Recollection contributes to children's reading comprehension: Using the process dissociation procedure in a working memory updating task.

Recollection, rather than familiarity, seems to play a crucial part in sustaining children's reading comprehension. However, the roles of recollection and familiarity in both word reading and reading comprehension have yet to be fully understood. In this study, we examined estimates of recollection and familiarity in a working memory updating task using an adaptation of the process dissociation procedure. Our study involved 204 children aged 9-11 years. We administered a keeping track task in which lists of words belonging to various semantic categories (e.g., animals) were presented. The children had to follow two sets of instructions: (a) inclusion, which involved saying whether they had seen a word during the previous learning phase, and b) exclusion, which involved saying whether a word was the last one they had seen that belonged to a given category. Our results showed that recollection contributed to explain reading comprehension, but not word reading, performance. Familiarity, instead, did not predict either of the reading measures (word reading or reading comprehension). We discuss these findings in terms of the importance of considering recollection when studying reading processes during development. Alternative explanations considering the role of WM executive functioning are also considered.

The relationship between working memory updating components and reading comprehension.

The objective of this study was to determine the contribution of retrieval and substitution components of working memory updating to reading comprehension. Difficulties in reading comprehension have been related to the inability to update information in working memory. Updating is a complex process comprising various subprocesses, such as retrieving information into the focus of attention and substituting information that is no longer relevant. Various numerical subtasks requiring or not requiring the substitution and retrieval components of working memory updating, as well as reading comprehension and general cognitive measures, were administered to a sample (n = 148) of 4th grade children. Less-skilled comprehenders showed lower accuracy when information retrieval was required. In contrast, substitution was not related to reading comprehension. These findings suggest that reading comprehension difficulties are related to the efficacy of information retrieval during updating in working memory.

Training working memory updating in young adults.

Working memory updating (WMU) is a core mechanism in the human mental architecture and a good predictor of a wide range of cognitive processes. This study analyzed the benefits of two different WMU training procedures, near transfer effects on a working memory measure, and far transfer effects on nonverbal reasoning. Maintenance of any benefits a month later was also assessed. Participants were randomly assigned to: an adaptive training group that performed two numerical WMU tasks during four sessions; a non-adaptive training group that performed the same tasks but on a constant and less demanding level of difficulty; or an active control group that performed other tasks unrelated with working memory. After the training, all three groups showed improvements in most of the tasks, and these benefits were maintained a month later. The gain in one of the two WMU measures was larger for the adaptive and non-adaptive groups than for the control group. This specific gain in a task similar to the one trained would indicate the use of a better strategy for performing the task. Besides this nearest transfer effect, no other transfer effects were found. The adaptability of the training procedure did not produce greater improvements. These results are discussed in terms of the training procedure and the feasibility of training WMU.

Age-related differences in working memory updating components.

The aim of this study was to investigate possible age-related changes throughout childhood and adolescence in different component processes of working memory updating (WMU): retrieval, transformation, and substitution. A set of numerical WMU tasks was administered to four age groups (8-, 11-, 14-, and 21-year-olds). To isolate the effect of each of the WMU components, participants performed different versions of a task that included different combinations of the WMU components. The results showed an expected overall decrease in response times and an increase in accuracy performance with age. Most important, specific age-related changes in the retrieval component were found, demonstrating that the effect of retrieval on accuracy was larger in children than in adolescents or young adults. These findings indicate that the availability of representations from outside the focus of attention may change with age. Thus, the retrieval component of updating could contribute to the age-related changes observed in the performance of many updating tasks.

Age-related changes in brain oscillatory patterns during an n-back task in children and adolescents.

The development of brain oscillatory responses and their possible role in the working memory (WM) performance of children, adolescents and young adults was investigated. A set of 0- and 1-back tasks with letter stimuli were administered to a final sample of 131 subjects (between 6 and 20 years of age). A decrease in response times (RTs) and an increase of the sensitivity index d-prime (d') were seen with increased age. RTs increased and d' decreased with load, indicating higher difficulty for higher loads. Event-related synchronization (ERS) and event-related desynchronization (ERD) were obtained by the convolution of Morlet wavelets on the recorded EEG. Statistical analyses were performed of the absolute and relative power of brain oscillations defined by topography, frequency and latency. Posterior alpha and beta ERD, and frontocentral theta ERS, were induced by the stimuli presented during the n-back task. While relative theta ERS increased with age, absolute theta ERS, absolute and relative alpha and, absolute beta ERD, decreased with age. Age-related improvement in behavioral performance was mediated by relative theta. Alpha and beta ERD were more pronounced for the most difficult task (1-back) and for the target condition. Globally, there was high consistency of the effects of target type and task load across development. Theta ERS maturation is a crucial step for improving WM performance during development, while alpha and beta ERD maturation seem to be less critical for behavioral performance improvement with age, possibly due to a sufficient level of alpha-beta ERD for good performance in young children.

