Heterogeneity of short-term memory deficits in children with dyslexia.

Many studies have highlighted short-term memory (STM) impairment in dyslexic individuals. Several studies showed deficits for both item and serial order aspects of verbal STM in dyslexic individuals. These group-based studies, however, do not inform us about the prevalence of these deficits and, importantly, their potential heterogeneity at the individual level. The present study examined both group-level and individual STM profiles in dyslexic and age-matched non-dyslexic children. While confirming previous group-based results of both item and serial order STM deficits, individual analyses indicated two distinct profiles: one profile was associated with verbal item STM and phonological impairment while another profile showed selective serial STM deficits in both verbal and visual domains. Our results highlight the need for practitioners to consider the heterogeneous nature of STM impairment in dyslexia and to adapt STM and reading treatment strategies accordingly.

An easy way to improve scoring of memory span tasks: The edit distance, beyond "correct recall in the correct serial position".

For researchers and psychologists interested in estimating a subject's memory capacity, the current standard for scoring memory span tasks is the partial-credit method: subjects are credited with the number of stimuli that they manage to recall correctly in the correct serial position. A critical issue with this method, however, is that intrusions and omissions can radically change the scores depending on where they occur. For example, when recalling the sequence ABCDE, "ABCD" is worth 4 points but "BCDE" is worth 0 points. This paper presents an improved scoring method based on the edit distance, meaning the number of changes required to edit the recalled sequence into the target. Edit-distance scoring gives results close to partial-credit scoring, but without the corresponding vulnerability to positional shifts. A reanalysis of memory performance in two large datasets (N = 1093 and N = 758) confirms that in addition to being more logically consistent, edit-distance scoring demonstrates similar or better psychometric properties than partial-credit, with comparable validity, a small increase in reliability, and a substantial increase of test information (measurement precision in the context of item response theory). Test information was especially improved for harder items and for subjects with ability in the lower range, whose scores tend to be severely underestimated by partial-credit scoring. Code to compute edit-distance scores with various software is made available at https://osf.io/wdb83/ .

Preschoolers are capable of fine-grained implicit cognitive control: Evidence from development of the context-specific proportion congruency effect.

Whereas much of the developmental literature has focused on the difficulties of young children in regulating their behavior, an increasing base of evidence suggests that children may be capable of surprisingly flexible engagement of cognitive control when based on implicit experience with the situation. One of the most fine-grained examples of implicit cognitive control in adults is the context-specific proportion congruency (CSPC) effect-the finding that interference in a conflict task is reduced for stimuli that are presented in a context (e.g., a spatial location) where stimuli are generally incongruent. Can such a subtle modulation of control be observed in children? In Experiment 1 (N = 180), we showed that this effect exists in preschoolers for two different types of context manipulation and that its magnitude is at least as large as in older children. In Experiment 2 (N = 40), we confirmed that the effect transfers to unbiased stimuli, indicating that it is not attributable to contingency learning of stimulus-response associations and can be taken to actually reflect cognitive control. These results support the possibility that implicit cognitive control (implemented without explicit intentions and without requiring subject awareness) can be functionally distinct from explicit control and that even very young children can implement fine-grained cognitive control when it is based on implicit cues.

Looking with the (computer) mouse: How to unveil problem-solving strategies in matrix reasoning without eye-tracking.

Problem-solving strategies in visual reasoning tasks are often studied based on the analysis of eye movements, which yields high-quality data but is costly and difficult to implement on a large scale. We devised a new graphical user interface for matrix reasoning tasks where the analysis of computer mouse movements makes it possible to investigate item exploration and, in turn, problem-solving strategies. While relying on the same active perception principles underlying eye-tracking (ET) research, this approach has the additional advantages of being user-friendly and easy to implement in real-world testing conditions, and records only voluntary decisions. A pilot study confirmed that embedding items of Raven's Advanced Progressive Matrices (APM) in the interface did not significantly alter its psychometric properties. Experiment 1 indicated that mouse-based exploration indices, when used to assess two major problem-solving strategies in the APM, are related to final performance-as has been found in past ET research. Experiment 2 suggested that constraining some features of the interface favored the adoption of the more efficient solving strategy for some participants. Overall, the findings support the relevance of the present methodology for accessing and manipulating problem-solving strategies.

Evidencing the developmental shift from reactive to proactive control in early childhood and its relationship to working memory.

As they age, children tend to get more effective at regulating their behavior in complex situations; this improvement in cognitive control is often interpreted as a shift from predominantly reactive control to proactive control. There are three issues with this interpretation. First, hard evidence is lacking that younger children actually rely on reactive control. Second, the precise age range when such a shift would occur is still unclear. Third, the reasons for this shift have not been explored. In the current study, we tested the hypothesis that children under 5 years of age do rely on reactive control, that they progressively shift to proactive control with age, and that this shift is related to increases in working memory capacity (which is necessary for proactive control). Children aged 4 to 7 years performed a cognitive control task, the AX-CPT (AX-Continuous Performance Task), as well as verbal and visuospatial working memory tasks. Using the paradigmatic AX-CPT in this age range allowed us to observe, for the first time, an actual reactive pattern in children under 5 years of age. There was a progressive shift from reactive control to proactive control, with an estimated turning point between 5 and 6 years of age. The effect of age on proactive control was essentially shared with working memory capacity, confirming that these two cognitive processes develop in tandem.

Kinematic motion abnormalities and bimanual performance in children with unilateral cerebral palsy.

AIM: To evaluate the relationship between the movement abnormalities of the impaired upper limb in children with unilateral cerebral palsy (CP) and bimanual performance. METHOD: Twenty-three children with unilateral CP (mean age 11y 10mo [SD 2y 8mo]) underwent evaluation of bimanual performance (Assisting Hand Assessment [AHA]) and a three-dimensional movement analysis to measure deviations in the movement of their affected upper limb, and compared with 23 typically developing children (TDC) (mean age 11y 11mo [SD 2y 5mo]). Kinematic indices, such as the Global Arm Profile Score (APS), which summarizes the global movement deviation of the upper limb from the norm, and the Global Arm Variable Score (AVS), which represent movement deviations for a given joint, were calculated and correlated to AHA. RESULTS: Values of kinematic indices were significantly higher in children with unilateral CP than in TDC. A strong correlation between Global-APS and AHA score (r=-0.75) was found. Other significant correlations were found with Global-AVS, especially in distal joints. INTERPRETATION: Children with unilateral CP had more movement deviations than TDC. The global movement deviation of the impaired upper limb was strongly correlated with bimanual performance. The influence of distal abnormalities confirms the importance of considering these limitations in therapeutics. WHAT THIS PAPER ADDS: Children with unilateral cerebral palsy had more movement deviations than typically developing children in unimanual tasks. A strong relationship was found between movement deviations of the impaired upper limb and bimanual performance.

Measuring working memory capacity in children using adaptive tasks: Example validation of an adaptive complex span.

Working memory tasks designed for children usually present trials in order of ascending difficulty, with testing discontinued when the child fails a particular level. Unfortunately, this procedure comes with a number of issues, such as decreased engagement from high-ability children, vulnerability of the scores to temporary mind-wandering, and large between-subjects variations in number of trials, testing time, and proactive interference. To circumvent these problems, the goal of the present study was to demonstrate the feasibility of assessing working memory using an adaptive testing procedure. The principle of adaptive testing is to dynamically adjust the level of difficulty as the task progresses to match the participant's ability. We used this method to develop an adaptive complex span task (the ACCES) comprising verbal and visuo-spatial subtests. The task presents a fixed number of trials to all participants, allows for partial credit scoring, and can be used with children regardless of ability level. The ACCES demonstrated satisfying psychometric properties in a sample of 268 children aged 8-13 years, confirming the feasibility of using adaptive tasks to measure working memory capacity in children. A free-to-use implementation of the ACCES is provided.

Dissociating proactive and reactive control in the Stroop task.

The Dual Mechanisms of Control framework posits the existence of two distinct control mechanisms, proactive and reactive, which may operate independently. However, this independence has been difficult to study with most experimental paradigms. The Stroop task may provide a useful way of assessing the independence of control mechanisms because the task elicits two types of proportion congruency effects, list-wide and item-specific, thought to reflect proactive and reactive control respectively. The present research tested whether these two proportion congruency effects can be used to dissociate proactive and reactive control. In 2 separate participant samples, we demonstrate that list-wide and item-specific proportion congruency effects are stable, exist in the same participants, and appear in different task conditions. Moreover, we identify two distinct behavioral signatures, the congruency cost and the transfer cost, which doubly dissociate the two effects. Together, the results are consistent with the view that proactive and reactive control reflect independent mechanisms.

The composite complex span: French validation of a short working memory task.

Most studies in individual differences in the field of working memory research use complex span tasks to measure working memory capacity. Various complex span tasks based on different materials have been developed, and these tasks have proven both reliable and valid; several complex span tasks are often combined to provide a domain-general estimate of working memory capacity with even better psychometric properties. The present work sought to address two issues. Firstly, having participants perform several full-length complex span tasks in succession makes for a long and tedious procedure. Secondly, few complex span tasks have been translated and validated in French. We constructed a French working memory task labeled the Composite Complex Span (CCS). The CCS includes shortened versions of three classic complex span tasks: the reading span, symmetry span, and operation span. We assessed the psychometric properties of the CCS, including test-retest reliability and convergent validity, with Raven's Advanced Progressive Matrices and with an alpha span task; the CCS demonstrated satisfying qualities in a sample of 1,093 participants. This work provides evidence that shorter versions of classic complex span tasks can yield valid working memory estimates. The materials and normative data for the CCS are also included.

Development of reasoning performance in Raven's matrices is grounded in the development of effective strategy use.

Performance in reasoning tasks such as Raven's matrices experiences a dramatic increase over cognitive development, but the mechanisms responsible for this increase are unknown. Many cognitive processes are involved in a matrix task and could potentially change with age; strategy use appears to be a good candidate, as it typically improves over development and has a large impact on reasoning performance in adults. The present study tested the role of effective strategy use in Raven's standard progressive matrices in groups of 6-, 8-, 10-, 12-, 14-, 16-, and 18-year-olds (total N = 474). Strategy use was assessed with behavioral measures of gaze patterns in Raven's matrices. We also measured working memory capacity (WMC), a good predictor of strategy use in adults, using a battery of complex spans. The results showed that the effective strategy of constructive matching substantially increased with age, along with performance. Strategy use mediated over half the effect of age on reasoning performance. Older participants were also better at adapting strategy use to difficulty of the problems. Effective strategy use was beneficial to the same extent for participants of all ages. Age-related improvements in strategy use occurred in tandem with improvements in WMC, but did not appear to be primarily driven by them. Overall, our results indicate that strategy use is a critical underpinning of reasoning performance in children as well as in adults, and that theories of cognitive development of reasoning have to consider the central role of strategy use. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Neuropsychological assessment fails to predict relapse among cigarette smokers: A prospective study of neurocognitive abilities.

OBJECTIVES: Understanding the factors that lead to relapse is a major challenge for the clinical support of smoking cessation. Neurocognitive abilities such as attention, executive functioning and working memory, are possible predictors of relapse and can be easily assessed in everyday clinical practice. In this prospective longitudinal study, we investigated the relationship between pre-smoking cessation neurocognitive performance and relapse at six months in a sample of patients being treated for their tobacco dependence. METHODS: 130 tobacco consumers were included in the study. They completed a comprehensive neuropsychological and clinical assessment before smoking cessation. The targeted abilities were intelligence, inhibition, shifting, working memory updating, verbal fluency and decision-making. RESULTS: The rate of tobacco relapse at 6 months was 58%. Logistic regressions were used to assess which variables best explained relapse. None of the neuropsychological tests was a significant predictor of relapse at either 1, 3 or 6 months, either alone, or controlling for other covariates acting as significant predictors of relapse. CONCLUSIONS: Common neuropsychological tests, even those specifically targeting executive functioning such as inhibition, are not useful predictors of the success of a smoking cessation program in a clinical setting. Other variables, such as motivation to quit smoking or the presence of comorbid depression or anxiety disorders, appear to be more useful predictors of relapse.

Should Intelligence Tests Be Speeded or Unspeeded? A Brief Review of the Effects of Time Pressure on Response Processes and an Experimental Study with Raven's Matrices.

Intelligence tests are often performed under time constraints for practical reasons, but the effects of time pressure on reasoning performance are poorly understood. The first part of this work provides a brief review of major expected effects of time pressure, which includes forcing participants to skip items, convoking a mental speed factor, constraining response times, qualitatively altering cognitive processing, affecting anxiety and motivation, and interacting with individual differences. The second part presents data collected with Raven's matrices under three conditions of speededness to provide further insight into the complex effects of time pressure, with three major findings. First, even mild time pressure (with enough time available for all participants to complete the task at a leisurely pace) induced speeding throughout the whole task, starting with the very first item, and participants sped up more than was actually required. Second, time pressure came with lower confidence and poorer strategy use and a substantial decrease of accuracy (d = 0.35), even when controlling for response time at the item level-indicating a detrimental effect on cognitive processing beyond speeding. Third, time pressure disproportionately reduced response times for difficult items and participants with high ability, working memory capacity, or need for cognition, although this did not differentially affect ability estimates. Overall, both the review and empirical sections show that the effects of time pressure go well beyond forcing participants to speed or skip the last few items and make even mild time constraints inadvisable when attempting to measure maximal performance, especially for high-performing samples.

Is variability in working memory capacity related to differences in the reactivation of memory traces? A test based on the time-based resource sharing (TBRS) model.

Working memory performance depends on reactivating memory traces, by rapidly switching between refreshing item representations and performing concurrent cognitive processing (time-based resource sharing (TBRS) account). Prior research has suggested that variation in the effectiveness of this process could be a plausible source of developmental changes in working memory capacity. This could conceivably extend to adults, potentially bridging the barrier between developmental and adult experimental research and providing a possible functional role for attention control and processing speed in working memory tasks. The present work was designed to replicate the finding of developmental differences in reactivation in children, and to test whether the same process could be related to individual differences in adults. Experiment 1 confirmed the finding of more effective reactivation for 14-year-old children than for 8-year-old children. Experiment 2 using the same task in adults manipulated the feasibility of reactivation within an experimental-correlational approach, and failed to find more effective reactivation for individuals with high working memory capacity, contrary to our predictions. Overall, our results support the role of reactivation as defined by the TBRS model as an important process in working memory tasks, and as a possible source of developmental increase in working memory capacity; however, they rule out the possibility that adult individual differences in the effectiveness of this process are a major cause of variability in working memory capacity, suggesting that differences between adults are of a different nature.

Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature.

For several years, there was a growing interest in intellectual giftedness and in particular in the non-cognitive specificities of gifted individuals. This topic attracted much public attention and sometimes led to contradictions with the scientific literature. The current review synthesizes a broad set of results related to non-cognitive specificities of intellectual gifted in children and adolescents. This synthesis of scientific research on giftedness and its associated non-cognitive features does not support the conclusion that there is a stable profile across gifted individuals that would consistently separate them from non-gifted individuals. A few specificities in some areas are noted, but they are not necessarily being systematic. These specificities often turn out to be in favor of gifted youth, contrary to the view sometimes defended in the general public that gifted individuals suffer from major everyday difficulties. Finally, methodological issues are listed regarding the designs of existing studies, with recommendations for future research in the field.

The benefits of experiencing flow through distracting activities: flow reduces preoperative anxiety in children before surgery, but not postoperative difficulties.

BACKGROUND: Distraction is a classic anxiety management strategy in preoperative setting with children: distracting activities take children's attention away from threatening clues. What is less clear is the differential effectiveness of this technique depending on the task, and the degree of children engagement with the distracting task. The present work examined the role of flow (state of intense concentration and absorption in the distracting task) on children's preoperative anxiety. METHODS: Anxiety and flow in a distracting activity were measured in a sample of 100 children (3 to 10 years-old), at two critical moments of the preoperative period prior to ambulatory surgery under general anesthesia (phase 1: up to separation from the parents; phase 2: up to general anesthesia). Common negative postoperative outcomes were also measured. RESULTS: As expected, the analysis showed a negative association between the mean level of flow in the distracting activity during waiting periods and the preoperative anxiety of children at critical moments in the two phases (although there was no effect on postoperative recovery). CONCLUSION: These findings demonstrate the importance of considering the degree of engagement in the distracting activity to understand the effectiveness of this strategy. The results may help provide guidance for better clinical application of this method.

Cross-cultural differences in visuo-spatial processing and the culture-fairness of visuo-spatial intelligence tests: an integrative review and a model for matrices tasks.

