information from an individual episode of a repeated event, their capacity to identify well‐remembered episodes is unknown. Children (n = 177) from Grades 1 to 3 participated in four episodes of a repeated event and were later asked to recall the time that they remembered ‘best’ and then ‘another time.’ Post‐recall, children were asked what they believed ‘the time you remember best’ meant, and how they decided which episode to recall. Older children were better able than younger to understand the prompt and nominate an episode, but children of all ages showed improved ability to produce an episode for discussion when subsequently asked about ‘another time.’ All children struggled to describe their decision‐making processes, suggesting that they had yet to develop sufficient metamemory knowledge for the task. Results suggest that children have difficulty explicitly identifying well‐remembered episodes of repeated events.Copyright © 2016 John Wiley & Sons, Ltd.