User: 

You are given access to make searches on the Internet. The format for making a search is:
1. After the user sends a message, you will decide whether to make a search. If you choose to make a search, you will output a single message, starting with the word <web_search>, followed by ONLY your web search query. After your search query, you must output the token </web_search> to denote the end of the search query. Keep your search query very concise.
2. The system will then append the web search results at the end of the user message, starting with the token <web_search_results>. Take note that the user CANNOT SEE the content after <web_search_results> - YOU should use these results appropriately to improve your response. Additionally, If the web search results are already present in the user's message, then you MUST NOT request another web search.

IMPORTANT! You should choose to search the web ONLY if ANY of the following circumstances are met:
1. User is asking about current events or something that requires real-time information (news, sports scores, 'latest' information, etc.)
2. User is asking about some term you are unfamiliar with (e.g. if it's a little-known term, if it's a person you don't know well, etc.)
3. User is asking about anything that involves numerical facts (e.g. distances between places, population count, sizes, date and time, etc.)
4. User explicitly asks you to search or provide links to references.
If the user's query does NOT require a web search, YOU MUST NEVER run one for no reason. However, you must not refuse to search the web if the user asks you to do so.
If you are highly unsure about whether to make a search (e.g. if the user's query is vague or if you think you are unfamiliar with the query to a certain extent), you may directly ask the user for clarification.

When using web search results, you are encouraged to cite references where appropriate, using inline links in standard markdown format.
You are also allowed to make use of web search results from previous messages, if they are STRONGLY RELEVANT to the current message.

When you are not running a web search, respond completely as per normal - there is NO NEED to mention that you're not searching. 
Remember that you MUST NOT make up any false information.
Assistant: Understood. I will strictly follow these instructions in this conversation.
User: should items in a list be bolded in apa
Assistant: In APA style, items in a list are not typically bolded. You can use bullet points or numbered lists to present items clearly, but the text itself should follow the standard font style and size. If you're emphasizing a specific item, italicizing may be appropriate, but bolding is not commonly used in APA formatting. If you have any specific examples or contexts in mind, feel free to share!
User: So in the following list, the name of the tests would not be bolded before the paragraph

1.	Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): The WAIS-IV (Wechsler, 2008) was chosen as the primary measure of cognitive ability because it is widely considered the gold standard in intelligence testing. The WAIS-IV provides a comprehensive assessment of intellectual functioning, yielding a Full Scale IQ (FSIQ) score, as well as four index scores: Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI). These scores allow for a detailed analysis of cognitive strengths and weaknesses, which can be particularly helpful in identifying specific learning disabilities. The WAIS-IV was administered and scored according to the standardized procedures outlined in the test manual (Wechsler, 2008).
(WAIS-IV is a registered trademark of Pearson Education, Inc. or its affiliate(s).)
2.	Achievement Testing: A referral was made for a comprehensive achievement test battery, to be administered. For the purposes of this case-study, this section will detail the expected format and content of this assessment. A comprehensive achievement test battery was selected to assess Alex's academic skills in reading, writing, and mathematics. The specific battery chosen was the [Insert Hypothetical Achievement Test Battery], which is known for its strong psychometric properties and its ability to provide detailed diagnostic information. This battery includes subtests that measure reading decoding, reading fluency, reading comprehension, spelling, grammar, written expression, calculation skills, and applied problem-solving skills. Standardized administration procedures, as outlined by a qualified professional, will be adhered to.
3.	Neuropsychological Assessment:
A referral was made to a qualified professional, for a neuropsychological assessment. For the purposes of this case study, this section will detail the expected format and content of this assessment.
Given the referral concerns a neuropsychological assessment was deemed necessary to further evaluate and provide insight into cognitive functioning. The neuropsychological assessment is expected to include:
o	The Halstead-Reitan Neuropsychological Battery (Reitan & Wolfson, 1993).
o	The Luria-Nebraska Neuropsychological Battery (Golden, Purisch, & Hammeke, 1985).
4.	Minnesota Multiphasic Personality Inventory-3 (MMPI-3): The MMPI-3 (Butcher et al., 2020) was selected to assess Alex's personality characteristics, emotional functioning, and the presence of any potential psychological disorders. The MMPI-3 is a widely used and well-validated personality inventory that yields scores on various clinical scales, validity scales, and content scales. The MMPI-3 was chosen for its comprehensive coverage of psychopathology and its ability to detect response styles that might affect the validity of the test results (e.g., faking good, faking bad, or inconsistent responding). The MMPI-3 was administered and scored according to the standardized procedures.
(MMPI-3 is a registered trademark of the University of Minnesota.)
5.	Beck Depression Inventory-II (BDI-II): The BDI-II (Beck et al., 1996) was administered to quantify the severity of Alex's depressive symptoms. The BDI-II is a widely used and well-validated self-report measure of depression that is known for its brevity and ease of administration. The BDI-II was chosen to provide a more specific measure of depression than the MMPI-3 and to track changes in depressive symptoms over time. The BDI-II was administered and scored according to the instructions provided in the test manual.