Visuo-spatial reasoning tests, such as Raven's matrices, Cattell's culture-fair test, or various subtests of the Wechsler scales, are frequently used to estimate intelligence scores in the context of inter-racial comparisons. This has led to several high-profile works claiming that certain ethnic groups have lower intelligence than others, presumably due to genetic inferiority. This logic is predicated on the assumption that such visuo-spatial tests, because they are non-verbal, must be culture-fair: that their solution process does not significantly draw on factors that vary from one culture to the next. This assumption of culture-fairness is dubious at best and has been questioned by many authors. In this article, I review the substantial body of psychological and ethnographic literature which has demonstrated that the perception, manipulation and conceptualization of visuo-spatial information differs significantly across cultures, in a way that is relevant to intelligence tests. I then outline a model of how these inter-cultural differences can affect seven major steps of the solution process for Raven's matrices, with a brief discussion of other visuo-spatial reasoning tests. Overall, a number of cultural assumptions appear to be deeply ingrained in all visuo-spatial reasoning tests, to the extent that it disqualifies the view of such tests as intrinsically culture-fair and makes it impossible to draw clear-cut conclusions from average score differences between ethnic groups.

Working memory capacity and dual mechanisms of cognitive control: An experimental-correlational approach.

Working memory is thought to be strongly related to cognitive control. Recent studies have sought to understand this relationship under the prism of the dual mechanisms of control (DMC) framework, in which cognitive control is thought to operate in two distinct modes: proactive and reactive. Several authors have concluded that a high working memory capacity is associated with a tendency to engage the more effective mechanism of proactive control. However, the predicted pattern of proactive control use has never been observed; correlational evidence is made difficult to interpret by the overall superiority of participants with a high working memory capacity: they tend to perform better even when proactive control should be detrimental. In two experiments, we used an experimental-correlational approach to experimentally induce the use of reactive or proactive control in the AX-CPT. The relation between working memory capacity and performance was unaffected, incompatible with the hypothesis that the better performance of participants with a high working memory capacity in the task is due to their use of proactive control. It remains unclear how individual differences in working memory capacity relate to cognitive control under the DMC framework.

Charting the Diversity of Strategic Processes in Visuospatial Short-Term Memory.

Despite the abundant literature on visuospatial short-term memory, researchers have devoted little attention to strategic processes: What procedures do subjects implement to memorize visuospatial material? Evidence for various strategies exists, but it is spread across a variety of fields. This integrative review of the literature brings together scattered evidence to provide an overview of strategic processes in visuospatial memory tasks. The diversity of strategies and their proposed operating mechanisms are reviewed and discussed. The evidence leads to proposing seven broad strategic processes used in visuospatial short-term memory, each with multiple variants. Strategies can vary across individuals, but the same subjects also appear to use multiple strategies depending on the perceptual features of to-be-remembered displays. These results point to a view of visuospatial strategies as a functional library of facilitatory processes on which subjects can draw to support visuospatial short-term memory performance. Implications are discussed for the difference between visual and spatial tasks, for the appropriate measurement of strategic behaviors, and for the interpretation of performance in visuospatial memory tasks.

Explaining the high working memory capacity of gifted children: Contributions of processing skills and executive control.

Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and nongifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured using the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, it appears that gifted children resolve problems faster in the processing phase of the working memory task, which leaves them more time to refresh to-be-remembered items. This faster problem solving speed mediated their advantage in working memory capacity. Importantly, this effect was specific to speed on complex problems: low-level processing speed, as measured with the Attention Network Test, did not contribute to the higher working memory capacity of gifted children.

Learning-based before intentional cognitive control: Developmental evidence for a dissociation between implicit and explicit control.

Cognitive control can be triggered by explicit or implicit events; it has been proposed that these two possibilities tap into dissociable mechanisms. In this study, we investigate this idea by testing whether young children, who struggle with explicitly triggered control, can demonstrate proportion congruency effects-which are based on implicit learning of task regularities and thus indicative of implicitly triggered control. In a series of five experiments, preschoolers indeed demonstrated significant proportion congruency effects, including both list-wide proportion congruency (LWPC) and item-specific proportion congruency (ISPC) effects, in a Stroop-like task and in a flanker task. These effects did not increase with age, contrary to what is typically observed for explicit control. These results demonstrate that young children show early evidence of cognitive control-including proactive control-when it is triggered by implicit events, at an age where explicit control, and particularly proactive control, is not yet functional. By showing evidence of an early ability for fine-grained adjustments of cognitive control when control cues are learned implicitly, these results support the proposed functional dissociation between explicit and implicit cognitive control. (PsycInfo Database Record (c) 2022 APA, all rights reserved).