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.

Normative data for 102 Spanish remote associate problems and age-related differences in performance / Datos normativos para 102 problemas de asociados remotos en español y diferencias relacionadas con la edad en la ejecución

The Remote Associates Test (RAT) is a measure developed by Mednick (1962) which is used to assess the convergent thinking component of creativity. This study presents a normative database in Spanish including 102 problems based on the RAT. Three sets of problems were built according to the type of between-word associations: semantic, compound, and two-word expressions. These problems were administered to a sample of 309 elementary, high-school, and university students. The results show good internal consistency as well as good convergent validity with insight problems, and discriminant validity using Guilford's Alternative Uses Test. In addition, the results indicate age-related differences in the ability to solve the different types of problems

El Test de Asociados Remotos (RAT) es una medida desarrollada por Mednick (1962) que se utiliza para evaluar el componente de pensamiento convergente de la creatividad. Este estudio presenta una base de datos normativa en español que incluye 102 problemas basados en asociados remotos. Se construyeron tres conjuntos de problemas según el tipo de asociaciones entre palabras: asociados semánticos, palabras compuestas y expresiones de dos palabras. Estos problemas se administraron a una muestra de 309 estudiantes de primaria, secundaria y universidad. Los resultados muestran una buena consistencia interna así como una buena validez convergente con problemas tipo insight y una validez discriminante con la Prueba de Usos Alternativos de Guilford. Además, los resultados indican diferencias relacionadas con la edad en la capacidad para resolver los diferentes tipos de problemas

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.

Normative data on the n-back task for children and young adolescents.

The n-back task is a frequently used measure of working memory (WM) in cognitive neuroscience research contexts, and it has become widely adopted in other areas over the last decade. This study aimed to obtain normative data for the n-back task from a large sample of children and adolescents. To this end, a computerized verbal n-back task with three levels of WM load (1-back, 2-back, and 3-back) was administered to 3722 Spanish school children aged 7-13 years. Results showed an overall age-related increase in performance for the different levels of difficulty. This trend was less pronounced at 1-back than at 2-back when hits were considered. Gender differences were also observed, with girls outperforming boys although taking more time to respond. The theoretical implications of these results are discussed. Normative data stratified by age and gender for the three WM load levels are provided.

Age differences in working memory updating: the role of interference, focus switching and substituting information.

Working memory updating (WMU) tasks require different elements in working memory (WM) to be maintained simultaneously, accessing one of these elements, and substituting its content. This study examined possible developmental changes from childhood to adulthood both in focus switching and substituting information in WM. In addition, possible age-related changes in interference due to representational overlap between the different elements simultaneously held in these tasks were examined. Children (8- and 11-year-olds), adolescents (14-year-olds) and younger adults (mean age=22 years) were administered a numerical updating memory task, in which updating and focus switching were manipulated. As expected, response times decreased and recall performance increased with age. More importantly, the time needed for focus switching was longer in children than in adolescents and younger adults. On the other hand, substitution of information and interference due to representational overlap were not affected by age. These results suggest that age-related changes in focus switching might mediate developmental changes in WMU performance.

The role of similarity in updating numerical information in working memory: decomposing the numerical distance effect.

The present study investigates the process of updating representations in working memory (WM) and how similarity between the information involved influences this process. In WM updating tasks, the similarity in terms of numerical distance between the number to be substituted and the new one facilitates the updating process. We aimed to disentangle the possible effect of two dimensions of similarity that may contribute to this numerical effect: numerical distance itself and common digits shared between the numbers involved. Three experiments were conducted in which different ranges of distances and the coincidence between the digits of the two numbers involved in updating were manipulated. Results showed that the two dimensions of similarity had an effect on updating times. The greater the similarity between the information maintained in memory and the new information that substituted it, the faster the updating. This is consistent both with the idea of distributed representations based on features, and with a selective updating process based on a feature overwriting mechanism. Thus, updating in WM can be understood as a selective substitution process influenced by similarity in which only certain parts of the representation stored in memory are changed.

Similarity-based interference in a working memory numerical updating task: age-related differences between younger and older adults.

Similarity among representations held simultaneously in working memory (WM) is a factor which increases interference and hinders performance. The aim of the current study was to investigate age-related differences between younger and older adults in a working memory numerical updating task, in which the similarity between information held in WM was manipulated. Results showed a higher susceptibility of older adults to similarity-based interference when accuracy, and not response times, was considered. It was concluded that older adults' WM difficulties appear to be due to the availability of stored information, which, in turn, might be related to the ability to generate distinctive representations and to the process of binding such representations to their context when similar information has to be processed in WM.

Memory dynamics and decision making in younger and older adults

El objetivo principal de esta investigación fue estudiar si los cambios en accesibilidad de la información en la memoria influyen en las elecciones de las personas mayores de la misma forma que en los jóvenes. Para ello, adaptamos el paradigma de práctica en la recuperación para producir variaciones en la accesibilidad de la información en la memoria sobre la que posteriormente se tomaban decisiones. Basándonos en resultados previos, esperábamos obtener olvido inducido por la recuperación (OIR) y sesgo en la elección en los participantes jóvenes y en los mayores después de haber realizado práctica en la recuperación de algunos de los atributos estudiados sobre una alternativa de elección. Además, comparamos la ejecución de ambos grupos de edad en una condición experimental en la que la práctica en la recuperación fue reemplazada por práctica en lectura de los mismos atributos. Los resultados demostraron que aunque los dos grupos de edad mostraban OIR después de realizar la práctica en la recuperación, el sesgo en la decisión sólo se observaba en los participantes jóvenes. Curiosamente, ni los mayores ni los jóvenes mostraron olvido ni sesgo en la elección en la condición de práctica en lectura. Estos resultados amplían los encontrados previamente y sugieren que, bajo ciertas circunstancias, las personas mayores pueden tomar mejores decisiones que las más jóvenes(AU)

The main aim of this research was to study whether memory dynamics influence older people’s choices to the same extent as younger’s ones. To do so, we adapted the retrieval-practice paradigm to produce variations in memory accessibility of information on which decisions were made later. Based on previous results, we expected to observe retrieval-induced forgetting (RIF) and choice bias in younger and older participants after they engaged in retrieval practice of some studied attributes. In addition, we aimed to compare both age groups’ performance in an experimental condition in which retrieval practice was replaced by reading aloud practice of the same studied items. The results indicated that whereas both age groups showed RIF after performing retrieval practice, biased decisions were observed only in the younger participants. Interestingly, neither older nor younger people showed memory impairment or choice bias in the condition of reading practice. These results extend previous findings and support the idea that, under specific circumstances, elderly people may make better choices than younger people(AU)

Inhibition and retrieval of facts in young and older adults.

Inhibition is considered to have an important role in memory retrieval. However, many experimental results suggest that its efficiency declines with aging. In this study, the authors tested this hypothesis by using the retrieval-practice task. The retrieval-induced forgetting (RIF) observed with this paradigm is normally explained in terms of inhibition. Young (mean age 21.5 years) and older (mean age 71.6 years) adults studied sets of four shared-subject sentences. A retrieval-practice phase required participants to repeatedly recall a subset of the studied sentences. In the final test, participants were provided item-specific cues and told to recall all the studied sentences. RIF was similar for both age groups, suggesting comparable inhibitory efficiency in young and older adults.

Retrieval-induced forgetting in recall and recognition of thematically related and unrelated sentences.

In three experiments, we assessed the effects of type of relation and memory test on retrieval-induced forgetting of facts. In Experiments 1 and 2, eight sets of four shared-subject sentences were presented for study. They were constructed so that half were thematically related and half were unrelated. A retrieval practice phase required participants to recall a subset of the studied sentences. In the final test, the participants were prompted to recall all the sentences (character cued in Experiment 1 and character plus stem cued in Experiment 2). The results showed that the retrieval-induced forgetting (RIF) effect was similar for thematically related and unrelated sentences, indicating that the presence of episodic relations among the sentences was sufficient to produce the effect. In Experiment 3, a recognition task was introduced and the RIF effect emerged in accuracy as well as in latency measures. The presence of this effect with item-specific cues is difficult to accommodate for noninhibitory theories of retrieval.