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Background: This study investigated the risk of diabetes by examining changes in memory, working memory, and processing speed among older adults to provide evidence on how each cognitive domain is associated with the risk of diabetes in older adults. Methods: This study used Health and Retirement Study data and tracked the respondents from 2012 to 2020 (n = 5,748). The Telephone Interview for Cognitive Status-27 includes three cognitive tests (recall, seven subtraction, and counting backward tests) to assess each cognitive domain. A Cox proportional hazard regression was used to calculate the changes in the odds ratio (OR) of diabetes by increasing each cognitive function and the parameter in covariates. Results: We found that the OR of diabetes decreased with increasing universal cognitive function, increasing memory, working memory, and processing speed, and that age increased the OR in all analysis models. Conclusion: The findings of this study contribute to filling gaps in the literature by exploring: (a) the association between each cognitive function and the decline in diabetes risk and (b) the varying patterns of change in diabetes risk with increasing cognitive function. [ABSTRACT FROM AUTHOR]

Past research suggests that Working Memory plays a role in determining relative clause attachment bias. Disambiguation preferences may further depend on Processing Speed and explicit memory demands in linguistic tasks. Given that Working Memory and Processing Speed decline with age, older adults offer a way of investigating the factors underlying disambiguation preferences. Additionally, older adults might be subject to more severe similarity‐based memory interference given their larger vocabularies and slower lexical access. Nevertheless, memory interference and sentence disambiguation have not been combined in studies on older adults before. We used a self‐paced reading paradigm under memory load interference conditions. Older (n = 30) and Younger (n = 35) readers took part in the study online; reading times were recorded and measures of comprehension accuracy and load recall were collected. This setup allowed for the implicit measurement of attachment biases and memory interference effects interactively. Results show that similarity‐based interference affected both age groups equally, but was more pronounced in NP2‐biased structures, which took participants generally longer to read. Attachment preferences did not differ by group and were unaffected by Working Memory span. However, accuracy on recall prompts was predicted by Working Memory span in both groups. Findings of greater interference in syntactically dispreferred structures support unified processing models where parsing constraints naturally interact. The lack of age differences on our measures further aligns with research finding age‐invariant implicit language processing. [ABSTRACT FROM AUTHOR]

Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children. [ABSTRACT FROM AUTHOR]

Objectives Despite extensive efforts to study individual differences in loneliness and neurocognitive health, little is known about how within-person changes in state loneliness relate to cognitive performance. This study addressed this gap by examining the association between within-person variation in state loneliness and cognitive performance assessed objectively in daily life. Methods Participants were 313 community-dwelling older adults (70–90 years) who reported momentary feelings of loneliness and completed smartphone-based cognitive tests 5 times daily for 14 consecutive days. Mobile cognitive tests assess visual associative memory, processing speed, and spatial memory. Results At the day level, average state loneliness levels were negatively related to cognitive performance on the same day and subsequent day. Consistent with the day-level analysis, momentary assessments of increased loneliness were consistently linked to worse cognitive performance on concurrent assessments. However, moments characterized by lower cognitive performance predicted higher levels of loneliness 3–4 hr later (next occasion), but not vice versa. Discussion The findings suggest a prospective association between loneliness and cognitive performance, with higher daily loneliness negatively associated with cognitive performance on the same day and predicting worse performance the following day. Notably, within a single day, lower cognitive performance at a given moment predicted elevated loneliness later in the day. This highlights a complex, reciprocal relationship—loneliness predicting and being predicted by cognitive performance depending on timescale. [ABSTRACT FROM AUTHOR]

This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks. [ABSTRACT FROM AUTHOR]

Abstract Individuals exhibit massive variability in general cognitive skills that affect language processing. This variability is partly developmental. Here, we recruited a large sample of participants (N = 487), ranging from 9 to 90 years of age, and examined the involvement of nonverbal processing speed (assessed using visual and auditory reaction time tasks) and working memory (assessed using forward and backward Digit Span tasks) in a visual world task. Participants saw two objects on the screen and heard a sentence that referred to one of them. In half of the sentences, the target object could be predicted based on verb-selectional restrictions. We observed evidence for anticipatory processing on predictable compared to non-predictable trials. Visual and auditory processing speed had main effects on sentence comprehension and facilitated predictive processing, as evidenced by an interaction. We observed only weak evidence for the involvement of working memory in predictive sentence comprehension. Age had a nonlinear main effect (younger adults responded faster than children and older adults), but it did not differentially modulate predictive and non-predictive processing, nor did it modulate the involvement of processing speed and working memory. Our results contribute to delineating the cognitive skills that are involved in language-vision interactions.

The aim of the current research is to explore the impact of cognitive reserve (CR) and disease duration on the cognitive performance in multiple sclerosis patients. The research sample included (40) MS outpatients were recruited, their average age was (32.13), with a standard deviation of 8.41 years, same as females (62.5%). CR was assessed by the vocabulary test and level of education. Cognitive assessment was performed using the Wechsler Adult Intelligence Scale - fourth edition (WAIS-IV) as a neuropsychological instrument tool to evaluate Verbal Comprehension Index, perceptual reasoning, working memory and processing speed. The results showed low performance in intelligence among (87.50%) of the sample, and the prevalence of cognitive dysfunction associated with multiple sclerosis was characterized by poor performance on the indicators of working memory and processing speed, as they occupied the highest level of prevalence rates (81.25%), followed by the Perceptual Reasoning Index (75%), then the Verbal Comprehension Index (68.75%). Cognitive impairment (CI) was found in all performance indicators in approximately (43.75%) of patients, and in three indicators in more than a third of patients (37.50%). Furthermore, 12.5% of patients had low performance on at least one or two indicators. Both the total disease duration and the CR factor - specifically measured by level of education - contributed to explaining the score on the Neuropsychological Performance Indicators in MS patients. [ABSTRACT FROM AUTHOR]

Following mild traumatic brain injury (mTBI), children show reduced processing speed (PS). Evidence suggests that slowed PS after TBI is associated with working memory deficits. Our aim was to investigate several forms of PS and to examine its impact on working and episodic memory performance in children after mTBI. We included data of 64 children after mTBI and 57 healthy control children aged 8–16 years. PS (Color Naming, Coding, Symbol Search, Alertness) was compared between groups 1 week (T1) and 3–6 months (T2) after the injury; working and episodic memory outcome was compared between groups at T2. Alertness at T1 and Color Naming at T1 and T2 were significantly reduced following mTBI compared to controls, although most group differences in PS disappeared when patients with previous impairments and mTBI were excluded. PS was predictive for episodic and working memory performance 3–6 months after injury, whereas group was a significant predictor of working memory. Compared to healthy controls, children after mTBI showed reduced performance in verbal PS, which was associated with working memory. In children who are symptomatic after mTBI, diagnostic screening of PS could be helpful in identifying patients that could profit from speed-improving strategies. [ABSTRACT FROM AUTHOR]

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities. Thus, an emerging strand of research focuses on the use of computerized cognitive training to improve cognitive skills. This project addresses this issue with high-risk students attending community day schools. An in-school cognitive training program implemented (for 30 min per day) at each school site resulted in improvements for working memory, task switching, and processing speed after six total hours of participation. The current results provide evidence for the changeability of what were once thought to be static skills. Equally important, this study highlights the effectiveness of computerized cognitive training and critically extends intervention-based work to a student group that has received little attention. Implications of this work for cognitive research and educational support programs are discussed. [ABSTRACT FROM AUTHOR]

Importance: Emergency medical services (EMS) providers transiently ascend to high altitude for primary missions and secondary transports in mountainous areas in helicopters that are unpressurised and do not have facilities for oxygen supplementation. The decrease in cerebral oxygen saturation can lead to impairment in attention and reaction time as well as in quality of care during acute exposure to altitude. Objective: The primary aim of the current study was to investigate the effect of oxygen supplementation on cognitive performance in Helicopter EMS (HEMS) providers during acute exposure to altitude. Design, setting, and participants: This interventional, randomized, controlled, double-blind, cross-over clinical trial was conducted in October 2021. Each trial used a simulated altitude scenario equivalent to 4000 m, in which volunteers were exposed to hypobaric hypoxia with a constant rate of ascent of 4 m/s in an environmental chamber under controlled, replicable, and safe conditions. Trials could be voluntarily terminated at any time. Inclusion criteria were being members of emergency medical services and search and rescue services with an age between 18 and 60 years and an American Society of Anesthesiologists physical status class I. Exposures: Each participant conducted 2 trials, one in which they were exposed to altitude with oxygen supplementation (intervention trial) and the other in which they were exposed to altitude with ambient air supplementation (control trial). Main outcomes and measures: Measurements included peripheral oxygen saturation (SpO2), cerebral oxygenation (ScO2), breathing and heart rates, Psychomotor Vigilance Test (PVT), Digit-Symbol Substitution Test (DSST), n-Back test (2-BACK), the Grooved Pegboard test, and questionnaires on subjective performance, stress, workload, and positive and negative affect. Paired t-tests were used to compare conditions (intervention vs. control). Data were further analyzed using generalized estimating equations (GEE). Results: A total of 36 volunteers (30 men; mean [SD] age, 36 [9] years; mean [SD] education, 17 [4] years) were exposed to the intervention and control trials. The intervention trials, compared with the control trials, had higher values of SpO2 (mean [SD], 97.9 [1.6] % vs. 86 [2.3] %, t-test, p = 0.004) and ScO2 (mean [SD], 69.9 [5.8] % vs. 62.1 [5.2] %, paired t-test, p = 0.004). The intervention trials compared with the control trials had a shorter reaction time (RT) on the PVT after 5 min (mean [SD], 277.8 [16.7] ms vs. 282.5 [15.3] ms, paired t-test, p = 0.006) and after 30 min (mean [SD], 276.9 [17.7] ms vs. 280.7 [15.0] ms, paired t-test, p = 0.054) at altitude. While controlling for other variables, there was a RT increase of 0.37 ms for each % of SpO2 decrease. The intervention trials showed significantly higher values for DSST number of correct responses (with a difference of mean [SD], 1.2 [3.2], paired t-test, p = 0.035). Variables in the intervention trials were otherwise similar to those in the control trials for DSST number of incorrect responses, 2-BACK, and the Grooved Pegboard test. Conclusions and relevance: This randomized clinical trial found that oxygen supplementation improves cognitive performance among HEMS providers during acute exposure to 4000 m altitude. The use of oxygen supplementation may allow to maintain attention and timely reaction in HEMS providers. The impact of repeated altitude ascents on the same day, sleep-deprivation, and additional stressors should be investigated. Trial registration NCT05073406, ClinicalTrials.gov trial registration. [ABSTRACT FROM AUTHOR]

IntroductionCardiovascular fat is a novel risk factor that may link to dementia. Fat volume and radiodensity are measurements of fat quantity and quality, respectively. Importantly, high fat radiodensity could indicate healthy or adverse metabolic processes.MethodsThe associations of cardiovascular fat (including epicardial, paracardial, and thoracic perivascular adipose tissue [PVAT]) quantity and quality assessed at mean age of 51 with subsequent cognitive performance measured repeatedly over 16 years of follow-up were examined using mixed models among 531 women.ResultsHigher thoracic PVAT volume was associated with a higher future episodic memory (β[standard error (SE)] = 0.08 [0.04], P = 0.033), while higher thoracic PVAT radiodensity with lower future episodic (β[SE] = -0.06 [0.03], P = 0.045) and working (β[SE] = -0.24 [0.08], P = 0.003) memories. The latter association is prominent at higher volume of thoracic PVAT.DiscussionMid-life thoracic PVAT may have a distinct contribution to future cognition possibly due to its distinct adipose tissue type (brown fat) and anatomical proximity to the brain circulation.HighlightsHigher mid-life thoracic perivascular adipose tissue (thoracic PVAT) volume is related to a better future episodic memory in women. Higher mid-life thoracic PVAT radiodensity is related to worse future working and episodic memories. Negative association of high thoracic PVAT radiodensity with working memory is prominent at higher thoracic PVAT volume. Mid-life thoracic PVAT is linked to future memory loss, an early sign of Alzheimer's disease. Mid-life women's epicardial and paracardial fat are not related to future cognition.

BackgroundThis study investigated the risk of diabetes by examining changes in memory, working memory, and processing speed among older adults to provide evidence on how each cognitive domain is associated with the risk of diabetes in older adults.MethodsThis study used Health and Retirement Study data and tracked the respondents from 2012 to 2020 (n = 5,748). The Telephone Interview for Cognitive Status-27 includes three cognitive tests (recall, seven subtraction, and counting backward tests) to assess each cognitive domain. A Cox proportional hazard regression was used to calculate the changes in the odds ratio (OR) of diabetes by increasing each cognitive function and the parameter in covariates.ResultsWe found that the OR of diabetes decreased with increasing universal cognitive function, increasing memory, working memory, and processing speed, and that age increased the OR in all analysis models.ConclusionThe findings of this study contribute to filling gaps in the literature by exploring: (a) the association between each cognitive function and the decline in diabetes risk and (b) the varying patterns of change in diabetes risk with increasing cognitive function.

The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance–ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance–ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited. [ABSTRACT FROM AUTHOR]

Deficits in working memory (WM) and processing speed (PS) are thought to undermine other cognitive functions in de novo Parkinson's disease (dnPD). However, these interrelationships are only partially understood. This study investigated whether there are stronger relationships between verbal WM and verbal episodic memory encoding and retrieval, whether verbal WM and PS have a greater influence on other aspects of cognitive functioning, and whether the overall strength of interrelationships among several cognitive functions differs in dnPD compared to health. Data for 198 healthy controls (HCs) and 293 dnPD patients were analysed. Participants completed a neuropsychological battery probing verbal WM, PS, verbal episodic memory, semantic memory, language and visuospatial functioning. Deficit analysis, network modelling and graph theory were combined to compare the groups. Results suggested that verbal WM performance, while slightly impaired, was more strongly associated with measures of verbal episodic memory encoding and retrieval, as well as other measured cognitive functions in the dnPD network model compared to the HC network model. PS task performance was impaired and more strongly associated with other neuropsychological task scores in the dnPD model. Associations among task scores were stronger overall in the dnPD model. Together, these results provide further evidence that WM and PS are important influences on the other aspects of cognitive functioning measured in this study in dnPD. Moreover, they provide novel evidence that verbal WM and PS might bear greater influence on the other measured cognitive functions and that these functions are more strongly intertwined in dnPD compared to health. [ABSTRACT FROM AUTHOR]

Introduction: There is a paucity of clinical studies examining the long-term effects of vagus nerve stimulation (VNS) on cognition, although a recent study of patients with drug-resistant epilepsy (DRE) treated with VNS therapy demonstrated significant improvement in executive functions as measured by the EpiTrack composite score. The present study aimed to investigate performance variability in three cognitive tests assessing executive functions and working memory in a cohort of DRE patients receiving VNS therapy during a follow-up duration of up to 5 years. Methods: The study included 46 DRE patients who were assessed with the Trail Making Test (TMT) (Parts A and B) and Digit Span Backward (DB) task prior to VNS implantation, 6 months and 12 months after implantation, and yearly thereafter as a part of the clinical VNS protocol. A linear mixed-effects (LME) model was used to analyze changes in test z scores over time, accounting for variations in follow-up duration when predicting changes over 5 years. Additionally, we conducted descriptive analyses to illustrate individual changes. Results: On average, TMT-A z scores improved by 0.024 units (95% confidence interval (CI): 0.006 to 0.042, p = 0.009), TMT-B z scores by 0.034 units (95% CI: 0.012 to 0.057, p = 0.003), and DB z scores by 0.019 units per month (95% CI: 0.011 to 0.028, p < 0.001). Patients with psychiatric comorbidities achieved the greatest improvements in TMT-B and DB z scores among all groups (0.0058 units/month, p = 0.036 and 0.028 units/month, p = 0.003, respectively). TMT-A z scores improved the most in patients taking 1-2 ASMs as well as in patients with psychiatric comorbidities (0.042 units/month, p = 0.002 and p = 0.003, respectively). Conclusion: Performance in all three tests improved at the group level during the follow-up period, with the most robust improvement observed in TMT-B, which requires inhibition control and set-switching in addition to the visuoperceptual processing speed that is crucial in TMT-A and working-memory performance that is essential in DB. Moreover, the improvement in TMT-B was further enhanced if the patient had psychiatric comorbidities. [ABSTRACT FROM AUTHOR]

Memory problems are among the most frequently reported cognitive complaints by individuals with an acquired brain injury (ABI). Processing speed and working memory deficits are often the result of ABI. These cognitive deficits significantly impact the acquisition and retention of information necessary for memory formation. This study investigated the influence of processing speed and working memory on immediate and delayed recall for verbal and visual memory, as well as overall memory recall in adults living with a chronic ABI. Sixty-three participants living with a chronic ABI, who were at least one-year post-injury, were cognitively assessed with the CNS-Vital Signs (CNS-VS) computerized cognitive battery and Wechsler Test of Adult Reading. The CNS-VS Processing Speed significantly predicted delayed recall for verbal memory and overall memory performance. The CNS-VS Working Memory was not a significant predictor of memory recall. Processing speed deficits negatively impact memory in individuals with a chronic ABI. These findings suggest the memory recall of adults with a chronic ABI is associated with poor processing speed and poor acquisition of information. Therefore, cognitive rehabilitation that improves processing speed should be the focus for individuals with ABI to improve memory performance as well as impaired processing speed. [ABSTRACT FROM AUTHOR]

Background: Fetal alcohol spectrum disorder (FASD) comprises a combination of developmental, cognitive, and behavioral disabilities that occur in children exposed to alcohol prenatally. A higher prevalence of epilepsy and pathological electroencephalographic (EEG) features have also been reported in individuals with FASD. We examined the frequency of epilepsy, pathological EEG findings, and their implications for cognitive and adaptive functioning in children with FASD. Methods: We conducted a cross‐sectional study of 148 children with FASD who underwent a multidisciplinary assessment and a 120‐min EEG recording. Group comparisons and regression analyses were performed to test the associations between epilepsy and pathological EEG findings, FASD subgroups and neurocognitive test results and adaptive functioning. Results: The frequency of epilepsy was 6%, which compares with 0.7% in Norway overall. Seventeen percent of children without epilepsy had pathological EEG findings. Attention‐deficit hyperactivity disorder (ADHD) was diagnosed in 64% of the children. Children with epilepsy and/or pathological EEG findings had comparable cognitive and adaptive scores to those with normal EEG. However, children with frontal EEG pathology (without epilepsy) had significantly lower scores on the IQ indices Processing speed and Working memory than FASD children without such findings, irrespective of ADHD comorbidity. Conclusions: There was a greater prevalence of epilepsy among children with FASD than in the general Norwegian population. A greater frequency of EEG pathology was also evident in children without epilepsy, across all FASD subgroups. Irrespective of epilepsy, ADHD comorbidity, and FASD subgroup, children with frontal EEG pathology, despite having a normal total IQ, showed significantly slower processing speed and poorer working memory, which may indicate specific executive function deficits that could affect learning and adaptive functioning. [ABSTRACT FROM AUTHOR]

Objectives: (1) To determine the processing speed (PS) deficit in children with ADHD; and (2) To investigate if PS deficit was the primary cause of daily dysfunction in ADHD by testing the direct and indirect effects via working memory (WM) of PS on math fluency (MF). Method: Seventy-eight children (52 children with ADHD and 26 controls) were tested on their motor, perceptual, cognitive, and verbal PS, WM, and MF. Results: Children with ADHD performed worse than controls on all PS, suggesting a general PS deficit. Moreover, cognitive PS was a significant predictor for MF. Mediation analysis showed that cognitive PS had direct and indirect effects via WM on MF, suggesting PS deficit might be the primary cause of MF difficulties in ADHD. Conclusion: Findings of this study suggested a general PS deficit in ADHD. Due to the importance of PS in MF, interventions for MF underachievers should include assessment and training of PS. [ABSTRACT FROM AUTHOR]

Background: Cognitive training holds potential as a non-pharmacological intervention to decrease cognitive symptoms associated with Alzheimer's disease (AD), but more research is needed to understand individual differences that may predict maximal training benefits. Objective: We conducted a pilot study using a six-month training regimen in healthy aging adults with no cognitive decline. We investigated the effects of baseline performance and age on training and transfer improvements. Methods: Out of 43 participants aged 65–84 years, 31 successfully completed cognitive training (BrainHQ) in one of three cognitive domains: processing speed (N = 13), inhibitory control (N = 9), or episodic memory (N = 9). We used standardized assessments to measure baseline performance and transfer effects. Results: All 31 participants improved on the cognitive training regimen and age was positively associated with training improvement (p = 0.039). The processing speed group improved significantly across many near- and far-transfer tasks. In the inhibitory control group, individuals with lower baseline performance improved more on inhibitory control and cognitive flexibility tasks. In the episodic memory group, older individuals improved most on a memory task while younger individuals improved most on an executive function far-transfer task. Conclusions: Individual differences are predictive of cognitive training gains, and the impact of individual differences on training improvements is specific to the domain of training. We provide initial insight regarding how non-pharmacological interventions can be optimized to combat the onset of cognitive decline in older adults. With future research this work can inform the design of effective cognitive interventions for delaying cognitive decline in preclinical AD. [ABSTRACT FROM AUTHOR]

DNA methylation-derived epigenetic clocks offer the opportunity to examine aspects of age acceleration (ie, the difference between an individual's biological age and chronological age), which vary among individuals and may better account for age-related changes in cognitive function than chronological age. Leveraging existing ambulatory cognitive assessments in daily life from a genetically diverse sample of 142 adults in midlife, we examined associations between 5 measures of epigenetic age acceleration and performance on tasks of processing speed and working memory. Covarying for chronological age, we used multilevel models to examine associations of epigenetic age acceleration (Horvath 1, Horvath 2, Hannum, PhenoAge, and GrimAge clocks) with both average level and variability of cognitive performance. Positive age acceleration (ie, epigenetic age greater than chronological age) was associated with poorer mean processing speed (Horvath 1 and 2) and working memory (GrimAge). Higher chronological age was also associated with poorer mean processing speed and working memory performance. Further, positive age acceleration was generally associated with greater intraindividual variability in working memory and processing speed tasks, whereas being chronologically older was associated with less intraindividual variability. Although further work is needed, our results indicate age acceleration effects have comparable or greater size as those for chronological age differences, suggesting that epigenetic age acceleration may account for additional risk and interindividual variation in cognitive performance above chronological age. [ABSTRACT FROM AUTHOR]

A growing body of research demonstrates the effectiveness of computerized cognitive training (CCT) in building specific abilities (e.g., working memory) among school-age children. As a result, CCT is increasingly cited as a means to enhance and support students' academic performance and school experience. However, many studies exploring CCT as an intervention have done so outside of the school setting, limiting its potential impact with regard to students who may benefit from it but cannot access such supports. This project examined the efficacy of a CCT program implemented within the academic day for all students attending a private school. The findings showed that two CCT programs resulted in improvements in working memory, cognitive flexibility, and/or processing speed among third graders through sixth graders (N = 95). Furthermore, this project demonstrates a model for the effective integration of CCT into a school day without interrupting the academic curriculum. The present results have important implications for the current ideological shift in education that focuses on how to more broadly address students' learning differences. [ABSTRACT FROM AUTHOR]

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students’ academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities. Thus, an emerging strand of research focuses on the use of computerized cognitive training to improve cognitive skills. This project addresses this issue with high-risk students attending community day schools. An in-school cognitive training program implemented (for 30 min per day) at each school site resulted in improvements for working memory, task switching, and processing speed after six total hours of participation. The current results provide evidence for the changeability of what were once thought to be static skills. Equally important, this study highlights the effectiveness of computerized cognitive training and critically extends intervention-based work to a student group that has received little attention. Implications of this work for cognitive research and educational support programs are discussed.

Background: Post-stroke cognitive impairment (PCI) and depression (PSD) are among the most common sequelae of cerebrovascular accidents (CVA). The current study aimed to investigate the cognitive impairment of CVA and PSD patients in comparison with healthy controls (HC).Methods: A total of 60 volunteers (mean age, 62.98 [SD=3.98], 48.3% male) were recruited, with 20 participants in each group. Participants completed several standardized assessments, including the Hamilton Depression Rating Scale, Mini-Mental State Examination, Abbreviated Mental Test, Patient Health Questionnaire-9, and Depression in old Age Scale. The neuropsychological part of the evaluation was designed to investigate executive functions, processing speed, and episodic memory.Results: Analysis of variance revealed that the performance of all three study groups did not differ in easy tasks of spatial planning, working memory, and episodic memory. However, the PSD group performed medium difficulty tasks worse than the CVA patients and HC group. The HC group, on the other hand, exhibited better performance on complex tasks of these cognitive domains compared to other groups. Moreover, the complex tasks of spatial planning and medium difficulty tasks of working and episodic memory were able to distinguish between CVA and PSD groups. Additionally, the processing speed was found to be superior in HC group than both CVA and PSD groups (p

This study aimed to evaluate the long-term benefits of cochlear implantation (CI) on cognitive performance, speech perception, and psychological status in post-lingually deafened patients older than 65 (n = 33). Patients were consecutively enrolled in this prospective study and assessed before, one year after, and two years after CI for speech perception, depressive symptoms, perceived stress, and working memory and processing speed. The Wechsler Adult Intelligence Scale (WAIS) was used for the latter. Thirty-three patients (fourteen men and nineteen women) were included. The scores indicating "hearing in quiet" and "hearing with background noise" improved significantly one year after CI and remained so two years after CI. The sound localization scores improved two years after CI. The depressive symptoms and perceived stress scores were low at the study's onset and remained unchanged. Working memory improved significantly two years after CI, while processing speed improved significantly one year after CI and was maintained after that. The improvement in working memory and processing speed two years after CI suggests there is a sustained positive effect of auditory rehabilitation with CI on cognitive abilities. [ABSTRACT FROM AUTHOR]

Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities. The purpose of this project was to examine the efficacy of a cognitive training program implemented during the school day to improve abilities predictive of academic achievement. Ninety-five children completed two training activities that were counterbalanced across participants. Analyses of baseline working memory, cognitive flexibility, and processing speed performance relative to those following training showed a strong treatment effect. Moreover, there is notable evidence of greater intervention efficacy with extended engagement with the training program. Implications for neuropsychological research and practice are discussed. [ABSTRACT FROM AUTHOR]

Despite growing research on adults with specific learning disabilities (SLDs), evidence concerning their intellectual profile remains scarce. The present study examined the results of the administration of the Wechsler Adult Intelligence Scale—Fourth Edition to 301 adults diagnosed with SLDs and compared them to the results obtained from previous studies with a large sample of children with SLDs. The results showed that: (1) as observed among children, adults with SLDs also presented higher scores in the subtests implying reasoning (associated with the General Ability Index, GAI) and lower scores in the subtests involving working memory and processing speed; (2) the discrepancy between full-scale IQ and the GAI had a good predictive value in discriminating adults with and without SLDs; (3) the four-factor hierarchical structure of intelligence proposed for the general adult population held for adults with SLDs as well, even though there were substantial differences in the loadings and a five-factor structure could be more appropriate; (4) similarities as well as strong differences were present between adults and children with SLDs. In adults, scores on subtests were generally lower, particularly in working memory and processing speed. However, in some cases, scores were equal or even higher (as in the "Similarity" subtest) among adults, meaning that the discrepancy between the full scale and the GAI was accentuated. [ABSTRACT FROM AUTHOR]

Background: Studies investigating cognitive impairments in psychosis and depression have typically compared the average performance of the clinical group against healthy controls (HC), and do not report on the actual prevalence of cognitive impairments or strengths within these clinical groups. This information is essential so that clinical services can provide adequate resources to supporting cognitive functioning. Thus, we investigated this prevalence in individuals in the early course of psychosis or depression. Methods: A comprehensive cognitive test battery comprising 12 tests was completed by 1286 individuals aged 15–41 (mean age 25.07, s.d. 5.88) from the PRONIA study at baseline: HC (N = 454), clinical high risk for psychosis (CHR; N = 270), recent-onset depression (ROD; N = 267), and recent-onset psychosis (ROP; N = 295). Z-scores were calculated to estimate the prevalence of moderate or severe deficits or strengths (>2 s.d. or 1–2 s.d. below or above HC, respectively) for each cognitive test. Results: Impairment in at least two cognitive tests was as follows: ROP (88.3% moderately, 45.1% severely impaired), CHR (71.2% moderately, 22.4% severely impaired), ROD (61.6% moderately, 16.2% severely impaired). Across clinical groups, impairments were most prevalent in tests of working memory, processing speed, and verbal learning. Above average performance (>1 s.d.) in at least two tests was present for 40.5% ROD, 36.1% CHR, 16.1% ROP, and was >2 SDs in 1.8% ROD, 1.4% CHR, and 0% ROP. Conclusions: These findings suggest that interventions should be tailored to the individual, with working memory, processing speed, and verbal learning likely to be important transdiagnostic targets. [ABSTRACT FROM AUTHOR]

BACKGROUND: The aim of this study was to compare the effect of cognitive rehabilitation and neurofeedback (NFB) on attention, working memory, processing speed, and anxiety among dyslexic children. METHODS: The method of the present study was quasi-experimental with a pretest- posttest, follow-up design and a control group. The statistical population of the study included all dyslexic students (boys and girls) of 7 to 10 years of age in Peiyk Enghelab School, District 2 of Karaj city, Iran, who were referred to Irana Counseling Center in 2018. The subjects were selected through available sampling method and were randomly divided in two groups of 15 people (Cognitive Rehabilitation and NFB). The educational content included cognitive rehabilitation sessions and NFB training. The data collection tools included ‎the Integrated Visual and Auditory (IVA) function test‎, Wechsler Memory Scale, Clinical evaluation of Q, and the Spence Children's Anxiety Scale (SCAS)‎. Multivariate analysis of covariance (MANCOVA) was used in SPSS software to compare the effectiveness of cognitive rehabilitation and NFB on attention, working memory, processing speed, and anxiety in dyslexic children. RESULTS: The findings showed a greater increase in attention, memory, and processing speed scores in the NFB group, compared to the cognitive rehabilitation group, and in contrast, a greater decrease in anxiety scores in this group in the follow-up phase. Moreover, the continuation of the results of neurofeedback treatment compared to cognitive rehabilitation was observed. CONCLUSION: Based on the findings, it can be concluded that NFB can be used to increase attention, working memory, and processing speed, as well as reduce the anxiety of dyslexic children. The results of such studies can help psychiatrists, psychologists, and counselors provide useful treatments.

Objective: Improve data‐driven research to inform clinical decision‐making with pediatric epilepsy surgery patients by expanding the Pediatric Epilepsy Research Consortium Epilepsy Surgery (PERC‐Surgery) Workgroup to include neuropsychological data. This article reports on the process and initial success of this effort and characterizes the cognitive functioning of the largest multi‐site pediatric epilepsy surgery cohort in the United States. Methods: Pediatric neuropsychologists from 18 institutions completed surveys regarding neuropsychological practice and the impact of involvement in the collaborative. Neuropsychological data were entered through an online database. Descriptive analyses examined the survey responses and cognitive functioning of the cohort. Statistical analyses examined which patients were evaluated and if composite scores differed by domain, demographics, measures used, or epilepsy characteristics. Results: Positive impact of participation was evident by attendance, survey responses, and the neuropsychological data entry of 534 presurgical epilepsy patients. This cohort, ages 6 months to 21 years, were majority White and non‐Hispanic, and more likely to have private insurance. Mean intelligence quotient (IQ) scores were below to low average, with weaknesses in working memory and processing speed. Full‐scale IQ (FSIQ) was lowest for patients with younger age at seizure onset, daily seizures, and magnetic resonance imaging (MRI) abnormalities. Significance: We established a collaborative network and fundamental infrastructure to address questions outlined by the Epilepsy Research Benchmarks. There is a wide range in the age and IQ of patients considered for pediatric epilepsy surgery, yet it appears that social determinants of health impact access to care. Consistent with other national cohorts, this US cohort has a downward shift in IQ associated with seizure severity. [ABSTRACT FROM AUTHOR]

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A growing body of research demonstrates the effectiveness of computerized cognitive training (CCT) in building specific abilities (e.g., working memory) among school-age children. As a result, CCT is increasingly cited as a means to enhance and support students’ academic performance and school experience. However, many studies exploring CCT as an intervention have done so outside of the school setting, limiting its potential impact with regard to students who may benefit from it but cannot access such supports. This project examined the efficacy of a CCT program implemented within the academic day for all students attending a private school. The findings showed that two CCT programs resulted in improvements in working memory, cognitive flexibility, and/or processing speed among third graders through sixth graders (N = 95). Furthermore, this project demonstrates a model for the effective integration of CCT into a school day without interrupting the academic curriculum. The present results have important implications for the current ideological shift in education that focuses on how to more broadly address students’ learning differences.

Executive function (EF) supports goal-directed behavior and includes key aspects such as working memory, inhibitory control, cognitive flexibility, attention, processing speed, and planning. Fragile X syndrome (FXS) is the leading inherited monogenic cause of intellectual disability and is phenotypically characterized by EF deficits beyond what is expected given general cognitive impairments. Yet, a systematic review of behavioral studies using performance-based measures is needed to provide a summary of EF deficits across domains in males and females with FXS, discuss clinical and biological correlates of these EF deficits, identify critical limitations in available research, and offer suggestions for future studies in this area. Ultimately, this review aims to advance our understanding of the underlying pathophysiological mechanisms contributing to EF in FXS and to inform the development of outcome measures of EF and identification of new treatment targets in FXS.

Objective: The aim of the present study was to assess the validity of the Ease of Language Understanding (ELU) model through a statistical assessment of the relationships among its main parameters: processing speed, phonology, working memory (WM), and dB Speech Noise Ratio (SNR) for a given Speech Recognition Threshold (SRT) in a sample of hearing aid users from the n200 database. Methods: Hearing aid users were assessed on several hearing and cognitive tests. Latent Structural Equation Models (SEMs) were applied to investigate the relationship between the main parameters of the ELU model while controlling for age and PTA. Several competing models were assessed. Results: Analyses indicated that a mediating SEM was the best fit for the data. The results showed that (i) phonology independently predicted speech recognition threshold in both easy and adverse listening conditions and (ii) WM was not predictive of dB SNR for a given SRT in the easier listening conditions (iii) processing speed was predictive of dB SNR for a given SRT mediated via WM in the more adverse conditions. Conclusion: The results were in line with the predictions of the ELU model: (i) phonology contributed to dB SNR for a given SRT in all listening conditions, (ii) WM is only invoked when listening conditions are adverse, (iii) better WM capacity aids the understanding of what has been said in adverse listening conditions, and finally (iv) the results highlight the importance and optimization of processing speed in conditions when listening conditions are adverse and WM is activated. [ABSTRACT FROM AUTHOR]

Despite growing research on adults with specific learning disabilities (SLDs), evidence concerning their intellectual profile remains scarce. The present study examined the results of the administration of the Wechsler Adult Intelligence Scale—Fourth Edition to 301 adults diagnosed with SLDs and compared them to the results obtained from previous studies with a large sample of children with SLDs. The results showed that: (1) as observed among children, adults with SLDs also presented higher scores in the subtests implying reasoning (associated with the General Ability Index, GAI) and lower scores in the subtests involving working memory and processing speed; (2) the discrepancy between full-scale IQ and the GAI had a good predictive value in discriminating adults with and without SLDs; (3) the four-factor hierarchical structure of intelligence proposed for the general adult population held for adults with SLDs as well, even though there were substantial differences in the loadings and a five-factor structure could be more appropriate; (4) similarities as well as strong differences were present between adults and children with SLDs. In adults, scores on subtests were generally lower, particularly in working memory and processing speed. However, in some cases, scores were equal or even higher (as in the “Similarity” subtest) among adults, meaning that the discrepancy between the full scale and the GAI was accentuated.

Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities. The purpose of this project was to examine the efficacy of a cognitive training program implemented during the school day to improve abilities predictive of academic achievement. Ninety-five children completed two training activities that were counterbalanced across participants. Analyses of baseline working memory, cognitive flexibility, and processing speed performance relative to those following training showed a strong treatment effect. Moreover, there is notable evidence of greater intervention efficacy with extended engagement with the training program. Implications for neuropsychological research and practice are discussed.

ObjectiveThe aim of the present study was to assess the validity of the Ease of Language Understanding (ELU) model through a statistical assessment of the relationships among its main parameters: processing speed, phonology, working memory (WM), and dB Speech Noise Ratio (SNR) for a given Speech Recognition Threshold (SRT) in a sample of hearing aid users from the n200 database.MethodsHearing aid users were assessed on several hearing and cognitive tests. Latent Structural Equation Models (SEMs) were applied to investigate the relationship between the main parameters of the ELU model while controlling for age and PTA. Several competing models were assessed.ResultsAnalyses indicated that a mediating SEM was the best fit for the data. The results showed that (i) phonology independently predicted speech recognition threshold in both easy and adverse listening conditions and (ii) WM was not predictive of dB SNR for a given SRT in the easier listening conditions (iii) processing speed was predictive of dB SNR for a given SRT mediated via WM in the more adverse conditions.ConclusionThe results were in line with the predictions of the ELU model: (i) phonology contributed to dB SNR for a given SRT in all listening conditions, (ii) WM is only invoked when listening conditions are adverse, (iii) better WM capacity aids the understanding of what has been said in adverse listening conditions, and finally (iv) the results highlight the importance and optimization of processing speed in conditions when listening conditions are adverse and WM is activated.

Introduction: This study aimed to evaluate the effectiveness of a virtual reality based intervention in processing speed and working memory in students with ADHD symptomatology.Methods: A randomized experimental study was conducted, with a sample consisting of 25 adult participants recruited from the Escola Superior de Saúde do Politécnico do Porto. The participants were allocated into two groups: a passive control group and an intervention group that completed 10 sessions using virtual reality-based games from the Enhance VR app. The intervention included 6 games: Whack-a-mole, Shuffled, Assembly, React, Memory Wall, and Maestro. The participants underwent pre- and post-intervention evaluations using the Southwestern Assessment of Processing Speed (SWAPS) and the Sequence of Letters and Numbers and Spatial Location of the Wechsler Adult Intelligence Scale - 3rd Edition - WAIS-III. Descriptive statistics were used to characterize the sample and a mixed ANOVA was used to test the effectiveness of the intervention.Results: There was an improvement in the results of processing speed in the group exposed to the intervention (p < 0.001) and the value of the interaction between intervention and time was also significant (p = 0.004). There were no statistically significant differences between the participants’ working memory in the different variables under study, except for the values of the Spatial location test in the experimental group that improved relative to the initial assessment (p = 0.034).Discussion: A virtual reality cognitive training intervention resulted in improvements in the processing speed measures, which were not found in the control group. Although we cannot make the same conclusions regarding working memory, these results suggest that the VR intervention resulted in progress in the experimental group, possibly influenced by the intervention, which should be verified in future studies with longer interventions.

Background and objectivesCognitive difficulties in people with sickle cell anemia (SCA) are related to lower processing speed index (PSI) and working memory index (WMI). However, risk factors are poorly understood so preventative strategies have not been explored. Brain volumes, specifically white matter volumes (WMV) which increases through early adulthood, have been associated with better cognition in healthy typically developing individuals. In patients with SCA, the reduced WMV and total subcortical volumes noted could explain cognitive deficits. We therefore examined developmental trajectories for regional brain volumes and cognitive endpoints in patients with SCA.MethodsData from two cohorts, the Sleep and Asthma Cohort and Prevention of Morbidity in SCA, were available. MRI data included T1-weighted axial images, pre-processed before regional volumes were extracted using Free-surfer. PSI and WMI from the Weschler scales of intelligence were used to test neurocognitive performance. Hemoglobin, oxygen saturation, hydroxyurea treatment and socioeconomic status from education deciles were available.ResultsOne hundred and twenty nine patients (66 male) and 50 controls (21 male) aged 8–64 years were included. Brain volumes did not significantly differ between patients and controls. Compared with controls, PSI and WMI were significantly lower in patients with SCA, predicted by increasing age and male sex, with lower hemoglobin in the model for PSI but no effect of hydroxyurea treatment. In male patients with SCA only, WMV, age and socioeconomic status predicted PSI, while total subcortical volumes predicted WMI. Age positively and significantly predicted WMV in the whole group (patients + controls). There was a trend for age to negatively predict PSI in the whole group. For total subcortical volume and WMI, age predicted decrease only in the patient group. Developmental trajectory analysis revealed that PSI only was significantly delayed in patients at 8 years of age; the rate of development for the cognitive and brain volume data did not differ significantly from controls.DiscussionIncreasing age and male sex negatively impact cognition in SCA, with processing speed, also predicted by hemoglobin, delayed by mid childhood. Associations with brain volumes were seen in males with SCA. Brain endpoints, calibrated against large control datasets, should be considered for randomized treatment trials.

Objective: The aim of this study was to investigate the relationship between symptomatology and the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) cognitive profiles in Attention Deficit and Hyperactivity Disorder (ADHD), taking into account clinical heterogeneity. Method: The WISC-IV was administered to 60 children aged 6 to 13 years with ADHD who had not previously taken psychotropic medication. Conners Teacher-Rating Scale (CTRS-R/L) and Conners Parent-Rating Scale (CPRS-R/L) were completed by parents and teachers. Results: We found a statistically significant positive correlation between the symptoms of hyperactivity/impulsivity and PSI (Processing Speed Index). A statistically significant negative correlation was found between the CTRS-R/L's DSM-IV Inattentive subscale and PRI (Perceptual Reasoning Index). No relationship was found between the inattention or hyperactivity/impulsivity symptomatology with Working Memory Index (WMI). WMI stood out as the most frequently reported weakness among the four index scores. Conclusion: Considering the relationship between the cognitive domains of RDoC (Research Domain Criteria) and dimensions of HiTOP with the ADHD symptom clusters, the assessment of cognitive and behavioral symptoms may be useful for phenotyping ADHD. According to the CHC (Cattell-Horn-Carroll) theory; the positive correlation level between PSI, which is accepted as Gs, and hyperactivity/impulsivity symptoms in people with ADHD may be due to the fact that hyperactivity is one of the narrow cognitive domains of Gps. [ABSTRACT FROM AUTHOR]

Background: Children with developmental language disorder (DLD) have deficits in verbal and non‐verbal processing relative to typically developing (TD) peers, potentially reflecting difficulties in working memory, processing speed and inhibition of interference. We examined working memory in children with DLD using the serial‐order‐in‐a‐box–complex span (SOB‐CS) interference‐based model, which posits a time‐based mechanism, free time, that governs how interference affects processing performance. Aims: (1) To determine the degree to which children with DLD and TD children differ in the amount of free time available during working memory tasks, and whether potential group differences in free time differ depending on the domain of task demands? (2) To determine the relationship between free time and interference effects on working memory accuracy in children with DLD relative to TD peers. Methods & Procedures: We examined the relationship between free time and working memory in children aged 9–13 years with DLD relative to age‐matched TD peers. Working memory tasks involved five conditions that varied verbal versus non‐verbal task demands in an interference processing phase relative to a recall test phase. Free time was the time between response on the interference processing task and onset of the recall test phase. Outcomes & Results: DLD and TD groups did not differ in total free time in any condition. Results indicated group differences in the relationship between free time and accuracy in the conditions involving verbal recall, but not non‐verbal recall. In the verbal‐only condition, relatively more free time was associated with worse accuracy for the DLD group, but with better accuracy for the TD group. In the condition with verbal recall paired with non‐verbal interference processing, relatively more free time was associated with better accuracy for the DLD group, but not for the TD group. Conclusions & Implications: The overall findings suggest that free time between cognitive operations is positively associated with working memory for both verbal and non‐verbal recall, except in the presence of high verbal interference for the DLD group (i.e., verbal interference paired with verbal recall). This finding may reflect poor encoding and attention under particularly challenging verbal processing demands for the DLD group. This study also demonstrates the importance of considering the interrelationships between processing speed and interference in working memory performance. What this paper adds: What is already known on the subject: DLD is characterized by core deficits in verbal processing, but also deficits in non‐verbal processing. Processing‐based hypotheses of DLD—limited verbal working memory, slowed processing speed and inefficient inhibition—do not fully account for behavioural profiles in DLD when considered separately, yet there is evidence suggesting interrelationships among these factors. What this paper adds to existing knowledge: The current study tests the key mechanism posited by a theoretical framework that has the potential to integrate these processing‐based hypotheses. Our findings indicate that the effect of this mechanism differed in DLD relative to TD peers in the presence of high verbal task demands. Our findings also demonstrate the importance of considering the interrelationships among cognitive processes in children with DLD. What are the potential or actual clinical implications of this work?: In practice, results from the current study suggest that children with DLD may benefit from supplementing verbal information with non‐verbal information and from pauses between successive presentations of verbal information. These strategies may support their ability to maintain and act on information during verbal processing. [ABSTRACT FROM AUTHOR]

Children born extremely preterm (EP) have poorer academic attainment than their term-born peers. There is a need to identify the specific cognitive mechanisms that are associated with poor academic attainment in preterm populations to inform the development of intervention strategies. A parallel mediation analysis was conducted with cross-sectional data from 152 EP children (< 27 weeks of gestation) and 120 term-born controls who were assessed at age 11. Mathematics and reading attainment was assessed using the Wechsler Individual Achievement Test 2nd Edition. Controlling for sex and socio-economic status we evaluated the following mediators: verbal working memory, visuospatial working memory, verbal processing speed, attention, and visuospatial processing. These were assessed using subtests from the standardized NEPSY-II test and Wechsler Intelligence Scale for Children-5th Edition. Verbal working memory, visuospatial working memory, visuospatial processing and verbal processing speed, but not attention, were significant independent mediators between EP birth and attainment in reading. No direct relationship between EP birth and reading attainment remained in the mediated model. All five neuropsychological variables mediated the relationship between EP birth and attainment in mathematics, but a direct effect of EP birth on mathematics remained in the mediated model. Together, all five neuropsychological abilities indirectly explained 44% of the variance in reading and 52% of the variance in mathematics. Visuospatial processing was the strongest mediator of both mathematics and reading. Components of executive function, especially visuospatial processing, are important predictors of academic attainment. Interventions to improve visuospatial skills could be trialed in EP populations. [ABSTRACT FROM AUTHOR]

Acculturation to the mainstream culture and the settlement contexts could shape cognitive function of older immigrants. Guided by ecological theory, this study examines the interaction effect between individual acculturation and ecology of family on cognitive function among older Chinese Americans. Data were derived from the Population Study of Chinese Elderly in Chicago (n = 3,019). Family types included tight-knit (high solidarity and low conflicts), unobligated-ambivalent (high solidarity and conflicts), commanding-conflicted (low solidarity and high conflicts), and detached (low solidarity and low conflicts). Acculturation was measured via language ability, media use, and ethnic social relations. Cognitive function was evaluated by global cognition, episodic memory, working memory, processing speed, and mini-mental state examination. Multiple regression analyses and interaction terms were used. Older adults in the commanding-conflicted type had the lowest cognitive function. After controlling confounding variables, higher levels of acculturation (b = 0.009, SE = 0.003, p <.01) were associated with higher levels of global cognition. Acculturation buffered the negative impact of having a commanding-conflicted relationship with children on global cognition (b = 0.070, SE = 0.016, p <.001). Language ability, media use, and ethnic social relations played a unique role in the relationships between family types and cognitive domains. Acculturation to the dominant culture is identified as a cultural asset for cognitive function in older Chinese Americans. Social services could protect cognitive function of older immigrants in the commanding-conflicted type through enhancing cultural participation. Future research could test how affective and cognitive aspects of acculturation affect health. [ABSTRACT FROM AUTHOR]

The developmental cascade model, elaborated by Fry and Hale (2000) emphasizes the role of age-related increases in processing speed and working memory for the development of fluid intelligence. Given the intimate relationships between intra-subject variability and the aforementioned constructs, the present study set out to determine the role of intra-subject variability within the pathways outlined in the developmental cascade model, postulating a fundamental role of intra-subject variability for the development of processing speed, working memory and fluid intelligence. To that end, N = 403 participants aged 8–18 years took a testing battery including choice reaction time tasks to measure processing speed and intra-subject variability as well as span, operation span and coordination tasks to measure working memory within the empirical framework of Oberauer et al. (2003). Cattell's Culture Fair Test (CFT-20 R) was used to measure fluid intelligence. Our results confirm the well-known close relationships between processing speed, working memory, and fluid intelligence, and show that intra-subject variability is also closely related to these constructs. The results of the present study suggest the extension of the developmental cascade model by the inclusion of intra-subject variability as a fundamental construct. • The cascade model, elaborated by Fry and Hale (2000) , has been a highly influential model of cognitive development, emphasizing the role of processing speed (PS) and working memory (WM) for the development of fluid intelligence (gf). • In a cross-sectional study, we tested a sample of children and adolescents using a large battery of tests. • Based on a sample of N = 403 children and adolescents we confirm here the relationships between PS, WM and gf and extend this network of constructs by intra-subject variability (ISV) as another fundamental construct of an extended cascade model. [ABSTRACT FROM AUTHOR]

Aim and Background: Processing speed plays an important role in specific learning disorder. Therefore, the aim of present study was to investigate the mediating role of processing speed in the relationship between working memory and phonological awareness with reading in students with reading disorder. Methods and Materials: The present study is a descriptive correlational study. The statistical population of this study included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. The sample consisted of 150 students with specific learning disorder- reading who were selected by convenience sampling. To collect the data, reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV) were used. Research data were analyzed using PLS and SPSS statistical software as well as structural equation modeling. Findings: The findings showed that there is a relationship between working memory, phonological awareness, processing speed and reading of students with reading disorder. Processing speed mediated the relationship between working memory and reading of students with reading disorder. Also, processing speed mediated the relationship between phonological awareness and reading of students. Conclusions: The results showed that processing speed is mediated the relationship between working memory and phonological awareness with reading of students with reading disorders. Paying attention to these processes and the interventions related with them can help improve students' reading disorder.