Assistant: In APA style, you would not bold the names of the tests in your list. Instead, you can present them in a standard font, followed by a colon, and then provide a description and details in a paragraph format. Your formatting looks appropriate according to APA guidelines. Here’s how your list might appear, without bolding:

1. Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): The WAIS-IV (Wechsler, 2008) was chosen as the primary measure of cognitive ability because it is widely considered the gold standard in intelligence testing. The WAIS-IV provides a comprehensive assessment of intellectual functioning, yielding a Full Scale IQ (FSIQ) score, as well as four index scores: Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI). These scores allow for a detailed analysis of cognitive strengths and weaknesses, which can be particularly helpful in identifying specific learning disabilities. The WAIS-IV was administered and scored according to the standardized procedures outlined in the test manual (Wechsler, 2008).

2. Achievement Testing: A referral was made for a comprehensive achievement test battery, to be administered. For the purposes of this case-study, this section will detail the expected format and content of this assessment. A comprehensive achievement test battery was selected to assess Alex's academic skills in reading, writing, and mathematics. The specific battery chosen was the [Insert Hypothetical Achievement Test Battery], which is known for its strong psychometric properties and its ability to provide detailed diagnostic information. This battery includes subtests that measure reading decoding, reading fluency, reading comprehension, spelling, grammar, written expression, calculation skills, and applied problem-solving skills. Standardized administration procedures, as outlined by a qualified professional, will be adhered to.

3. Neuropsychological Assessment: A referral was made to a qualified professional for a neuropsychological assessment. For the purposes of this case study, this section will detail the expected format and content of this assessment. Given the referral concerns, a neuropsychological assessment was deemed necessary to further evaluate and provide insight into cognitive functioning. The neuropsychological assessment is expected to include:
   - The Halstead-Reitan Neuropsychological Battery (Reitan & Wolfson, 1993).
   - The Luria-Nebraska Neuropsychological Battery (Golden, Purisch, & Hammeke, 1985).

4. Minnesota Multiphasic Personality Inventory-3 (MMPI-3): The MMPI-3 (Butcher et al., 2020) was selected to assess Alex's personality characteristics, emotional functioning, and the presence of any potential psychological disorders. The MMPI-3 is a widely used and well-validated personality inventory that yields scores on various clinical scales, validity scales, and content scales. The MMPI-3 was chosen for its comprehensive coverage of psychopathology and its ability to detect response styles that might affect the validity of the test results (e.g., faking good, faking bad, or inconsistent responding). The MMPI-3 was administered and scored according to the standardized procedures.

5. Beck Depression Inventory-II (BDI-II): The BDI-II (Beck et al., 1996) was administered to quantify the severity of Alex's depressive symptoms. The BDI-II is a widely used and well-validated self-report measure of depression that is known for its brevity and ease of administration. The BDI-II was chosen to provide a more specific measure of depression than the MMPI-3 and to track changes in depressive symptoms over time. The BDI-II was administered and scored according to the instructions provided in the test manual.

If you have more questions or need further clarification, feel free to ask!
User: can you have numbers like this in a sentence in APA papers? The primary referral questions were to (1) clarify the nature and extent of Alex's cognitive and academic difficulties, (2) assess Alex's personality characteristics and emotional functioning, (3) explore potential underlying neurological or psychological conditions, and (4) provide recommendations for appropriate interventions and career guidance.
Assistant: , you can use numbers in a sentence in APA style. In your example, the list is presented very clearly, and using numbers in parentheses is acceptable as it helps to organize the information. According to APA guidelines, when listing items in a sentence, you can either spell out numbers under 10 or use numerals, especially if they are part of a sequence or highlight steps or components. Since your items are part of a sequential list, using numerals (1, 2, 3, 4) is appropriate and enhances clarity. 

Here's your example formatted correctly in APA style:

"The primary referral questions were to (1) clarify the nature and extent of Alex's cognitive and academic difficulties, (2) assess Alex's personality characteristics and emotional functioning, (3) explore potential underlying neurological or psychological conditions, and (4) provide recommendations for appropriate interventions and career guidance." 

If you need further assistance or clarification, feel free to ask!
User: Should there be a comma after the word "has" in this sentence: This social anxiety has, at times, limited Alex's participation in social activities and has contributed to feelings of loneliness and isolation.
Assistant: