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: , the comma after "has" in your sentence is correct. The phrase "at times" is an interrupting element that adds additional information, so it should be set off with commas. Your sentence is correctly punctuated as follows:

"This social anxiety has, at times, limited Alex's participation in social activities and has contributed to feelings of loneliness and isolation."

If you have more questions about grammar or punctuation, feel free to ask!
User: what is the proper way to incorporate a table into an APA paper
Assistant:  APA style, incorporating a table into your paper involves several steps to ensure clarity and adherence to formatting guidelines. Here’s how to do it properly:

1. **Placement**: Tables should be placed as close as possible to the text that refers to them. If there is a specific point in your text discussing the table, you can insert it right after that point or at the end of the relevant section.

2. **Numbering**: Tables should be numbered consecutively with Arabic numerals (e.g., Table 1, Table 2, etc.) in the order they are mentioned in your text.

3. **Title**: Each table should have a title that is italicized and in title case (capitalize major words). The title should be placed above the table, and it should be clear and concise.

4. **Formatting**: The table itself should be formatted with borders that enhance readability. APA suggests using horizontal lines but generally advises against vertical lines. The table should be created in a way that allows for easy reading, and all cells should be adequately sized.

5. **Notes**: If necessary, include a note below the table to clarify content or provide additional information. This note can include explanations, source information for data presented, or definitions of abbreviations.

6. **Referencing in Text**: When referring to the table in your text, mention it explicitly (e.g., “As shown in Table 1…”).

Here is an example of how you might format a simple table according to APA style:

**Example:**

```
Table 1
Participant Demographics

| Participant | Age | Gender | Diagnosis        |
|-------------|-----|--------|------------------|
| 1           | 28  | Female | Social Anxiety    |
| 2           | 34  | Male   | Major Depression  |
| 3           | 45  | Female | Generalized Anxiety |

Note: Demographic information for participants involved in the study. 
```

By following these guidelines, you can effectively incorporate tables into your APA paper. If you have any more questions or need further clarification, feel free to
User: Does this section follow APA:

Assistant:  seems like your question got cut off. If you could provide the specific section or text you're referring to, I would be happy to help you determine whether it follows APA style guidelines!
User: 1.	Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV):
Index	Score	Percentile	95% Confidence Interval
Verbal Comprehension	105	63	98-112
Perceptual Reasoning	110	75	102-117
Working Memory	80	9	74-89
Processing Speed	85	16	79-92
Full Scale IQ	90	25	86-95
Interpretation: Alex's Full Scale IQ (FSIQ) of 90 falls within the Low Average range of intellectual functioning. However, a significant discrepancy exists between Alex's verbal and nonverbal abilities, and between their stronger and weaker cognitive domains. Alex's Verbal Comprehension Index (VCI) score of 105 (Average range) and Perceptual Reasoning Index (PRI) score of 110 (High Average) indicate relatively intact verbal and nonverbal reasoning abilities. Alex demonstrated an ability to understand and express verbal concepts, to think abstractly, and to solve problems using visual-spatial skills. In contrast, Alex's Working Memory Index (WMI) score of 80 (Low Average) and Processing Speed Index (PSI) score of 85 (Low Average) suggest significant weaknesses in attention, concentration, mental manipulation of information, and speed of information processing. This pattern of cognitive strengths and weaknesses is consistent with Alex's reported difficulties with word retrieval, short-term memory, and sustained attention and supports consideration of a learning disability. The obtained pattern of scores suggests relative strengths in areas that tap crystallized intelligence and more pronounced weaknesses in areas that tap fluid intelligence.
2.	Achievement Testing:
Hypothetical results, as referral was made, and results are still pending.
The results of the comprehensive achievement test battery revealed significant academic deficits across all areas assessed. Alex's scores in reading decoding, reading fluency, and reading comprehension were all in the Below Average range, falling at or below the 10th percentile. These findings are consistent with Alex's reported history of reading difficulties. Similarly, Alex's scores in spelling, grammar, and written expression were also in the Below Average range, falling at or below the 12th percentile. In mathematics, Alex demonstrated significant weaknesses in both calculation skills and applied problem-solving, with scores falling at or below the 8th percentile. These findings are consistent with Alex's reported history of academic underachievement and suggest the presence of specific learning disabilities in reading, writing, and mathematics. The pattern of achievement scores is consistent with the cognitive profile observed on the WAIS-IV, with significantly lower performance in areas that require efficient working memory and processing speed.
3.	Neuropsychological Assessment:
Hypothetical results, as referral was made, and results are still pending.
The results of the neuropsychological assessment are pending referral and will inform this aspect of the evaluation. Based on the preliminary findings from the cognitive and achievement testing, it is hypothesized that the neuropsychological assessment may reveal deficits in attention, working memory, processing speed, and executive functions, which are often associated with learning disabilities and may shed light on the organic basis of these deficits. Specific tests of executive function, such as the Tower of Hanoi and various maze tasks, might be particularly informative.
4.	Minnesota Multiphasic Personality Inventory-3 (MMPI-3):
Hypothetical Results:
Alex's MMPI-3 profile revealed elevations on several clinical scales, including the scales for Depression (Scale 2, T = 72) and Anxiety (Scale 7, T = 68). These elevations suggest the presence of significant depressive and anxious symptoms. The profile also indicated elevations on scales related to social discomfort (Scale 0, T = 66) and low self-esteem (LSE, T = 69). The validity scales (L, F, K) were within normal limits, suggesting that Alex responded openly and honestly to the test items, and there was no evidence of overreporting or underreporting of psychological problems. The high scores on specific scales indicates that there is no evidence of "faking good" or "faking bad".
Interpretation: The MMPI-3 results support the presence of significant emotional distress, particularly in the areas of depression and anxiety. The elevated scores on scales related to social discomfort and low self-esteem are consistent with Alex's self-reported difficulties in social situations and their history of feeling inadequate. The validity of the MMPI-3 profile suggests that Alex's responses are a reliable reflection of their current emotional state and personality characteristics. The pattern of clinical scale elevations is consistent with a mixed anxiety-depressive picture, which is often observed in individuals with learning disabilities and related academic and social challenges.
5.	Beck Depression Inventory-II (BDI-II):
Alex's total score on the BDI-II was 25, which falls within the moderate range of depressive symptoms. This finding is consistent with the MMPI-3 results and Alex's self-reported feelings of sadness, hopelessness, and loss of interest in activities. The elevated BDI-II score provides further evidence of the presence of significant depressive symptoms that warrant clinical attention and targeted intervention.

Assistant: