Corsi Block Research Articles

Diversity in perceptual, social, and executive functions in preschoolers from Germany and Iran

The cultural background and age shape the cognitive and social development of children. This study aimed to compare perceptual, executive, and social functioning in two age groups of preschoolers from Germany and Iran. One hundred sixty-five children (83 Iranian and 82 German) participated in the study, with 87 children aged three years and 78 children aged four years. The participants completed a series of tasks to assess different cognitive functions, including the theory of mind as a measure of social cognition, picture mental rotation test to evaluate spatial ability, and several tests including digit span, Corsi block tapping, day-night, grass-snow, dimensional change card sort, and active and passive vocabulary tests to assess executive functions. The findings revealed that German children performed better than their Iranian peers regarding spatial ability and theory of mind. Additionally, German children outperformed Iranian children in working memory, cognitive flexibility, and verbal fluency, while Iranian children demonstrated better inhibitory control. Furthermore, the correlational analysis indicated that in German children, executive function correlated with the theory of mind, whereas in Iranian children, executive function was associated with perceptual functions. Age impacted the results. These results highlight the role of cultural factors in shaping cognitive functioning and emphasize the need to consider cultural influences when examining cognitive development in different populations.

Video Game Skills across Diverse Genres and Cognitive Functioning in Early Adulthood: Verbal and Visuospatial Short-Term and Working Memory, Hand-Eye Coordination, and Empathy.

The cognitive and affective impacts of video games are subjects of ongoing debate, with recent research recognizing their potential benefits. This study employs the Gaming Skill Questionnaire (GSQ) to evaluate participants' gaming skills across six genres and overall proficiency. A total of 88 individuals aged 20-40 participated, completing assessments of empathy and six cognitive abilities: verbal short-term memory, verbal working memory, visuospatial short-term memory, visuospatial working memory, psychomotor speed (hand-eye coordination), and attention. Participants' cognitive abilities were examined using the Digit Span Test, Corsi Block Test, and Deary-Liewald Reaction Time Task, while empathy was assessed using the Empathy Quotient Questionnaire. Findings indicate that higher levels of videogaming proficiency are linked to improvements in visuospatial short-term and working memory, psychomotor speed, and attention. Specific genres enhanced particular skills: RPGs were positively associated with both verbal working memory and visuospatial short-term memory, but were negatively associated with empathy; action games improved psychomotor speed and attention; and puzzle games showed a positive relationship with visuospatial working memory. These results add to ongoing research on the cognitive and affective effects of video games, suggesting their potential to enhance specific cognitive functions. They also highlight the complex relationship between video games and empathy. Future research should explore the long-term impacts and genre-specific effects.

Regression-based normative data for Corsi Span and Supraspan learning and recall among Italian adults.

The Corsi Block Tapping Test, or Corsi Span (CS), is a widely used task to measure visuospatial short-term and working memory. The same setup can be used to administer the Corsi SupraSpan Learning (CSSL) and Recall (CSSR), tests assessing visuospatial long-term memory. While the CS has relatively recent normative data, those of the CSSL are outdated For CSSR, no normative data are available. Given this critical lack, our study aimed to provide updated norms for CS, CSSL, and specifically for the recall delayed phase (CSSR). A sample of 340 healthy participants, aged between 20 and 89, took part in the study. Norms were developed using a regression approach and defined using rank equivalent scores and percentiles. Age and education influenced Corsi's Span, while SupraSpan Learning and Recall were influenced by age, education, and span. The comparison with previous norms for Span and SupraSpan Learning shows a high level of agreement. This study provides integrated norms to evaluate visuospatial memory in all aspects of immediate recall, long-term learning and delayed recall. Its use is needed to assess specific neuropsychological deficits, dissociate visuospatial versus verbal memory deficits and allow the evaluation of memory in patients with limited verbal abilities.

Unilateral vs. bilateral DLPFC rTMS: comparative effects on depression, visual-spatial memory, inhibitory control and cognitive flexibility in major depressive disorder.

Exciting left DLPFC activity with high frequency and inhibiting right DLPFC with low frequency repetitive transcranial magnetic stimulation (rTMS) has shown antidepressant effects in major depressive disorder (MDD) and executive functions. However, few studies have directly compared unilateral and bilateral protocols. Forty-seven individuals with treatment-resistant MDD underwent 10 sessions of rTMS over left DLPFC (20 Hz), bilateral DLPFC (left 20 Hz, right 1 Hz), or sham stimulation. Outcomes were depression (Beck Depression Inventory-II), visual-spatial memory (Corsi Block Test), response inhibition (Go/No-Go task), and cognitive flexibility (Wisconsin Card Sorting Test) assessed before and after treatment. Both unilateral and bilateral rTMS significantly reduced depression levels versus sham controls based on BDI-II scores. While bilateral stimulation did not improve Corsi Test performance, unilateral protocol enhanced visual-spatial memory. On the Go/No-Go task, accuracy was higher in both active stimulation groups compared to sham, with no response time differences. Neither unilateral nor bilateral rTMS had significant effects on cognitive flexibility per the WCST. Despite comparable antidepressant effects, unilateral stimulation had some cognitive advantages over bilateral rTMS, potentially due to greater left dorsolateral prefrontal cortex excitation. Further research on parameter optimization is warranted.

Investigating the relationship between CSAT scores and prefrontal fNIRS signals during cognitive tasks using a quantum annealing algorithm

Academic achievement is a critical measure of intellectual ability, prompting extensive research into cognitive tasks as potential predictors. Neuroimaging technologies, such as functional near-infrared spectroscopy (fNIRS), offer insights into brain hemodynamics, allowing understanding of the link between cognitive performance and academic achievement. Herein, we explored the association between cognitive tasks and academic achievement by analyzing prefrontal fNIRS signals. A novel quantum annealer (QA) feature selection algorithm was applied to fNIRS data to identify cognitive tasks correlated with CSAT scores. Twelve features (signal mean, median, variance, peak, number of peaks, sum of peaks, range, minimum, kurtosis, skewness, standard deviation, and root mean square) were extracted from fNIRS signals at two time windows (10- and 60-s) to compare results from various feature variable conditions. The feature selection results from the QA-based and XGBoost regressor algorithms were compared to validate the former’s performance. In a two-step validation process using multiple linear regression models, model fitness (adjusted R2) and model prediction error (RMSE) values were calculated. The quantum annealer demonstrated comparable performance to classical machine learning models, and specific cognitive tasks, including verbal fluency, recognition, and the Corsi block tapping task, were correlated with academic achievement. Group analyses revealed stronger associations between Tower of London and N-back tasks with higher CSAT scores. Quantum annealing algorithms have significant potential in feature selection using fNIRS data, and represents a novel research approach. Future studies should explore predictors of academic achievement and cognitive ability.

Working Memory and Vocabulary Learning

The importance of cognitive factors, in particular, working memory, stands out as a crucial thread that connects the learning and retention processes in the complex web of second language acquisition. The limited capacity mechanism known as working memory, which is in charge of temporarily storing and manipulating information, is essential to the acquisition of vocabulary. Therefore, this study aims to explore the relationship between working memory and vocabulary learning in adult second language (L2) learners. The investigation engaged 40 adult participants who undertook a series of tasks designed to probe their working memory capabilities and assess their vocabulary learning outcomes. These tasks included a comprehensive questionnaire to gather demographic and linguistic background data, a Corsi block tapping task to measure working memory span, a targeted vocabulary learning session, and a subsequent word test to evaluate retention and application. The result showed a strikingly strong correlation between working memory capacity and vocabulary learning efficiency among L2 learners.

Presbycusis and presbyvestibulopathy: Balance improvement after hearing loss restoration

Abstract Objective: The aim of the present study was to define if hearing relief can improve vestibular function and risk-to-fall. Methods: Fifteen hearing-impaired patients, 6 males and 9 females, aged ≥60 years (64–81 years, mean age 75.13 years), all affected by presbyvestibulopathy and presbycusis, with indication for bilateral hearing correction with hearing aids (HAs), underwent: the Conley Scale (for the fall risk assessment), the Dizziness Handicap Inventory (DHI) (quantifying dizziness-related physical and emotional symptoms and restrictions in daily activities), and the Corsi Blocks Task Test (assessing visuospatial working memory) before and 12 months after HAs fitting. Results: Mean basal scores were 2.8 ± 1.9 (Conley Scale); 30.1 ± 14.6 (DHI); and 3.5 ± 0.7 (Corsi span). Mean scores posthearing loss (HL) correction were 2.0 ± 1.6 (Conley scale); 24 ± 12.9 (DHI); 4.7 ± 1.6 (Corsi span). Comparing the scores pre- and postHAs fitting, we found an improvement of Conley Scale (P = 0.11), DHI (P = 0.11), and Corsi span (P = 0.05) after 1 year. Conclusions: The treatment of HL could be useful not only to reduce the risk of falls but also to improve the spatial memory and the quality of life related to imbalance.

Relaxation Technique to Improve Children’s Attention

Nowadays, the new generation is very familiar with technology. The use of gadgets increases the prevalence of the risk of attention deficit disorder and hyperactivity because gadget addiction affects the excessive release of the hormone dopamine, causing a decrease in the maturity of the Pre pre-frontal cortex. Unfortunately, impaired concentration will ultimately have a prolonged impact on a child's academic performance. Symptoms of lack of concentration in children will interfere with cognitive development, behavior, and social and communication skills. One of the factor is the gadget usage. The gadget provided too much stimulus at once, while attention is the ability to focus the mind or mental ability in sorting information that is not needed and focusing only on the required information. Relaxation is a technique believed to help improve attention. Unfortunately, only a few literature present relaxation carried out on children. This research involved 34 children of elementary school in Surakarta. The experiment was carried out using the one-group pre-post test technique. Corsi block and digit span are used as measurement instruments. The results show a significant difference in children's attention ability before and after the intervention.

Acute and Repeated Ashwagandha Supplementation Improves Markers of Cognitive Function and Mood.

Ashwagandha has been reported to reduce stress and attenuate cognitive decline associated with inflammation and neurodegeneration in clinical populations. However, the effects as a potential nootropic nutrient in younger populations are unclear. This study examined the effects of liposomal ashwagandha supplementation on cognitive function, mood, and markers of health and safety in healthy young men and women. 59 men and women (22.7 ± 7 yrs., 74.9 ± 16 kg, 26.2 ± 5 BMI) fasted for 12 h, donated a fasting blood sample, and were administered the COMPASS cognitive function test battery (Word Recall, Word recognition, Choice Reaction Time Task, Picture Recognition, Digit Vigilance Task, Corsi Block test, Stroop test) and profile of mood states (POMS). In a randomized and double-blind manner, participants were administered 225 mg of a placebo (Gum Arabic) or ashwagandha (Withania somnifera) root and leaf extract coated with a liposomal covering. After 60-min, participants repeated cognitive assessments. Participants continued supplementation (225 mg/d) for 30 days and then returned to the lab to repeat the experiment. Data were analyzed using a general linear model (GLM) univariate analysis with repeated measures and pairwise comparisons of mean changes from baseline with 95% confidence intervals (CI). Ashwagandha supplementation improved acute and/or 30-day measures of Word Recall (correct and recalled attempts), Choice Reaction Time (targets identified), Picture Recognition ("yes" correct responses, correct and overall reaction time), Digit Vigilance (correct reaction time), Stroop Color-Word (congruent words identified, reaction time), and POMS (tension and fatigue) from baseline more consistently with several differences observed between groups. Results support contentions that ashwagandha supplementation (225 mg) may improve some measures of memory, attention, vigilance, attention, and executive function while decreasing perceptions of tension and fatigue in younger healthy individuals. Retrospectively registered clinical trial ISRCTN58680760.

Seasonal variation of physical, perceptual, and cognitive function measures in professional academy soccer players

Soccer match play and training have been documented to significantly impair players' physical function and affect their perceptual wellness, indicating the necessity of evaluating the response to mixed-content training across a soccer season (Deely et al., 2022, Front Physiol, 13, 911009; Brownstein et al., 2017, Front Physiol, 8, 831; Thomas et al., 2017, Med Sci Sports Exer, 49, 955-964). This study aimed to assess seasonal variation in physical, perceptual, and cognitive functions in response to training among professional academy soccer players, to identify whether players develop increased physical robustness or encounter greater physiological and psychological impairments due to the demanding training and match schedule. Ethical approval was granted for sixteen academy players (age: 18 ± 1 years) to undergo a range of tests at three seasonal points - early, mid, and late - at baseline, immediately post-strenuous training, and at 24, 48, and 72 h. The testing regime encompassed physical performance (countermovement jump [CMJ], ten-to-five repeated jump test [10/5 RJT]), cognitive function (Stroop task, Four-Choice Reaction Time [FCRT] test, Corsi Block Test), and perceptual responses via an adapted Short Questionnaire of Fatigue (SQF). Linear mixed modelling (LMM) was employed to analyse the impact of season phase and testing time-points on training response, incorporating testing measures as dependent variables. Jump performance varied across time-points, with performance maintained immediately post-training, although displaying decrements at 24 h (P < 0.001), 48 h (P < 0.01), and remained unresolved at 72 h (P < 0.05). Season phase exerted a fixed effect on physical function, with vertical jumps decreasing from both early- (P = 0.033, CMJ; P < 0.001, 10/5 RJT) and mid-season (P < 0.001, CMJ; P < 0.001, 10/5 RJT) to late-season. Perceptual measures—soreness, fatigue, and readiness to train—varied across the week, with immediate post-session impairments recovering by 48 and 72 hours. Cognitive function remained relatively stable across the training week, with only a decline in Corsi Block performance noted immediately post-session. An improvement in FCRT from early to mid-season was observed, though accuracy decreased from early to late-season. No interaction between season phase and training week time-points was found across any variable, indicating a consistent training response throughout the season, despite substantial impairments in physical function and declines in perceptual wellness observed post-training. The decrease in physical function during the late-season phase underscores the need for enhanced recovery focus and training load monitoring as the season progresses.

Enhancing Working Memory and Reducing Anxiety in University Students: A Neurofeedback Approach.

(1) Background: Neurofeedback training (NFT) has emerged as a promising approach for enhancing cognitive functions and reducing anxiety, yet its specific impact on university student populations requires further investigation. This study aims to examine the effects of NFT on working memory improvement and anxiety reduction within this demographic. (2) Methods: A total of forty healthy university student volunteers were randomized into two groups: an experimental group that received NFT and a control group. The NFT protocol was administered using a 14-channel Emotiv Epoc X headset (EMOTIV, Inc., San Francisco, CA 94102, USA) and BrainViz software version Brain Visualizer 1.1 (EMOTIV, Inc., San Francisco, CA 94102, USA), focusing on the alpha frequency band to target improvements in working memory and reductions in anxiety. Assessment tools, including the Corsi Block and Memory Span tests for working memory and the State-Trait Anxiety Inventory-2 (STAI-2) for anxiety, were applied pre- and post-intervention. (3) Results: The findings indicated an increase in alpha wave amplitude in the experimental group from the second day of NFT, with statistically significant differences observed on days 2 (p < 0.05) and 8 (p < 0.01). Contrary to expectations based on the previous literature, the study did not observe a concurrent positive impact on working memory. Nonetheless, a significant reduction in state anxiety levels was recorded in the experimental group (p < 0.001), corroborating NFT's potential for anxiety management. (4) Conclusions: While these results suggest some potential of the technique in enhancing neural efficiency, the variability across different days highlights the need for further investigation to fully ascertain its effectiveness. The study confirms the beneficial impact of NFT on reducing state anxiety among university students, underscoring its value in psychological and cognitive performance enhancement. Despite the lack of observed improvements in working memory, these results highlight the need for continued exploration of NFT applications across different populations and settings, emphasizing its potential utility in educational and therapeutic contexts.

Hot and cold executive function among pediatric attention deficit hyperactivity disorder with and without coexisting oppositional defiant disorder.

Executive function is a high-level set of cognitive processes related to goal-directed behaviors including two conceptual subtypes of hot (emotional) and cold (cognitive) executive function (to abbreviate EF). EF deficits in attention deficit hyperactivity disorder (ADHD) leads to significant social impairments in the home, school, and community. Today the type and the extent of executive function defects in ADHD are still debated in studies. We aimed to evaluate hot and cold executive function among medication-naive children with ADHD, with and without oppositional defiant disorder (ODD). Forty-five children including suffering ADHD with ODD (n= 15), without ODD (n= 15), or typically developed (TD, n= 15) participated in this cross-sectional study (the age of children was between 7 and 12 years old). The Child Symptom Inventory-4 (CSI-4) was used to screen behavioral and emotional symptoms. Wechsler Adult Intelligence Scale-Revised-Digit Span Task (WAIS-R-DST), Corsi Block Task (CBT), and Wisconsin Card Sorting Test (WCST) were used for assessing cold executive function. Assessing hot executive function was done with Delay Discounting Task (DDT) and Iowa Gambling Task (IGT). Evaluating the cold executive function, total WAIS-R-DST score, Backward DST, total CBT score, and Backward CBT were significantly lower among ADHD than TD groups (p< 0.05). Assessing the hot executive function showed that the score of DDT and IGT was significantly lower among ADHD than TD groups (p< 0.05). Both hot and cold executive functions are defective in children with ADHD, while the comorbid of ODD has no significant effect. We suggest the clinicians to consider cognitive rehabilitation interventions as a necessary treatment modality for ADHD patients.

The Game-Based Training Improves Fundamental Movement Skills in Children with Down Syndrome

ABSTRACT The aim of the present study was to determine the effect of the game-based training program on fundamental movement skills (FMS) and working memory (WM) in male children with Down syndrome. Twenty-one children ages 9 to 11 years were assigned to either a Game- Based Training (GBT) or No-Training (NT) group. The GBT group participated in 12 sessions of game-based training, three sessions per week and 45 minutes per session whereas the NT group just performed normal daily activities. TGMD 2–Test was used to evaluate the motor development quality. The results showed that the GBT group performed better than the NT group in locomotor and manipulative skills. In the Corsi Block Task, although the mean scores of the GBT group were better than the NT group, it was not statistically significant. Our result revealed that after the game-based training program, participant’s scores improved in fundamental movement skills, but no significant improvement was observed in the working memory scores. Therefore, these findings support the positive effect of gamebased training on fundamental movement skills in children with Down syndrome.

Exploring workability in an older working population: associations with cognitive functioning, sleep quality, and technostress.

This observational study investigates workability and its associations with cognitive functioning, sleep quality and technostress among an older working population, also shedding light on potential differences between two occupational categories with different work schedules. Workers aged over 50, employed in different working sectors (banking/finance, chemical and metal-mechanic industry) were administered a self- report questionnaire including Work Ability Index (WAI), cognitive tests (Stroop Color Task, Corsi Blocks, Digit Span), sleep quality questionnaires (Pittsburgh Sleep Quality Index-PSQI; Insomnia Severity Index-ISI; Ford Insomnia Response to Stress Test-FIRST) and technostress scale. Linear regression models evaluated associations among variables, interaction effects investigated potential moderators. A total of 468 aged workers categorized as white (WCWs; N = 289, 62%) or blue collars (BCWs; N = 179, 38%) were enrolled; most BCWs (N = 104; 58%) were night shift workers. WCWs reported higher workability, cognitive functioning, sleep quality and lower technostress (except for invasion and privacy subscales) than BCWs. Associations between cognitive functioning and workability were statistically significant only for BCWs [slopes equal to 0.2 (0.33), 0.8 (0.34), -0.02 (0.001) for Memory Span Corsi, Block Span Digit and Interference Speed respectively]; additionally, sleep quality significantly moderated this association (p = 0.007). Higher levels of technostress were associated with lower workability, and this relationship was stronger for BCWs. The aging of the workforce has important implications for occupational health and safety. Our findings suggest potential interventions and protective measures to promote older workers' wellbeing; blue-collar workers particularly should benefit from tailored intervention to sustain workability and prevent technostress, considering the role of healthy sleep habits promotion.

Evidence and sources of placebo effects in transcranial direct current stimulation during a single session of visuospatial working memory practice

Transcranial direct current stimulation (tDCS) can be used to non-invasively augment cognitive training. However, the benefits of tDCS may be due in part to placebo effects, which have not been well-characterized. The purpose of this study was to determine whether tDCS can have a measurable placebo effect on cognitive training and to identify potential sources of this effect. Eighty-three right-handed adults were randomly assigned to one of three groups: control (no exposure to tDCS), sham tDCS, or active tDCS. The sham and active tDCS groups were double-blinded. Each group performed 20 min of an adapted Corsi Block Tapping Task (CBTT), a visuospatial working memory task. Anodal or sham tDCS was applied during CBTT training in a right parietal-left supraorbital montage. After training, active and sham tDCS groups were surveyed on expectations about tDCS efficacy. Linear mixed effects models showed that the tDCS groups (active and sham combined) improved more on the CBTT with training than the control group, suggesting a placebo effect of tDCS. Participants’ tDCS expectations were significantly related to the placebo effect, as was the belief of receiving active stimulation. This placebo effect shows that the benefits of tDCS on cognitive training can occur even in absence of active stimulation. Future tDCS studies should consider how treatment expectations may be a source of the placebo effect in tDCS research, and identify ways to potentially leverage them to maximize treatment benefit.

Consistency of spatial ability performance in children, adolescents, and young adults.

Spatial abilities are essential cognitive skills for many aspects of our everyday life that develop substantially throughout childhood and adolescence. While there are numerous measurement tools to evaluate these abilities, many of them have been designed for specific age groups hampering comparability throughout development. Thus, we determined test-retest-reliability and minimal detectable change for a set of tests that evaluate spatial ability performance in their variety in youth and compared them to young adults. Children (age: 11.4 ± 0.5 years, n = 26), adolescents (age: 12.5 ± 0.7 years, n = 22), and young adults (age: 26.1 ± 4.0 years, n = 26) performed a set of five spatial ability tests twice, 20 min apart: Paper Folding Test (PFT), Mental Rotation Test (MRT), Water Level Task (WLT), Corsi Block Test (CBT), and Numbered Cones Run (NCR). Relative and absolute test-retest reliability was determined by calculating the intraclass correlation coefficient (ICC3,1) and the standard error of measurement (SEM), respectively. Further, the minimal detectable change (MDC95%) was calculated to identify clinically relevant changes between repeated measurements. Irrespective of test, reliability was "excellent" (i.e., ICC3,1 ≥ 0.75) in all age cohorts and the SEM values were rather small. The MDC95% values needed to identify relevant changes in repeated measurements of spatial ability performance ranged between 0.8 and 13.9% in children, 1.1 and 24.5% in adolescents, and 0.7 and 20.8% in young adults. The determined values indicate that the investigated set of tests is reliable to detect spatial ability performance in healthy children, adolescents, and young adults.

Exploring stress response's role in executive function impairments among adults with early adverse childhood experiences.

