Verbal Short-term Memory Research Articles

Plasma neurofilament light chain in fibromyalgia: A case control study exploring correlation with clinical and cognitive features.

Plasma neurofilament light chain (NFL) has been measured as a biomarker of neuronal damage in various neurological disorders. Elevated tau and β-amyloid levels have been found in patients with fibromyalgia (FM). The aim of the present study was to compare plasma neurofilament levels in fibromyalgia patients with normal controls and to investigate the correlation with clinical features and cognitive tests. Plasma NFL levels were assessed in 33 FM patients and compared with 22 age-matched controls. All patients were also assessed with clinical scales examining fibromyalgia disability, sleep quality and duration, fatigue, anxiety, and depression, and a neuropsychological battery examining executive function, verbal short-term memory, and working memory, as well as attentional executive function and selective attention, interference sensitivity, and inhibition of automatic responses. NFL levels were higher in FM patients (controls 6.19± 1.92; FM 17.28± 15.94 pg/mL ANOVA p 0.002). Working memory was the most impaired cognitive function significantly correlated with high NFL scores (Pearson p 0.034). Short sleep times also correlated with higher NFL scores (Pearson p 0.02) and poorer working memory performance (Pearson p 0.02). No correlation was found with indices of disease severity and duration. Plasma NFL levels are elevated in fibromyalgia patients, suggesting neuronal damage and correlating with a slight decrease in working memory and short sleep duration. Plasma neurofilament levels are elevated in patients with fibromyalgia, regardless of disease severity and duration. Neurofilament levels are higher in patients with mild working memory impairment and sleep disorders. Subgroups of patients with primary neuronal damage phenomena could be individualized for prospective evaluation with regard to the possible development of cognitive decline and sleep disturbances, which would justify a tailored therapeutic approach.

Verbal and visual short-term memory predict performance in a multiplication production task: Evidence from a Malaysian sample.

Arithmetic requires the use of multiple cognitive processes, such as short-term memory (STM). However, findings on the association between STM and simple multiplication solving are mixed, potentially due to large interindividual differences in multiplication proficiency within and between samples. The present study aims to explore further the relationship between visual and verbal STM and simple multiplication solving with a large Malaysian sample (N = 230). Adults (age = 17-42) completed an online production-based multiplication-solving task, STM measures (verbal and visuospatial STM tasks), and a demographic survey. A mixed-model analysis found that verbal STM and visual STM predict multiplication performance, with lower span participants having longer reaction times during multiplication solving. Interestingly, we also observed the relationship between verbal STM and multiplication was moderated by interference, the impact of verbal STM was stronger in high-interference problems, while the visual STM-multiplication relation was moderated by problem size, high visual span participants took more advantage of their visual STM when presented with large size problems. Thus, our findings show that both verbal and visual STM in interaction with problem properties predict simple multiplication solving in adults. Hypotheses on the concrete mechanisms involved in these relationships are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for Verbal and Visual Short-Term Memory Predict Performance in a Multiplication Production Task: Evidence From a Malaysian Sample

Supplemental Material for Verbal and Visual Short-Term Memory Predict Performance in a Multiplication Production Task: Evidence From a Malaysian Sample

EEG Oscillatory Activity and Resting-State Networks Associated with Neurocognitive Function in Mild Traumatic Brain Injury.

This study aimed to investigate the characteristics of resting-state electroencephalography (EEG) activity and brain networks in patients with mild traumatic brain injury (mTBI) and their association with neurocognitive function (NCF). We analyzed 26 patients with subacute mTBI and 21 healthy controls. The subacute mTBI group (9 females, 17 males) had a mean age of 29.9 ± 9.9 years, and the healthy controls (11 females, 10 males) had a mean age of 29.7 ± 11.5 years. Current source density, lagged phase synchronization, and resting-state network activity were analyzed using exact low-resolution electromagnetic tomography (eLORETA) with 60 s resting-state EEG data. In addition, a correlation analysis was performed between these EEG parameters and NCF in patients with mTBI. We used the statistical nonparametric mapping method in eLORETA to correct for multiple comparisons. There were no significant differences in EEG parameters between the patients with mTBI and healthy controls. However, in patients with mTBI, correlation analysis revealed negative correlations between theta activity in the anterior cingulate cortex and verbal short-term memory and between activity in the memory perception network and verbal memory. Our findings suggest that resting-state EEG may be clinically useful in investigating the mechanism of NCF decline in patients with mTBI.

Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder.

Although children with developmental language disorder (DLD) are known to have difficulties with emergent literacy skills, few available studies have examined emergent literacy skills in Arabic-speaking children with DLD. Even though Arabic language characteristics, such as diglossia and orthographic structure, influence the acquisition of literacy in Arabic-speaking children, research shows that oral language skills, such as vocabulary, and cognitive skills, such as verbal short-term memory (VSTM), predict literacy in Arabic-speaking children. Moreover, linguistic and memory abilities are impaired in children with DLD, including Arabic-speaking children. The current study examines the relationships between oral language, VSTM, and emergent literacy skills in Arabic-speaking typically developing (TD) children and children with DLD. Participants were 40 TD children (20 girls; aged 4;0-6;11 [years;months]) and 26 children with DLD (nine girls, aged 4;0-6;11). All participants were monolingual Arabic speakers and matched on age and socioeconomic status. A set of comprehensive Arabic language (vocabulary knowledge, morphosyntactic, and listening comprehension skills), VSTM, and emergent literacy (phonological awareness and letter knowledge skills) tests were administered. The DLD group scored significantly lower than the TD group on language, VSTM, and emergent literacy measures. Results revealed that the contributions of oral language and VSTM to emergent literacy skills across TD and DLD groups were different. In the TD group, VSTM predicted emergent literacy skills, whereas in the DLD groups, both vocabulary knowledge and VSTM predicted emergent literacy skills. This study represents an important first step in understanding emergent literacy skills and their relationships to language and memory in Arabic-speaking children with and without DLD. The implications of these findings for clinical and education provision are discussed.

An embedded computational framework of memory: Accounting for the influence of semantic information in verbal short-term memory

We introduce the Embedded Computational Framework of Memory (eCFM), a model that integrates structured semantic word representations with an instance-based memory model to account for the influence of semantic information in verbal short-term memory. The eCFM combines principles from the episodic MINERVA 2 model and the semantic Latent Semantic Analysis model. After reviewing how semantic information impacts verbal short-term memory performance, we demonstrate eCFM’s ability to reconcile various phenomena within a common computational framework. Our model captures key findings, such as the influence of semantic information in serial recall, its reduction in serial reconstruction, and the impact of task difficulty on semantic information. In five experiments, we tested predictions derived from the eCFM. Experiments 1 and 2 manipulated list organization, with Experiment 1 using alternating lists of related or unrelated words and Experiment 2 using blocked lists. Experiment 3 varied presentation rates, Experiment 4 revisited the detrimental effect of semantic information on order information, and Experiment 5 explored false recall. We found that semantic information interacts with list composition, presentation rate affects the magnitude of its influence, and semantic information impacts order information contrary to the dominant view. Additionally, increasing the number of related study words to a non-studied semantic lure boosts false recall. The eCFM captured these findings as well as memory at the item level. Our demonstration provides insight into the cognitive mechanisms underlying verbal short-term memory and the interplay of semantic and episodic memory processes in recall.

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.

Effects of Virtual Reality Motor-Cognitive Training for Older People With Cognitive Frailty: Multicentered Randomized Controlled Trial.

Cognitive frailty refers to a clinical syndrome in which physical frailty and mild cognitive impairment coexist. Motor-cognitive training and virtual reality (VR) have been used to launch various therapeutic modalities to promote health in older people. The literature advocates that motor-cognitive training and VR are effective in promoting the cognitive and physical function of older people. However, the effects on older people with cognitive frailty are unclear. This study examined the effects of VR motor-cognitive training (VRMCT) on global cognitive function, physical frailty, walking speed, visual short-term memory, inhibition of cognitive interference, and executive function in older people with cognitive frailty. This study used a multicentered, assessor-blinded, 2-parallel-group randomized controlled trial design. Participants were recruited face-to-face in 8 older adult community centers. Eligible participants were aged ≥60 years, were community dwelling, lived with cognitive frailty, had no dementia, and were not mobility restricted. In the intervention group, participants received VRMCT led by interventionists with 16 one-hour training sessions delivered twice per week for 8 weeks. In the control group, participants received the usual care provided by the older adult community centers that the investigators did not interfere with. The primary outcome was global cognitive function. The secondary outcomes included physical frailty, walking speed, verbal short-term memory, inhibition of cognitive interference, and executive function. Data were collected at baseline (T0) and the week after the intervention (T1). Generalized estimating equations were used to examine the group, time, and interaction (time × group) effects on the outcomes. In total, 293 eligible participants enrolled in the study. The mean age of the participants was 74.5 (SD 6.8) years. Most participants were female (229/293, 78.2%), had completed primary education (152/293, 52.1%), were married (167/293, 57.2%), lived with friends (127/293, 43.3%), and had no VR experience (232/293, 79.5%). In the intervention group, 81.6% (119/146) of participants attended >80% (13/16, 81%) of the total number of sessions. A negligible number of participants experienced VR sickness symptoms (1/146, 0.7% to 5/146, 3%). VRMCT was effective in promoting global cognitive function (interaction effect: P=.03), marginally promoting executive function (interaction effect: P=.07), and reducing frailty (interaction effect: P=.03). The effects were not statistically significant on other outcomes. VRMCT is effective in promoting cognitive functions and reducing physical frailty and is well tolerated and accepted by older people with cognitive frailty, as evidenced by its high attendance rate and negligible VR sickness symptoms. Further studies should examine the efficacy of the intervention components (eg, VR vs non-VR or dual task vs single task) on health outcomes, the effect of using technology on intervention adherence, and the long-term effects of the intervention on older people with cognitive frailty at the level of daily living. ClinicalTrials.gov NCT04730817; https://clinicaltrials.gov/study/NCT04730817.

Independent Effects of Age, Education, Verbal Working Memory, Motor Speed of Processing, Locality, and Morphosyntactic Category on Verb-Related Morphosyntactic Production: Evidence From Healthy Aging.

This study investigates the role of locality (a task/material-related variable), demographic factors (age, education, and sex), cognitive capacities (verbal working memory [WM], verbal short-term memory [STM], speed of processing [SOP], and inhibition), and morphosyntactic category (time reference and grammatical aspect) in verb-related morphosyntactic production (VRMP). A sentence completion task tapping production of time reference and grammatical aspect in local and nonlocal configurations, and cognitive tasks measuring verbal WM capacity, verbal STM capacity, motor SOP, perceptual SOP, and inhibition were administered to 200 neurotypical Greek-speaking participants, aged between 19 and 80 years. We fitted generalized linear mixed-effects models and performed path analyses. Significant main effects of locality, age, education, verbal WM capacity, motor SOP, and morphosyntactic category emerged. Production of time reference and aspect did not interact with any of the significant factors (i.e., age, education, verbal WM capacity, motor SOP, and locality), and locality did not interact with any memory system. Path analyses revealed that the relationships between age and VRMP, and between education and VRMP were partly mediated by verbal WM; and the relationship between verbal WM and VRMP was partly mediated by perceptual SOP. Results suggest that subject-, task/material- and morphosyntactic category-specific factors determine accuracy performance on VRMP; and the effects of age, education, and verbal WM on VRMP are partly indirect. The fact that there was a significant main effect of verbal WM but not of verbal STM on accuracy performance in the VRMP task suggests that it is predominantly the processing component (and not the storage component) of verbal WM that supports VRMP. Lastly, we interpret the results as suggesting that VRMP is also supported by a procedural memory system whose efficiency might be reflected in years of formal education.

Verbal short term memory contribution to sentence comprehension decreases with increasing syntactic complexity in people with aphasia

Sentence comprehension requires the integration of linguistic units presented in a temporal sequence based on a non-linear underlying syntactic structure. While it is uncontroversial that storage is mandatory for this process, there are opposing views regarding the relevance of general short-term-/working-memory capacities (STM/WM) versus language specific resources. Here we report results from 43 participants with an acquired brain lesion in the extended left hemispheric language network and resulting language deficits, who performed a sentence-to-picture matching task and an experimental task assessing phonological short-term memory. The sentence task systematically varied syntactic complexity (embedding depth and argument order) while lengths, number of propositions and plausibility were kept constant. Clinical data including digit-/ block-spans and lesion size and site were additionally used in the analyses. Correlational analyses confirm that performance on STM/WM-tasks (experimental task and digit-span) are the only two relevant predictors for correct sentence-picture-matching, while reaction times only depended on age and lesion size. Notably increasing syntactic complexity reduced the correlational strength speaking for the additional recruitment of language specific resources independent of more general verbal STM/WM capacities, when resolving complex syntactic structure. The complementary lesion-behaviour analysis yielded different lesion volumes correlating with either the sentence-task or the STM-task. Factoring out STM measures lesions in the anterior temporal lobe correlated with a larger decrease in accuracy with increasing syntactic complexity. We conclude that overall sentence comprehension depends on STM/WM capacity, while increases in syntactic complexity tax another independent cognitive resource.

Excitation/Inhibition balance relates to cognitive function and gene expression in temporal lobe epilepsy: a high density EEG assessment with aperiodic exponent.

Patients with epilepsy are characterized by a dysregulation of excitation/inhibition balance (E/I). The assessment of E/I may inform clinicians during the diagnosis and therapy management, even though it is rarely performed. An accessible measure of the E/I of the brain represents a clinically relevant feature. Here, we exploited the exponent of the aperiodic component of the power spectrum of the electroencephalography (EEG) signal, as a non-invasive and cost-effective proxy of the E/I balance. We recorded resting-state activity with high-density EEG from 67 patients with temporal lobe epilepsy and 35 controls. We extracted the exponent of the aperiodic fit of the power spectrum from source-reconstructed EEG and tested differences between patients with epilepsy and controls. Spearman's correlation was performed between the exponent and clinical variables (age of onset, epilepsy duration and neuropsychology) and cortical expression of epilepsy-related genes derived from the Allen Human Brain Atlas. Patients with temporal lobe epilepsy showed a significantly larger exponent, corresponding to inhibition-directed E/I balance, in bilateral frontal and temporal regions. Lower E/I in the left entorhinal and bilateral dorsolateral prefrontal cortices corresponded to a lower performance of short-term verbal memory. Limited to patients with temporal lobe epilepsy, we detected a significant correlation between the exponent and the cortical expression of GABRA1, GRIN2A, GABRD, GABRG2, KCNA2 and PDYN genes. EEG aperiodic exponent maps the E/I balance non-invasively in patients with epilepsy and reveals a close relationship between altered E/I patterns, cognition and genetics.

Effects of Time Interval and Interference Manipulations on Word-Level Repetition and Naming Performance in Persons with Aphasia

Objectives: The purpose of this paper is to investigate the impact on the repetition and naming ability of Korean aphasia patients by controlling their working memory load through time intervals and interference effects using the Temple Assessment of Language and verbal Short-term memory in Aphasia (TALSA) protocol. In addition, we examined the phonological and lexical-meaning processing abilities of persons with aphasia through word repetition tasks, nonword repetition tasks, and picture naming tasks to examine phonological and lexical-meaning production abilities. Methods: Thirteen native Korean speakers with aphasia participated in the study, along with twelve control group participants. The word and nonword repetition tasks were conducted under three conditions to examine the time delay and interference effects. Each condition entailed listening to each ten words of two and three syllables. Similarly, the picture naming tasks were carried out under three conditions involving viewing ten pictures of two and three syllables each. Results: This study examined how the repetition and naming ability of persons with aphasia, i.e., the ability to producing phonemes and lexical-meaning of persons with aphasia, varies when adjusting the working memory load under time interval and interference effect conditions. This study found that the difference in performance between groups was significant for both tasks. In particular, the larger the time interval, the greater the interference effect; that is, the greater the load of working memory, the lower the performance of aphasia subjects compared to the control group. Conclusion: Since the aphasia subjects have poor working memory ability, the results of this study indicate that as the cognitive load increases, they are more affected by the ability to process phonological and semantic activations.

Cognitive vs. Linguistic Training in Children with Developmental Language Disorder: Exploring Their Effectiveness on Verbal Short-Term Memory and Verbal Working Memory.