Role of executive functions in the relations of state- and trait-math anxiety with math performance.

The detrimental effect of math anxiety on math performance is thought to be mediated by executive functions. Previous studies have primarily focused on trait-math anxiety rather than state-math anxiety and have typically examined a single executive function rather than comprehensively evaluating all of them. Here, we used a structural equation modeling approach to concurrently determine the potential mediating roles of different executive functions (i.e., inhibition, switching, and updating) in the relationships between both state- and trait-math anxiety and math performance. A battery of computer-based tasks and questionnaires were administered to 205 university students. Two relevant results emerged. First, confirmatory factor analysis suggests that math anxiety encompassed both trait and state dimensions and, although they share substantial variance, trait-math anxiety predicted math performance over and above state-math anxiety. Second, working memory updating was the only executive function that mediated the relationship between math anxiety and math performance; neither inhibition nor switching played mediating roles. This calls into question whether some general proposals about the relationship between anxiety and executive functions can be extended specifically to math anxiety. We also raise the possibility that working memory updating or general cognitive difficulties might precede individual differences in math anxiety.

Emotional processing of math-related words in people with math anxiety.

BACKGROUND: Research exploring emotional responses to math-related words in individuals with math anxiety (MA) is scarce. Here, we examined MA participants' subjective emotional processing of math-related cues within Lang's bioinformational model of emotion to further understand the role of those cues in MA. METHODS: In total, 41 high-MA and 32 low-MA undergraduates rated math-related words, along with neutral, pleasant, and unpleasant words, from the Affective Norms for English Words. The Self-Assessment Manikin was used to calculate valence, arousal, and dominance scores for each word. RESULTS: The low-MA group rated math-related words as neutral on the three emotional scales, however, the high-MA group rated them lower and higher for valence and dominance than neutral and unpleasant words, respectively. Moreover, math-related words were rated as more and less activating than neutral and unpleasant words, respectively. The two groups significantly differed in scores on the three scales only for the math-related words. CONCLUSIONS: These results provide evidence that individuals with high MA show altered emotional processing of math-related words, experiencing them as moderately aversive and moderately activating. The findings emphasize that the altered emotional processing of words associated with math should be considered a symptom of MA.

Social network addiction symptoms and body dissatisfaction in young women: exploring the mediating role of awareness of appearance pressure and internalization of the thin ideal.

BACKGROUND: Previous studies testing for a direct relationship between social networking sites (SNS) addiction and body dissatisfaction (BD) have yielded inconsistent results. Here, we aimed to identify underlying processes that could mediate this relationship. Specifically, we studied the relationship between SNS addiction symptoms and BD through the awareness of appearance pressures and the internalization of beauty ideals, both individually and serially: SNS addiction → Awareness → BD; SNS addiction → Internalization → BD; SNS addiction → Awareness → Internalization → BD. METHOD: A total of 368 female undergraduates with SNS accounts completed scales to assess SNS addiction symptoms (Social Network Addiction Questionnaire), BD (Body Shape Questionnaire), awareness, and internalization (Sociocultural Attitudes Towards Appearance Questionnaire-4; awareness and internalization scales). A theoretical serial mediation model was constructed to examine the proposed relationships. Body mass index was included as a covariate to control the influence of this important variable. RESULTS: The results indicated that both awareness and internalization independently mediated the relationship between SNS addiction symptoms and BD. Also, there was a significant serial mediation effect; women with more SNS addiction symptoms tended to be more aware of appearance pressure, which was associated with the internalization of beauty ideals. In turn, this internalization was positively related to BD symptoms. CONCLUSIONS: These findings shed light on the indirect relationship between SNS addiction and BD, demonstrating independent and accumulative mediating effects of awareness and internalization.

Cyber-dating abuse in young adult couples: Relations with sexist attitudes and violence justification, smartphone usage and impulsivity.