Adverse childhood experiences (ACEs) are recognised as precursors to numerous physical and mental health challenges. However, research on their impact on inhibitory control and working memory, particularly among healthy young adults, remains limited. The role played by the stress response as a moderator in these effects is likewise underexplored. Our study addresses this gap by examining cognitive impairments in non-clinical adults with early childhood trauma, specifically trauma before the age of 13 years, and by assessing the influence of the stress response on these effects. A total of 15 participants with early ACEs were compared with a control group (n = 18) using the Corsi Block Tapping Test (CBTT) and Stroop Word Colour Test (SCWT). Results showed that participants with early ACEs exhibited lower scores on the SCWT but not the CBTT. The stress response emerged as a potential factor in the relationship between early ACEs and cognitive performance. The implications of these findings are then discussed in relation to the existing literature.

An Exploration of the Memory Performance in Older Adult Hearing Aid Users on the Integrated Digit-in-Noise Test.

This study aimed to preliminarily investigate the associations between performance on the integrated Digit-in-Noise Test (iDIN) and performance on measures of general cognition and working memory (WM). The study recruited 81 older adult hearing aid users between 60 and 95 years of age with bilateral moderate to severe hearing loss. The Chinese version of the Montreal Cognitive Assessment Basic (MoCA-BC) was used to screen older adults for mild cognitive impairment. Speech reception thresholds (SRTs) were measured using 2- to 5-digit sequences of the Mandarin iDIN. The differences in SRT between five-digit and two-digit sequences (SRT5-2), and between five-digit and three-digit sequences (SRT5-3), were used as indicators of memory performance. The results were compared to those from the Digit Span Test and Corsi Blocks Tapping Test, which evaluate WM and attention capacity. SRT5-2 and SRT5-3 demonstrated significant correlations with the three cognitive function tests (rs ranging from -.705 to -.528). Furthermore, SRT5-2 and SRT5-3 were significantly higher in participants who failed the MoCA-BC screening compared to those who passed. The findings show associations between performance on the iDIN and performance on memory tests. However, further validation and exploration are needed to fully establish its effectiveness and efficacy.

The Moderating Role of Cortisol and Negative Emotionality in the Effects of Classroom Size and Window View on Young Children's Executive Functions.

This study probed how baseline cortisol (BC), negative emotionality (NE), and environmental facets-classroom size and window view-interact to affect executive function (EF) in preschoolers using virtual reality (VR). In a cohort of 144 children aged 61-85 months, BC levels were measured by saliva assays and NE by parental surveys. Participants completed computerized EF assessments both pre- and post-exposure to one of four VR conditions, which varied by classroom size (large vs. small) and window view (natural vs. built). Due to missing data and outlier responses, three children were removed from the analyses. Regression analyses, accounting for initial EFs, revealed that higher BC was significantly associated with better Digit-span task scores in the nature view, while lower BC correlated with improved performance in the built view. With regard to classroom size, children with varying levels of NE benefitted from the large classroom environment, as evidenced by marginally significant improvements on the Corsi block task. However, higher NE children outperformed their lower NE peers in the large classroom, while a trend inverted in the small classroom context. The findings illuminate how the physical components of preschool environments may interact with children's physiological reactivity, potentially influencing the development of working memory.

The Relation Between Attention, Inhibition and Word Learning in Young Children

In their natural environments, children usually see several novel objects while they hear the labels for these objects, making it difficult for them to know exactly which objects these words refer to. This referential ambiguity problem can be alleviated through selective attention and inhibitory control because a child who focuses on plausible referents while inhibiting irrelevant ones during object labelling has a higher chance of identifying the intended referent. The present study examined this hypothesis by testing 3.5- to 4.5-year-old children. In particular, we examined the links between children’s word learning (a cross-situational learning task), selective attention (flanker task), inhibitory control (day-night Stroop task) while controlling for working memory (Corsi block task). We found that children learned the novel word-object associations and completed the cognitive control tasks successfully. However, we did not find any association between word learning and cognitive control or memory span. We argue that the lack of a significant association between cognitive control and word learning may be indicative of a more exploratory style of learning in young children.