Search

Mind wandering occurs when attention becomes disengaged from the here-and-now and directed toward internally generated thoughts; this is often associated with poorer performance on educationally significant tasks. In this study, 8- to 9-year-old children (N = 60) listened to audio stories embedded with intermittent thought probes that were used to determine if participants' thoughts were on or off task. The key objective was to explore the impact of probe-caught mind wandering on both immediate and delayed memory retention. Children reported being off task approximately 24% of the time. Most inattention episodes were classified as task-unrelated thoughts (i.e., 'pure' instances of mind wandering, 9%) or attentional failures due to distractions (9%). Higher frequency of mind wandering was strongly associated with poorer memory recall, and task-unrelated thoughts strongly predicted how well children could recall components of the audio story both immediately after the task and after a 1-week delay. This study is the first to demonstrate the impact of mind wandering on delayed memory retention in children. Results suggest that exploring mind wandering in the foundational years of schooling could provide the necessary empirical foundation for the development of practical interventions geared toward detecting and refocusing lapses of attention in educational contexts. [ABSTRACT FROM AUTHOR]

Value-based decisions often involve comparisons between benefits and costs that must be retrieved from memory. To investigate the development of value-based decisions, 9- to 10-year olds (N = 30), 11- to 12-year olds (N = 30), and young adults (N = 30) first learned to associate gain and loss magnitudes with symbols. In a subsequent decision task, participants rapidly evaluated objects that consisted of combinations of these symbols. All age groups achieved high decision performance and were sensitive to gain-loss magnitudes, suggesting that required core cognitive abilities are developed early. A cognitive-modeling analysis of performance revealed that children were less efficient in object evaluation (drift rate) and had longer nondecision times than adults. Developmental differences, which emerged particularly for objects of high positive net value, were linked to mnemonic and numerical abilities. [ABSTRACT FROM AUTHOR]

Objective:Recent studies have shown promising effects of physical activity on cognitive function, but there is a need to investigate this link in real-life settings such as schools. Hence, the objective of the present pilot study was to investigate whether the school-based physical activity programme “FIFA 11 for Health” for Europe could improve cognitive performance in preadolescent Danish children.Methods:The pilot study used an 11-week cluster-randomised intervention study design. School classes were randomly assigned to either a control group (CG) (n = 93 children, age = 11.8,s = 0.2 years), which performed the obligatory daily school-based physical activity (5 × 45 minutes per week); or an intervention group (IG) (n = 838 children, age = 11.9,s = 0.4 years), which substituted 2 × 45 minutes per week of the daily school physical activity with the “FIFA 11 for Health” for Europe programme. The programme combines small-sided football games, drills and health education. Cognitive performance was evaluated at baseline and follow-up.Results:The IG improved their cognitive performance compared to the CG for psychomotor function (56,sx– = 22 ms,p < .001), attention (39,sx– = 17 ms,p = .012) and working memory (79,sx– = 35 ms,p = .020).Conclusion:This pilot study provides evidence that the school-based physical activity programme “FIFA 11 for Health” for Europe can improve cognitive performance in preadolescent Danish schoolchildren. Future studies should attempt to disentangle the effects of “FIFA 11 for Health” for Europe on cognitive performance by investigating the characteristics of the programme’s physical activity. [ABSTRACT FROM AUTHOR]

Episodic memory has been tested in non-human animals using depletion paradigms that assess recollection for the “what”, “where” and “when” (i.e., how long ago). This paradigm has not been used with human children, yet doing so would provide another means to explore their episodic memory development. Using a depletion paradigm, preschool-aged children were presented in two trials with a preferred food that was only edible after a short interval and a less-preferred food that was edible after the short and long intervals. Younger (mean = 40 months) and older (mean = 65 months) children tended to choose their preferred food after the short intervals, but did not switch to selecting their less-preferred food after the long intervals. Importantly, their choices did not differ with age. Although older children better remembered “what”, “where”, and “what is where” than did younger children, neither age group successfully estimated “how long ago” an event occurred. Finally, both age groups spontaneously recalled information about Trial 1. We also analysed the relation between the different measures used in the study but no clear patterns emerged. Results are discussed with respect to the cognitive mechanisms necessary to succeed in depletion paradigms and the measurement of episodic memory more broadly. [ABSTRACT FROM AUTHOR]

Background: The benefits of the use of folic acid supplements (FASs) during the periconception period to prevent neural tube defects and to ensure normal brain development in offspring are well known. There is concern, however, about the long-term effects of the maternal use of high dosages of FASs that exceed the Tolerable Upper Intake Level (UL) (≥1000 µg/d) on child neurocognitive outcomes. Objective: The objective of the study was to examine the association between the use of high dosages of FASs during pregnancy and child neuropsychological development at ages 4-5 y. Design: The multicenter prospective mother-child cohort study, the Infancia y Medio Ambiente (INMA) Project, was conducted in 4 regions of Spain: Asturias, Sabadell, Gipuzkoa, and Valencia. Pregnant women were recruited between 2003 and 2008. Data on 1682 mother-child pairs were included in the final analyses. The pregnant women completed an interviewer-administered questionnaire that was validated to estimate typical dietary folate intake and the use of FASs at 10-13 and 28-32 wk of gestation. Neuropsychological development scores at 4-5 y of age were estimated with the use of the McCarthy Scales of Children's Abilities. Multiple linear regression and meta-analysis were used to obtain combined-effect estimates. Results: During the periconception period, one-third of the women (n = 502) took FAS dosages ≥1000 μg/d. The use of FAS dosages ≥1000 µg/d in this period was negatively associated with several neuropsychological outcomes scores in children: global verbal (β = -2.49; 95% CI: -4.71, -0.27), verbal memory (β = -3.59; 95% CI: -6.95, -0.23), cognitive function of posterior cortex (β = -2.31; 95% CI: -4.45, -0.18), and cognitive function of left posterior cortex (β = -3.26; 95% CI: -5.51, -1.01). Conclusions: The use of FAS dosages exceeding the UL (≥1000 µg/d) during the periconception period was associated with lower levels of cognitive development in children aged 4-5 y. The use of FAS dosages ≥1000 µg/d during pregnancy should be monitored and prevented as much as possible, unless medically prescribed. [ABSTRACT FROM AUTHOR]

Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive dynamics theory of visual working memory development has been proposed to overcome this limitation. From this perspective, developmental improvements arise through the coordination of cognitive processes to meet demands of different behavioral tasks. This notion is described as real-time stability, and can be probed through experiments that assess how changing task demands impact children's performance. The current studies test this account by probing visual working memory for colors and shapes in a change detection task that compares detection of changes to new features versus swaps in color-shape binding. In Experiment 1, 3- to 4-year-old children showed impairments specific to binding swaps, as predicted by decreased real-time stability early in development; 5- to 6-year-old children showed a slight advantage on binding swaps, but 7- to 8-year-old children and adults showed no difference across trial types. Experiment 2 tested the proposed explanation of young children's binding impairment through added perceptual structure, which supported the stability and precision of feature localization in memory--a process key to detecting binding swaps. This additional structure improved young children's binding swap detection, but not new-feature detection or adults' performance. These results provide further evidence for the cognitive dynamics and real-time stability explanation of visual working memory development. [ABSTRACT FROM AUTHOR]

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later. Two important findings occurred: First, growth in the WM executive component was significantly related to growth in English word identification and passage comprehension when competing measures (phonological processing, naming speed, inhibition, and fluid intelligence) were entered into the multilevel growth model. Second, children defined as at risk for RD in Wave 1 had lower intercepts than children not at risk at Wave 3 across several measures of cognition, language, and achievement. However, except on measures of the executive component of WM, no significant group differences in linear growth emerged. These findings suggest that growth in L2 reading was tied to growth in the executive system of WM. [ABSTRACT FROM AUTHOR]

This theoretical review attempts to carry out an overview of the concept of Executive Functions, exposing various facets emerging from the latest scientific developments, so that novice readers can begin to learn about the subject and those who are already familiar with it can update their knowledge. The review begins by explaining what is meant by Executive Functions and why they are important. Following that, we review both the components and the concepts commonly used in the literature that are directly related to Executive Functions. Finally, we review their precursors and those environmental factors that influence their development. [ABSTRACT FROM AUTHOR]

Two experiments investigated the development of metacognitive monitoring and control, and conditions under which children engage these processes. In Experiment 1, 5-year-olds (N = 30) and 7-year-olds (N = 30), unlike adults (N = 30), showed little evidence of either monitoring or control. In Experiment 2, 5-year-olds (N = 90) were given performance feedback (aimed at improving monitoring), instruction to follow a particular strategy (aimed at improving control), or both. Across conditions, feedback improved children's monitoring, and instruction improved both monitoring and control. Thus, children's poor metacognitive performance likely reflects a difficulty engaging the component processes spontaneously rather than a lack of metacognitive ability. These findings also suggest that the component processes are distinct, with both undergoing protracted development. [ABSTRACT FROM AUTHOR]

Previous research has suggested that early development may be an optimal period to implement cognitive training interventions, particularly those relating to attention control, a basic ability that is essential for the development of other cognitive skills. In the present study, we administered gaze-contingent training (95 min across 2 weeks) targeted at voluntary attention control to a cohort of typical 12-month-old children (N = 24) and sham training to a control group (N = 24). We assessed training effects on (a) tasks involving nontrained aspects of attention control: visual sustained attention, habituation speed, visual recognition memory, sequence learning, and reversal learning; (b) general attentiveness (on-task behaviors during testing); and (c) salivary cortisol levels. Assessments were administered immediately after the cessation of training and at a 6-week follow-up. On the immediate posttest infants showed significantly more sustained visual attention, faster habituation, and improved sequence learning. Significant effects were also found for increased general attentiveness and decreased salivary cortisol. Some of these effects were still evident at the 6-week follow-up (significantly improved sequence learning and marginally improved sustained attention). These findings extend the emerging literature showing that attention training is possible in infancy. [ABSTRACT FROM AUTHOR]

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes. The results demonstrated that while three aspects of executive functioning (working memory, planning, and inhibition processes) were significantly predictive of the performance on the inferential questions of the comprehension test, these factors did not predict the scores on the literal tasks of the test. In a second experiment, the linguistic and cognitive profiles of children in third/fifth and seventh/ninth grades with a specific reading comprehension deficit were examined. This analysis revealed that the deficits experienced by the less skilled comprehenders in both the linguistic and the executive domains could evolve over time. As a result, linguistic factors do not make it possible to distinguish between good and poor comprehenders among the group of older children, whereas the difficulties relating to executive processing remain stable over development. These findings are discussed in the context of the need to take account of the executive difficulties that characterize less skilled comprehenders of any age, especially for remediation purposes. [ABSTRACT FROM AUTHOR]

Background: The ω-6 (n-6) to ω-3 (n-3) fatty acid (FA) ratio (n-6:n-3 ratio) was previously shown to be a predictor of executive function performance in children aged 7-9 y. Objective: We aimed to replicate and extend previous findings by exploring the role of the n-6:n-3 ratio in executive function performance. We hypothesized that there would be an interaction between n-3 and the n-6:n-3 ratio, with children with low n-3 performing best with a low ratio, and those with high n-3 performing best with a high ratio. Design: Children were recruited on the basis of their consumption of n-6 and n-3 FAs. The executive function performance of 78 children aged 7-12 y was tested with the use of the Cambridge Neuropsychological Test Automated Battery and a planning task. Participants provided blood for plasma FA quantification, and the caregiver completed demographic and activity questionnaires. We investigated the role of the n-6:n-3 ratio in the entire sample and separately in children aged 7-9 y (n = 41) and 10-12 y (n = 37). Results: Dietary and plasma n-6:n-3 ratio and n-3 predicted performance on working memory and planning tasks in children 7-12 y old. The interaction between dietary n-6:n-3 ratio and n-3 predicted the number of moves required to solve the most difficult planning problems in children aged 7-9 y and those aged 10-12 y, similar to results from the previous study. There was also an interaction between the plasma n-6:n-3 ratio and n-3 predicting time spent thinking through the difficult 5-move planning problems. The n-6:n-3 ratio and n-3 predicted executive function performance differently in children aged 7-9 y and in those aged 10-12 y, indicating different optimal FA balances across development. Conclusions: The n-6:n-3 ratio is an important consideration in the role of FAs in cognitive function, and the optimal balance of n-6 and n-3 FAs depends on the cognitive function and developmental period studied. [ABSTRACT FROM AUTHOR]

In the context of a pre‐existing resource inequality, the concerns for strict equality (allocating the same number of resources to all recipients) conflict with the concerns for equity (allocating resources to rectify the inequality). This study demonstrated age‐related changes in children's (3–8 years old, N = 133) ability to simultaneously weigh the concerns for equality and equity through the analysis of children's judgements, allocations, and reasoning in the context of a pre‐existing inequality. Three‐ to 4‐year‐olds took equity into account in their judgements of allocations, but allocated resources equally in a behavioural task. In contrast, 5‐ to 6‐year‐olds rectified the inequality in their allocations, but judged both equitable and equal allocations to be fair. It was not until 7–8 years old that children focused on rectifying the inequality in their allocations and judgements, as well as judged equal allocations less positively than equitable allocations, thereby demonstrating a more complete understanding of the necessity of rectifying inequalities. The novel findings revealed age‐related changes from 3 to 8 years old regarding how the concerns for equity and equality develop, and how children's judgements, allocations, and reasoning are coordinated when making allocation decisions. [ABSTRACT FROM AUTHOR]

In a touch-screen paradigm, we recorded 3- to 7-year-olds' (N = 108) accuracy and response times (RTs) to assess their comprehension of 2-clause sentences containing before and after. Children were influenced by order: performance was most accurate when the presentation order of the 2 clauses matched the chronological order of events: "She drank the juice, before she walked in the park'' (chronological order) versus "Before she walked in the park, she drank the juice" (reverse order). Differences in RTs for correct responses varied by sentence type: accurate responses were made more speedily for sentences that afforded an incremental processing of meaning. An independent measure of memory predicted this pattern of performance. We discuss these findings in relation to children's knowledge of connective meaning and the processing requirements of sentences containing temporal connectives. [ABSTRACT FROM AUTHOR]

Purpose: Previously, anthocyanin-rich blueberry treatments have shown positive effects on cognition in both animals and human adults. However, little research has considered whether these benefits transfer to children. Here we describe an acute time-course and dose-response investigation considering whether these cognitive benefits extend to children. Methods: Using a double-blind cross-over design, on three occasions children ( n = 21; 7-10 years) consumed placebo (vehicle) or blueberry drinks containing 15 or 30 g freeze-dried wild blueberry (WBB) powder. A cognitive battery including tests of verbal memory, word recognition, response interference, response inhibition and levels of processing was performed at baseline, and 1.15, 3 and 6 h following treatment. Results: Significant WBB-related improvements included final immediate recall at 1.15 h, delayed word recognition sustained over each period, and accuracy on cognitively demanding incongruent trials in the interference task at 3 h. Importantly, across all measures, cognitive performance improved, consistent with a dose-response model, with the best performance following 30 g WBB and the worst following vehicle. Conclusion: Findings demonstrate WBB-related cognitive improvements in 7- to 10-year-old children. These effects would seem to be particularly sensitive to the cognitive demand of task. [ABSTRACT FROM AUTHOR]

In this article, Cybele Raver and Clancy Blair explore a group of cognitive processes called executive function (EF)--including the flexible control of attention, the ability to hold information through working memory, and the ability to maintain inhibitory control EF processes are crucial for young children's learning. On the one hand, they can help students control their anxiety when they face challenging academic tasks. On the other, these same processes can be undermined when children experience chronically stressful situations--for example, poverty, homelessness, and neighborhood crime. Such adverse early experiences interfere with children's development of EF, hampering their ability to manage challenging situations Through both behavioral examples and empirical evidence, Raver and Blair illustrate how children's cognitive development is intertwined with EF. They show how children's regulation of higher-order thinking is related to the regulation of emotion--in both top-down and bottom-up fashion--and they review research on early brain development, EF and emotion regulation, and children's academic performance. They also examine the efficacy of educational interventions that target EF and of integrated interventions that target both emotional and cognitive regulation. What does our understanding of EF imply for policy in pre-K-3 education? First, write Raver and Blair, to help young children learn, school districts need data not only on their academic readiness but also on key dimensions of EF. Second, we already have interventions that can at least partially close the gap in neurocognitive function and academic achievement between children who face multiple types of adversity and those who don't. In the long run, though, they argue, the best way to help these children is to invest in programs that reduce their exposure to chronic severe stress. [ABSTRACT FROM AUTHOR]

The article explains the cognitive dynamics theory of visual working memory as it is implemented in a formal model. Topics covered include theories of development in the change detection and change-preference tasks, the difference in the formation of memory representations and the influence of memory on behavior, and the key components of the cognitive dynamics account of performance in the change-preference and change detection tasks.

The article tests three behavioral predictions of the cognitive dynamics account that are generated by implementing both change detection and change-preference tasks in a dynamic neural field model. These include the need for capacity estimates for children and adults to be greater than four items in the change-preference task, and the correlation across tasks over development as both depend upon the same visual working memory system.

The article tests whether increasing stability in infants' memory can be expanded to account for development through early childhood and into adulthood in the change-preference task. Topics covered include quantitative simulations of the dynamic model, an analysis of how the processes within the model differ as a function of developmental change, and the potential sources of developmental change in connectivity.