Technologies have become important for interaction in couples. However, in some cases, controlling and aggressive behaviors can occur in the context of virtual interactions in couples; this is known as cyber-dating abuse (CDA). Identifying factors linked to CDA, as perpetrator and victim, are relevant for its prevention; therefore, more research is needed in this novel field of study. To contribute to the literature, our first goal was to analyze the associations among certain risk factors for CDA perpetration and victimization of, i.e., sexist attitudes and violence justification, problematic smartphone usage and impulsivity; sex and age were also considered. The second goal was to study whether there were differences in direct aggression and control, from the perpetrator and victim perspectives, with consideration of the above-mentioned risk factors. Third, differences in the diverse range of control behaviors and direct aggression between women and men were explored. To this end, 697 young adults (aged between 18 and 35 years; 548 women) completed self-report questionnaires that allowed assessment of the above-mentioned variables. The results showed that, among the wide range of CDA behaviors, indirect ones such as control behaviors were the most common. The highest level of control was strongly associated with the inability to manage behaviors under certain emotional states, especially negative ones, along with problematic smartphone usage. Sex differences were also observed: men displayed more sexist attitudes and violence justification, and perceived that they were more controlled by their partners. Regarding CDA behaviors, men and women showed differences in control (e.g. men considered themselves to be more controlled in terms of location and status updates), and direct aggression (e.g. men used more insults and humiliations than women). The results were discussed in terms of the importance of better understanding these risk factors to attenuate the increasing prevalence of CDA in relationships.

Age-related changes in selection, recognition, updating and maintenance information in WM. An ERP study in children and adolescents.

Possible age-related changes in different working memory (WM) subcomponents were assessed by analyzing the event-related-potentials associated with the n-back task. Two versions of the task (0- and 1-back) were administered to 168 subjects between 6 and 20 years of age. In both n-back tasks, lists of symbol-letter pairs were presented. Participants had to select the letter and decide whether it matched the target in memory. Selection-matching of the relevant item, as indexed by an N2pc component, was evident in all age groups, indicating early maturation of this ability. The decreasing amplitude of the P300 with age, coupled with the longer duration of the load effect in young children, suggests that WM updating requires greater processing resources at younger ages. The slow wave, present during the maintenance period, showed an inversion of polarity with age in anterior sites that could reflect age-related changes in the active maintenance of information in WM.

Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory.

This study aimed to determine whether math anxiety was related to working memory (WM) updating performance and, specifically, to the retrieval and substitution components of updating. A set of WM updating (WMU) tasks that involve different retrieval and substitution requirements were administered to 114 university students. In addition, participants completed a math anxiety assessment on two occasions: 1-2 weeks before and immediately prior to task administration to increase the likelihood of observing the relationship between math anxiety and updating performance. The results showed a relationship between math anxiety scores and updating performance. Math anxious individuals took longer and made more errors, especially on tasks that required retrieving information from WM. These results suggest that math anxious individuals are less efficient when it comes to accessing numerical information in WM. Consequently, they may struggle with math-related tasks that involve retrieving numerical information from WM.

Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating.

This study analyzed the mechanisms involved in possible transfer effects for two different working memory updating (WMU) training programs administered to young adults and based on two updating paradigms: n-back and arithmetical updating. The influence of practice distribution on transfer effects was also explored by including two training regimens: massed and spaced practice. Performance on different WMU tasks more or less structurally similar to the tasks used in the training was assessed to analyze the nearest transfer effects. Near and far transfer effects were tested using complex working memory (WM) and fluid intelligence tasks. The results showed that the WMU training produced gains in only some of the WMU tasks structurally similar to those used in the training, not in those lacking the same structure, or in WM or fluid intelligence tasks. These limited nearest transfer effects suggest that gains could be due to the acquisition of a specific strategy appropriate for the task during the training rather than to any improvement in the updating process per se. Performance did not differ depending on the training regimen.

Focus Switching in Working Memory.

Focus switching in working memory involves accessing an object in the focus of attention in order to retrieve its content. Objects in working memory can be viewed as consisting of two types of information: contents (e.g., numerical information) and contexts (e.g., cues to retrieve the contents). This study examined the extent to which content retrieval and context access may be separated. Three experiments were carried out in which object switching and content retrieval were manipulated. In addition, the alternation between the retrieval operations was also manipulated. The main result was that content retrieval required time over and above that needed to access the object. This finding supports the idea that contexts and their contents may be accessed independently when an object is brought into the focus.

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

BACKGROUND: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. AIMS: This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. SAMPLE: A total of 167 children aged 8-12 years participated in this study. METHODS: Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. RESULTS: A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. CONCLUSIONS: Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance.