Short-term randomised, controlled trials have found that dietary protein relative to carbohydrate can reduce blood pressure. Our objective was to investigate the effects on blood pressure of an increase in protein intake from whey over 2 years in women aged over 70 years. From the general population, 219 women aged between 70 and 80 years were recruited to a 2-year randomised, double-blind, placebo-controlled parallel-design trial: 181 women completed the trial to the end of year 2. Participants were randomly assigned to consume a daily whey protein-based beverage (protein) or an energy-matched low-protein high-carbohydrate beverage (control). Blood pressure measurements were performed at baseline, year 1 and year 2. For protein relative to control, the estimated mean net differences in protein and carbohydrate intakes were 18 (95 % CI 13, 23) and − 22 (95 % CI − 9, − 35) g/d at year 1, and 22 (95 % CI 17, 28) and − 18 (95 % CI − 6, − 31) g/d at year 2. Intention-to-treat analysis found no overall differences between groups in blood pressure (P>0·5). Net differences in systolic and diastolic blood pressure were − 2·3 (95 % CI − 5·3, 0·7) and − 1·5 (95 % CI − 3·6, 0·6) mmHg at year 1, and 1·6 (95 % CI − 1·5, 4·7) and 0·3 (95 % CI − 1·9, 2·4) mmHg at year 2. Similar differences in systolic and diastolic blood pressure at years 1 and 2 were observed with per-protocol analysis. Therefore, the present study did not provide evidence that a higher whey protein intake in older women can have prolonged effects on blood pressure.

It is well established that people with autism have impaired face processing, but much less is known about voice processing in autism. Four experiments were therefore carried out to assess (1) familiar voice-face and sound-object matching; (2) familiar voice recognition; (3) unfamiliar voice discrimination; and (4) vocal affect naming and vocal-facial affect matching. In Experiments 1 and 2 language-matched children with specific language impairment (SLI) were the controls. In Experiments 3 and 4 language-matched children with SLI and young mainstream children were the controls. The results were unexpected: the children with autism were not impaired relative to controls on Experiments 1, 2 and 3, and were superior to the children with SLI on both parts of Experiment 4, although impaired on affect matching relative to the mainstream children. These results are interpreted in terms of an unexpected impairment of voice processing in the children with SLI associated partly, but not wholly, with an impairment of cross-modal processing. Performance on the experimental tasks was not associated with verbal or nonverbal ability in either of the clinical groups. The implications of these findings for understanding autism and SLI are discussed.

Children's narratives consist of event clauses and contextualizing or ‘evaluative’ clauses. Bamberg & Damrad-Frye (1991) and Bamberg (1994) claimed that young children make limited use of evaluative clauses because they are less able to adopt a global perspective on the narrative. In an earlier study, Karmiloff-Smith (1985) demonstrated that the narratives of younger children have coherence only at a local level. However, Wellman & Bartsch (1988) showed that young children could produce evaluative-like causal explanations if given a specific prompt. The present study on 160 young children aged five, seven, nine and eleven years examined their production of evaluatives in narratives of a story presented as a video sequence with no spoken dialogue, to ensure that the children's production was not simply a re-working of verbal input. Results indicated that prompts greatly facilitated children's production of evaluatives and that they could adopt a global perspective on the story when formulating evaluatives.

These results indicate that limitations in the narratives of young children are more plausibly explained by contextual factors influencing language production and by constraints on working memory than by children's presumed lack of understanding of the structure of events or their inferences about the minds of the characters.

Relatively able children with autism were compared with age- and language-matched controls on assessments of (1) familiar voice–face identity matching, (2) familiar face recognition, and (3) familiar voice recognition. The faces and voices of individuals at the children's schools were used as stimuli. The experimental group were impaired relative to the controls on all three tasks. Face recognition and voice recognition correlated significantly with voice–face identity matching, but not with each other, suggesting that the recognition impairments jointly cause the matching impairment. Neither chronological age nor verbal mental age were consistently related to the recognition and matching impairments.

Abbreviations: APT-I: Action Picture Test Information Scale; CA: chronological age; MLD: moderate learning disability; SLI: specific language impairments

Investigation of children's understanding of the cognitive verb forget has shown that young children do not consider the role of prior knowledge when using this verb. Thus, someone may be said to have forgotten a fact despite not ever having previously known it. However, forget can also be used to refer to a failure to recall a prior intention. Three experiments examined the role of prior intention as well as prior knowledge in the comprehension of forget by 160 young children aged four to eight years. The results showed that children initially have two interpretations of forget: as an unfulfilled desire rather than a failure to recall a prior intention, and as a state of not knowing rather than a failure to recall prior knowledge. Explanations for the late comprehension of forget are discussed in terms of representation of knowledge and intention, processing capacity and exposure to pragmatic usages.