The article presents questions and challenges with regard to developmental improvements in visual working memory. These include an eye-tracking measure of infants' capacity, the resolution of memory representations, the representation of multiple visual features in bound objects, and the role of attention in visual working memory performance.

An appendix of equations that govern activation in the five fields of the unified model of behavior, memory and development used in the monograph is presented.

This commentary considers Vanessa Simmering's monograph on a dynamic‐systems theoretical approach to understanding working memory development, with reference to the past, present, and future. In the section on the past, I attempt to provide a further historical context for the work, discussing from where it stemmed and how it is unique. In a second section, I contemplate the purpose of the present modeling. The aim of the monograph may be primarily to establish a simple possible account of development based on neural connection strength and dynamic principles; it should not be judged as a proposal of what is necessarily true. Finally, in the section on the future, I suggest some phenomena that dissociate performance levels from stability over time and, therefore, appear to require modifications of the theory. Several suggestions are made as to where further refinement of the modeling effort could lead. [ABSTRACT FROM AUTHOR]

Working memory is a vital cognitive skill that underlies a broad range of behaviors. Higher cognitive functions are reliably predicted by working memory measures from two domains: children's performance on complex span tasks, and infants’ performance in looking paradigms. Despite the similar predictive power across these research areas, theories of working memory development have not connected these different task types and developmental periods. The current project takes a first step toward bridging this gap by presenting a process‐oriented theory, focusing on two tasks designed to assess visual working memory capacity in infants (the change‐preference task) versus children and adults (the change detection task). Previous studies have shown inconsistent results, with capacity estimates increasing from one to four items during infancy, but only two to three items during early childhood. A probable source of this discrepancy is the different task structures used with each age group, but prior theories were not sufficiently specific to explain how performance relates across tasks. The current theory focuses on cognitive dynamics, that is, how memory representations are formed, maintained, and used within specific task contexts over development. This theory was formalized in a computational model to generate three predictions: 1) capacity estimates in the change‐preference task should continue to increase beyond infancy; 2) capacity estimates should be higher in the change‐preference versus change detection task when tested within individuals; and 3) performance should correlate across tasks because both rely on the same underlying memory system. I also tested a fourth prediction, that development across tasks could be explained through increasing real‐time stability, realized computationally as strengthening connectivity within the model. Results confirmed these predictions, supporting the cognitive dynamics account of performance and developmental changes in real‐time stability. The monograph concludes with implications for understanding memory, behavior, and development in a broader range of cognitive development. [ABSTRACT FROM AUTHOR]

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels of correct responses in open-ended and forced-choice testing. In Experiment 2, on half of the trials, the to-be-integrated facts were read by an experimenter (as in Experiment 1) and on half of the trials, children read the facts themselves. Self-generation performance was high in both conditions (experimenter- and self-read); in both conditions, self-generation of new semantic knowledge was related to an independent measure of children's reading comprehension. In Experiment 3, the way children deployed cognitive resources during reading was predictive of their subsequent recall of newly learned information derived through integration. These findings indicate self-generation of new semantic knowledge through integration in school-age children as well as relations between this productive means of extension of semantic memory and cognitive processes engaged during reading. [ABSTRACT FROM AUTHOR]

This article explores the theoretical and empirical relationships between cognitive factors and residual speech errors (RSEs). Definitions of relevant cognitive domains are provided, as well as examples of formal and informal tasks that may be appropriate in assessment. Although studies to date have been limited in number and scope, basic research suggests that cognitive flexibility, short- and long-term memory, and self-monitoring may be areas of weakness in this population. Preliminary evidence has not supported a relationship between inhibitory control, attention, and RSEs; however, further studies that control variables such as language ability and temperament are warranted. Previous translational research has examined the effects of self-monitoring training on residual speech errors. Although results have been mixed, some findings suggest that children with RSEs may benefit from the inclusion of this training. The article closes with a discussion of clinical frameworks that target cognitive skills, including self-monitoring and attention, as a means of facilitating speech sound change. [ABSTRACT FROM AUTHOR]

Background: Fetal alcohol spectrum disorders (FASDs) are conditions characterized by physical anomalies, neurodevelopmental abnormalities, and neurocognitive deficits, including intellectual, executive, and memory deficits. There are no specific biological treatments for FASDs, but rodent models have shown that prenatal or postnatal choline supplementation reduces cognitive and behavioral deficits. Potential mechanisms include phospholipid production for axonal growth and myelination, acetylcholine enhancement, and epigenetic effects. Objective: Our primary goal was to determine whether postnatal choline supplementation has the potential to improve neurocognitive functioning, particularly hippocampal-dependent memory, in children with FASDs. Design: The study was a double-blind, randomized, placebo-controlled pilot trial in children (aged 2.5-5 y at enrollment) with FASDs (n = 60) who received 500 mg choline or a placebo daily for 9 mo. Outcome measures were Mullen Scales of Early Learning (primary) and the elicited imitation (EI) memory paradigm (secondary). Results: The administration proved feasible, and choline was well tolerated. Participants received a dose on 88% of enrolled days. The only adverse event linked to choline was a fishy body odor. Choline supplementation improved the secondary outcome (EI) only after immediate recall performance was controlled for, and the outcome was moderated by age. The treatment effect on EI items recalled was significant in the younger participants (2.5- to ≤ 4.0-y-olds); the young choline group showed an increase of 12-14 percentage points greater than that of the young placebo group on delayed recall measures during treatment. However, there was a marginal baseline difference in delayed item recall between the young choline and placebo groups as well as a potential ceiling effect for item recall, both of which likely contributed to the observed treatment effect. We also observed a trend toward a negative effect of choline supplementation on the immediate EI recall of ordered pairs; the young placebo group showed an increase of 8-17 percentage points greater than that of the choline group during treatment. There was an inverse relation between choline dose (in mg/kg) and memory improvement (P = 0.041); the data suggest that weight-adjusted doses may be a better alternative to a fixed dose in future studies. Limitations included trend-level baseline differences in performance, the post-hoc determination of age moderation, and potential ceiling effects for the memory measure. Conclusions: This pilot study suggests that an additional evaluation of choline supplementation as an intervention for memory functioning in children with FASDs is warranted. The observed interaction between age and choline's effect on EI suggests that potential sensitive periods should be considered in future work. This trial was registered at clinicaltrials.gov as NCT01149538. [ABSTRACT FROM AUTHOR]

This study investigated the empirical differentiation of prospective memory, executive functions, and metacognition and their structural relationships in 119 elementary school children (M = 95 months, SD = 4.8 months). These cognitive abilities share many characteristics on the theoretical level and are all highly relevant in many everyday contexts when intentions must be executed. Nevertheless, their empirical relationships have not been examined on the latent level, although an empirical approach would contribute to our knowledge concerning the differentiation of cognitive abilities during childhood. We administered a computerized event-based prospective memory task, three executive function tasks (updating, inhibition, shifting), and a metacognitive control task in the context of spelling. Confirmatory factor analysis revealed that the three cognitive abilities are already empirically differentiable in young elementary school children. At the same time, prospective memory and executive functions were found to be strongly related, and there was also a close link between prospective memory and metacognitive control. Furthermore, executive functions and metacognitive control were marginally significantly related. The findings are discussed within a framework of developmental differentiation and conceptual similarities and differences. [ABSTRACT FROM AUTHOR]

Purpose: Although previous research has associated the glycaemic load (GL) of a meal with cognitive functioning, typically the macro-nutrient composition of the meals has differed, raising a question as to whether the response was to GL or to the energy, nutrients or particular foods consumed. Therefore, the present study contrasted two breakfasts that offered identical levels of energy and macro-nutrients, although they differed in GL. Methods: Using a repeated-measures, double-blind design, 75 children aged 5-11 years, from socially deprived backgrounds, attended a school breakfast club and on two occasions, at least a week apart, they consumed a meal sweetened with either isomaltulose (Palatinose™) (GL 31.6) or glucose (GL 59.8). Immediate and delayed verbal memory, spatial memory, sustained attention, reaction times, speed of information processing and mood were assessed 1 and 3 h after eating. Results: The nature of the meals did not influence any measure of cognition or mood after an hour; however, after 3 h, children's memory and mood improved after the lower-GL breakfast. If children had eaten the lower-GL meal on the second day of testing, they were able to process information faster and had better spatial memory later in the morning. Conclusions: Towards the end of a morning in school, having consumed a lower-GL breakfast resulted in better mood and aspects of cognitive functioning. [ABSTRACT FROM AUTHOR]

The current study investigated the effects of misinformation on children's memory reports after practice with the logic-of-opposition instruction at time of test. Four- and 6-year-old children participated in a play event in Session 1. During a two-week delay, parents presented their children with either misinformation or correct information about the play event. Prior to a memory interview in Session 2, some misled children were given a developmentally appropriate logic-of-opposition instruction to not report information provided by their parents. Results indicated that children were misled by the incorrect information, but that the logic-of-opposition instruction aided in the children's retrieval of the original memory, particularly for the 6-year-olds. Implications of the results for memory malleability and social demand effects in children are discussed. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background: Breastfeeding has been shown to enhance global measures of intelligence in children. However, few studies have examined associations between breastfeeding and specific cognitive task performance in the first 2 y of life, particularly in an Asian population. Objective: We assessed associations between early infant feeding and detailed measures of cognitive development in the first 2 y of life in healthy Asian children born at term. Design: In a prospective cohort study, neurocognitive testing was performed in 408 healthy children (aged 6, 18, and 24 mo) from uncomplicated pregnancies (i.e., birth weight >2500 and <4000 g, gestational age ≥37 wk, and 5-min Apgar score ≥9). Tests included memory (deferred imitation, relational binding, habituation) and attention tasks (visual expectation, auditory oddball) as well as the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III). Children were stratified into 3 groups (low, intermediate, and high) on the basis of breastfeeding duration and exclusivity. Results: After potential confounding variables were controlled for, significant associations and dose-response relations were observed for 4 of the 15 tests. Higher breastfeeding exposure was associated with better memory at 6 mo, demonstrated by greater preferential looking toward correctly matched items during early portions of a relational memory task (i.e., relational binding task: P-trend = 0.015 and 0.050 for the first two 1000-ms time bins, respectively). No effects of breastfeeding were observed at 18 mo. At 24 mo, breastfed children were more likely to display sequential memory during a deferred imitation memory task (P-trend = 0.048), and toddlers with more exposure to breastfeeding scored higher in receptive language [+0.93 (0.23, 1.63) and +1.08 (0.10, 2.07) for intermediate- and high-breastfeeding groups, respectively, compared with the low-breastfeeding group], as well as expressive language [+0.58 (-0.06, 1.23) and +1.22 (0.32, 2.12) for intermediate- and high-breastfeeding groups, respectively] assessed via the BSID-III. Conclusions: Our findings suggest small but significant benefits of breastfeeding for some aspects of memory and language development in the first 2 y of life, with significant improvements in only 4 of 15 indicators. Whether the implicated processes confer developmental advantages is unknown and represents an important area for future research. This trial was registered at www.clinicaltrials.gov as NCT01174875. [ABSTRACT FROM AUTHOR]

In humans, effortful cognitive processing frequently takes place during social interaction, with eye contact being an important component. This study shows that the effect of eye contact on memory for nonsocial information is different in children with typical development than in children with autism, a disorder of social communication. Direct gaze facilitated memory performance in children with typical development ( n = 25, 6 years old), but no such facilitation was seen in the clinical group ( n = 10, 6 years old). Eye tracking conducted during the cognitive test revealed strikingly similar patterns of eye movements, indicating that the results cannot be explained by differences in overt attention. Collectively, these findings have theoretical significance and practical implications for testing practices in children. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT In this chapter, we review literature that examines the association among physical activity, aerobic fitness, cognition, and the brain in elementary school children (ages 7-10 years). Specifically, physical activity and higher levels of aerobic fitness in children have been found to benefit brain structure, brain function, cognition, and school achievement. For example, higher fit children have larger brain volumes in the basal ganglia and hippocampus, which relate to superior performance on tasks of cognitive control and memory, respectively, when compared to their lower fit peers. Higher fit children also show superior brain function during tasks of cognitive control, better scores on tests of academic achievement, and higher performance on a real-world street crossing task, compared to lower fit and less active children. The cross-sectional findings are strengthened by a few randomized, controlled trials, which demonstrate that children randomly assigned to a physical activity intervention group show greater brain and cognitive benefits compared to a control group. Because these findings suggest that the developing brain is plastic and sensitive to lifestyle factors, we also discuss typical structural and functional brain maturation in children to provide context in which to interpret the effects of physical activity and aerobic fitness on the developing brain. This research is important because children are becoming increasingly sedentary, physically inactive, and unfit. An important goal of this review is to emphasize the importance of physical activity and aerobic fitness for the cognitive and brain health of today's youth. [ABSTRACT FROM AUTHOR]

Purpose: The objectives of this study were to determine (a)whether school-age children with typical hearing demonstrate poorer auditory working memory performance in multitalker babble at degraded signal-to-noise ratios than in quiet; and (b) whether the amount of cognitive demand of the task contributed to differences in performance in noise. It was hypothesized that stressing the working memory system with the presence of noise would impede working memory processes in real time and result in poorer working memory performance in degraded conditions. Method: Twenty children with typical hearing between 8 and 10 years old were tested using 4 auditory working memory tasks (Forward Digit Recall, Backward Digit Recall, Listening Recall Primary, and Listening Recall Secondary). Stimuli were from the standardized Working Memory Test Battery for Children. Each task was administered in quiet and in 4-talker babble noise at 0 dB and –5 dB signal-to-noise ratios. Results: Children’s auditory working memory performance was systematically decreased in the presence of multitalker babble noise compared with quiet. Differences between low-complexity and high-complexity tasks were observed, with children performing more poorly on tasks with greater storage and processing demands. There was no interaction between noise and complexity of task. All tasks were negatively impacted similarly by the addition of noise. Conclusions: Auditory working memory performance was negatively impacted by the presence of multitalker babble noise. Regardless of complexity of task, noise had a similar effect on performance. These findings suggest that the addition of noise inhibits auditory working memory processes in real time for school-age children. [ABSTRACT FROM AUTHOR]

Plants are characterised by a great diversity of easily observed features such as colours or shape, but children show low interest in learning about them. Here, we integrated modern theory of adaptive memory and evolutionary views of the function of fruit colouration on children’s retention of information. Survival-relevant (fruit toxicity) and survival-irrelevant information (naming and occurrence) about twelve plant species that differ in toxicity (toxic and non-toxic) and fruit colouration (red, green and black) were presented to a sample of Slovak high school students. Analyses of surprise retention tests immediately after a plant presentation and one week later showed that participants retained more information about plants with red and black fruits, compared with plants with green fruits. Survival-relevant information was retained significantly better than survival-irrelevant information and fruit’s edibleness was associated with the colour red and toxicity was associated with the colour black. This study provides support for the existence of evolved memory mechanisms that enhance retention of survival-relevant information. Furthermore, it highlights the importance of fruit colouration as well as the type of information that children receive about plants on their cognitive processes. [ABSTRACT FROM PUBLISHER]

Objectives: Memory for where and when information is learned, or contextual aspects of memory, as opposed to fact or item memory, has been suggested to be more dependent on frontal brain and related executive control systems. Children with neurodevelopmental disorders involving frontal brain systems have been noted to have problems on contextual memory tasks. Children with attention deficit hyperactivity disorder (ADHD) have difficulties with forgetfulness and are known to have deficits in aspects of executive control with associated dysfunction in frontal brain systems; therefore, while their item memory is not typically impaired, they may have difficulty on tasks requiring contextual memory abilities. The goal of this study was to compare children with ADHD to typically developing children, on two different contextual memory tasks (source memory and memory for temporal recency) and to compare this with their respective performance on traditional fact/item memory tasks. Methods: Participants included 36 children with combined type ADHD and 36 typically developing controls ages 6–13 years, matched by age and gender. In addition to a measure of intellectual ability, children completed two different contextual memory tasks; one assessing recall for the source of new information and one assessing recall of the temporal context of information (recency). Incorporated into these tasks were standard measures of item/fact memory recall. Results: Results revealed that children with ADHD performed similarly to control participants on memory recognition tasks, but differed from controls on the contextual memory tasks. Children with ADHD outperformed control participants when recalling the source from which they had learned information, but performed more poorly than control on a task that required them to make a recency/temporal order judgment. Conclusion: The data suggest that while children with ADHD may have somewhat similar capacity to recognise new information, they differ in aspects of their performance on contextual aspects of memory. These differences are not uniform and mirror neuroscience findings supporting dissociable contextual memory systems. Potential theoretical explanations for the dissociations seen are discussed. [ABSTRACT FROM AUTHOR]

Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function ( EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5-month-olds ( n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age-appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention. [ABSTRACT FROM AUTHOR]

Four- to 10-year-olds' and adults' ( N = 263) ability to inhibit privileged knowledge and simulate a naïve perspective were examined. Participants viewed pictures that were then occluded aside from a small ambiguous part. They offered suggestions for how a naïve person might interpret the hidden pictures, as well as rated the probability that a naïve person would think of several different pictures (with one picture being the actual item). Results indicated a significant increase between ages 4 and 7 years in attributing novel interpretations; however, all age groups overestimated the probability that a naïve person could guess the actual pictures. Individual differences in working memory and inhibitory control predicted participants' thought suggestions as well as aspects of their probability judgments. [ABSTRACT FROM AUTHOR]