The goal of this fMRI study was to examine how well developmental improvements in reasoning ability can be explained by changes in functional connectivity between specific nodes in prefrontal and parietal cortices. To this end, we examined connectivity within the lateral fronto-parietal network (LFPN) and its relation to reasoning ability in 132 children and adolescents aged 6-18 years, 56 of whom were scanned twice over the course of 1.5 years. Developmental changes in strength of connections within the LFPN were most prominent in late childhood and early adolescence. Reasoning ability was related to functional connectivity between left rostrolateral prefrontal cortex (RLPFC) and inferior parietal lobule (IPL), but only among 12-18-year olds. For 9-11-year olds, reasoning ability was most strongly related to connectivity between left and right RLPFC; this relationship was mediated by working memory. For 6-8-year olds, significant relationships between connectivity and performance were not observed; in this group, processing speed was the primary mediator of improvement in reasoning ability. We conclude that different connections best support reasoning at different points in development and that RLPFC-IPL connectivity becomes an important predictor of reasoning during adolescence.

Background: Developmental research provides considerable evidence of a strong relationship between verbal and visuospatial working memory (WM) and mathematics ability across age groups. However, little is known about how components of WM (i.e., short‐term storage, processing speed, the central executive) might relate to mathematics sub‐categories and how these change as children develop. Aims: This study aimed to identify developmental changes in relationships between components of verbal and visuospatial WM and specific mathematics abilities. Sample: Children (n = 117) were recruited from four UK schools across three age groups (7–8 years; 9–10 years; and 14–15 years). Methods: Children's verbal and visuospatial short‐term storage, processing speed, and central executive abilities were assessed. Age‐based changes in the contributions from these abilities to performance on mathematics sub‐categories were examined. Results: When WM was examined both as an amalgamation of its component parts, and individually, relationships with mathematics were more evident in younger children compared to the middle and older age groups. However, when unique variance was examined for each WM predictor (controlling for the other components), many of those relationships disappeared. Relationships with processing speed and the central executive were found to be more evident in the older age groups. Conclusions: The WM‐mathematics relationship changes dependent on age and mathematical sub‐component. Overlap in individual WM abilities in younger children, compared to reliance on the central executive and processing speed in older children, suggests a set of fluid resources important in mathematics learning in younger children but separating out as children grow older. [ABSTRACT FROM AUTHOR]

Objectives: The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM‐5), emphasizes symptoms severity with regard to the diagnosis of attention deficit hyperactivity disorder (ADHD). Many clinicians use neuropsychological test results as objective measures of cognitive functions as part of the diagnostic work‐up. The aim of this study was to investigate whether the psychometric test results regarding verbal working memory and processing speed are useful as indicators of the severity of attention deficits and emotional dysregulation in adults with ADHD. Methods: This observational cross‐sectional clinical study included 418 adults diagnosed with ADHD according to the DSM‐5. Attention deficit severity was defined based on the inattentive subscale of the Adult ADHD Self‐Report Scale. Emotional dysregulation was assessed with the Deficient Emotional Self‐Regulation scale. Verbal working memory was measured with the Working Memory Index (WMI), and processing speed was measured with the Processing Speed Index (PSI) from the Wechsler Adult Intelligence Scale, third edition. Results: The full‐scale intelligence quotients of the participants were in the normal range, with expected reductions in verbal working memory and processing speed. Only processing speed was associated with attention deficits (β = −.056, p =.003). The association between the psychometric test result for verbal working memory and processing speed and that between the severity of attention deficits and emotional dysregulation were weak (R2 <.1) and mostly non‐significant. Conclusion: The psychometric index scores for verbal working memory (WMI) and processing speed (PSI) seem to have limited utility as indicators of the severity of attention deficits and emotional dysregulation in adult ADHD patients. [ABSTRACT FROM AUTHOR]

Abstract: Cognitive dysfunction is a common fibromyalgia (FM) symptom and can impact on the daily lives of those affected. We investigated whether within-day pain intensity ratings were associated with contemporaneous objective and subjective measures of cognitive function and whether within-day increases in pain intensity preceded increases in cognitive dysfunction or vice versa. Inclusion of a non-FM group allowed us to examine whether effects were specific to FM. Fifty people with FM and 50 non-FM controls provided 7 days of data. Cognitive tests (processing speed and working memory) and ecological momentary assessments (pain intensity and self-reported cognitive functioning) were conducted ×5/day. Three-level multilevel models examined contemporaneous and within-day 1-lag pain intensity-cognitive functioning associations. Interaction terms assessed possible moderating effects of FM status. Momentary increase in pain was associated with increased self-reported cognitive dysfunction, more strongly so for those with FM (B = 0.27, 95% confidence interval 0.22-0.32; non-FM B = 0.17, 95% confidence interval 0.10-0.23). For the FM group, higher pain was associated with longer processing speed; for the non-FM group, higher pain was associated with shorter processing speed. Pain increase did not precede change in subjective or objective cognitive function in the FM group, but reduction in working memory preceded increase in pain intensity. This finding warrants further research attention and, if replicated, could hold prognostic and/or therapeutic potential. [ABSTRACT FROM AUTHOR]

Background: Exposure to general anaesthesia in children may be related to deficits in certain areas of cognition. It is unclear if these deficits could be measured in the immediate postoperative period in young children. The goal of the current study was to evaluate the trajectory of cognitive function in the domains of processing speed, working memory, and fine motor skills amongst children aged 2.5-6 yr who underwent general anaesthesia for elective surgery.Methods: Children who were scheduled to receive general anaesthesia for surgery were recruited for assessment of cognitive function at three times: preoperatively, 1-2 weeks postoperatively, and 3 months postoperatively. Assessments included processing speed, working memory, and fine motor skills. To assess longitudinal changes in the cognitive outcomes, linear mixed models were built with visit number included as a categorical variable and subject-specific random intercepts.Results: Sixty-one children (33 girls [54%]) enrolled in the study. Twenty-three children (38%) had received general anaesthesia previously. Significant improvements in picture memory, cancellation, and the processing speed composite were found at Visit 2. The improvement in cancellation and processing speed composite remained significant at Visit 3. Statistically significant improvement in Mullen fine motor score was noticed at Visit 3 compared with Visit 1. The pattern of results did not depend upon prior anaesthesia exposure.Conclusions: General anaesthesia for elective surgery in young children was not associated with declines in working memory, processing speed, and fine motor skills in the first 3 months postoperatively, including in children with prior exposure to anaesthesia. [ABSTRACT FROM AUTHOR]