The present study explores comparatively the effectiveness of a cognitive (verbal short-term memory (vSTM), verbal working memory (vWM)) and of a linguistic training (10-week duration each) in the diffusion of gains in cognitive abilities (vSTM and vWM) of in school-aged Greek-speaking children with developmental language disorder (DLD). To this purpose, two computerized training programs i.e., a linguistic and a cognitive one, were developed and applied to three groups (A, B, and C) of children with DLD (N = 49, in total). There were three assessments with two vSTM tasks (non-word repetition and forward digit span) and a vWM task (backward digit span): pre-therapeutically (time 1), where no significant between-group differences were found, post-therapeutically I (time 2), and post-therapeutically II (time 3) and two training phases. In phase Ι, group A received meta-syntactic training, whereas group B vSTM/vWM training and group C received no training. In phase ΙΙ, a reversal of treatment was performed for groups A and B: group A received vSTM/vWM while group B meta-syntactic training. Again, group C received no training. Overall, the results indicated a significant performance improvement for the treatment groups and revealed beneficial far-transfer effects as language therapy can affect vSTM and vWM in addition to direct and near transfer effects. In addition, the intervention type order affected performance as follows: first, better performance on the vSTM task (non-word repetition) was shown when the linguistic treatment was delivered first; second, better performance on the vWM in Time 2 and Time 3 was shown by group B, for which the cognitive treatment was delivered first. Concluding, not only intervention type but also intervention type order can affect performance in DLD.

The phonological store of working memory: A critique and an alternative, perceptual-motor, approach to verbal short-term memory.

A key quality of a good theory is its fruitfulness, one measure of which might be the degree to which it compels researchers to test it, refine it, or offer alternative explanations of the same empirical data. Perhaps the most fruitful element of Baddeley and Hitch's (1974) Working Memory framework has been the concept of a short-term phonological store, a discrete cognitive module dedicated to the passive storage of verbal material that is architecturally fractionated from perceptual, language, and articulatory systems. This review discusses how the phonological store construct has served as the main theoretical springboard for an alternative perceptual-motor approach in which serial-recall performance reflects the opportunistic co-opting of the articulatory-planning system and, when auditory material is involved, the products of obligatory auditory perceptual organisation. It is argued that this approach, which rejects the need to posit a distinct short-term store, provides a better account of the two putative empirical hallmarks of the phonological store-the phonological similarity effect and the irrelevant speech effect-and that it shows promise too in being able to account for nonword repetition and word-form learning, the supposed evolved function of the phonological store. The neuropsychological literature cited as strong additional support for the phonological store concept is also scrutinised through the lens of the perceptual-motor approach for the first time and a tentative articulatory-planning deficit hypothesis for the "short-term memory" patient profile is advanced. Finally, the relation of the perceptual-motor approach to other "emergent-property" accounts of short-term memory is briefly considered.

Learning to Read in an Intermediate Depth Orthography: The Longitudinal Role of Grapheme Sounding on Different Types of Reading Fluency.

Phonological processing skills, such as phonological awareness, are known predictors of reading acquisition in alphabetic languages with varying degrees of orthographic complexity. However, the role of multi-letter-sound knowledge, an important foundation for early reading development, in supporting reading fluency development remains to be determined. This study examined whether two core foundational skills, phonemic awareness and grapheme sounding, have a predictive role in reading fluency development in an intermediate-depth orthography. The participants were 62 children learning to read in European Portuguese, and they were longitudinally assessed on phonemic awareness, complex grapheme sounding, and reading fluency (decoding, word, and text) from Grade 2 to Grade 3. The results showed that grapheme sounding predicted reading fluency development controlled for nonverbal intelligence and vocabulary, short-term verbal memory, and phonemic awareness. Grapheme sounding plays a prominent role in predicting reading fluency outcomes, whereas phonemic awareness (both accuracy and time per correct item) did not contribute to any of the three types of reading fluency. The fact that grapheme-sounding predicted reading fluency is likely due to complex grapheme-phoneme correspondences being required to achieve proficient reading. These findings provide insights into the cognitive processes underlying reading development in intermediate-depth orthographies and have implications for early literacy instruction.

Role of the prefrontal cortex in musical and verbal short-term memory: A functional near-infrared spectroscopy study

Abstract Auditory short-term memory (STM) is a key process in auditory cognition, with evidence for partly distinct networks subtending musical and verbal STM. The delayed matching-to-sample task (DMST) paradigm has been found suitable for comparing musical and verbal STM and for manipulating memory load. In this study, musical and verbal DMSTs were investigated with measures of activity in frontal areas with functional near-infrared spectroscopy (fNIRS): Experiment 1 compared musical and verbal DMSTs with a low-level perception task (that does not entail encoding, retention, or retrieval of information), to identify frontal regions involved in memory processes. Experiment 2 manipulated memory load for musical and verbal materials to uncover frontal brain regions showing parametric changes in activity with load and their potential differences between musical and verbal materials. A FIR model was used to deconvolute fNIRS signals across successive trials without making assumptions with respect to the shape of the hemodynamic response in a DMST. Results revealed the involvement of the dorsolateral prefrontal cortex (dlPFC) and inferior frontal gyri (IFG), but not of the superior frontal gyri (SFG) in both experiments, in keeping with previously reported neuroimaging data (including fMRI). Experiment 2 demonstrated a parametric variation of activity with memory load in bilateral IFGs during the maintenance period, with opposite directions for musical and verbal materials. Activity in the IFGs increased with memory load for verbal sound sequences, in keeping with previous results with n-back tasks. The decreased activity with memory load observed with musical sequences is discussed in relation to previous research on auditory STM rehearsal strategies. This study highlights fNIRS as a promising tool for investigating musical and verbal STM not only for typical populations, but also for populations with developmental language disorders associated with functional alterations in auditory STM.

The reliability of Hebb repetition learning and its association with language and reading in adolescents with intellectual disabilities

Hebb repetition learning (HRL) refers to neurodevelopmental processes characterised by repeated stimulus exposure without feedback, which result in changes in behaviour and/or responses, e.g., long-term learning of serial order. Here, we investigate effects of HRL on serial order memory. The present research aimed to assess the reliability of new HRL measures and investigate their relationships with language and reading skills (vocabulary, grammar, word reading) in adolescents with intellectual disability (ID). A comparison group of children of similar mental age with typical development (TD) was also assessed. ID and TD groups were tested on HRL tasks, evaluating test-retest and split-half reliability. The relationship between HRL and language and reading was analysed after accounting for the influence of mental age and verbal short-term memory. The HRL tasks displayed moderate test-retest (and split-half) reliability, HRL tasks with different stimuli (verbal, visual) were related, and we identified issues with one method of HRL scoring. The planned regression analyses failed to show relationships between HRL and language/reading skills in both groups when mental age, a very strong predictor, was included. However, further exploratory regression analyses without mental age revealed HRL's predictive capabilities for vocabulary in the ID group and reading in the TD group, results which need further investigation and replication. HRL displays promise as a moderately reliable metric and exhibits varied and interpretable predictive capabilities for language and reading skills across groups.

Teaching strategies, cognitive factors and mathematics

Mathematics teaching strategies have a positive impact on learning. However, there is a lack of studies on non-traditional approaches to early mathematics education in the specialized scientific literature. In this theoretical framework, a study to connect teaching methodology with the various cognitive processes implicated in learning has been designed. A total of 114 primary school students aged 74 and 84 months who were taught mathematics either with the method called Open Algorithm Based on Numbers or with the more traditional Closed Algorithm Based on Ciphers, participated in the study. After conducting a thorough examination of cognitive processes and early math performance using well-established assessment instruments, a comparative analysis was undertaken to explore the relationship between cognitive predictors of mathematical performance, while considering the mathematics teaching strategies used. Students were distributed according to their level of mathematical competence and teaching methodology and the type of schools (Charter or Public). The results from the multivariate statistical test showed that the teaching strategy was inconclusive for most of the cognitive factors studied. Significant differences according to mathematical performance were found for fluid intelligence, verbal short-term memory, and visuospatial working memory. Finally, no significant differences were found in the cognitive variables studied when considering the interaction between the teaching approach, school characteristics, and mathematical achievement as a reference.

Sulcal Morphometry Predicts Mild Cognitive Impairment Conversion to Alzheimer's Disease.

Being able to differentiate mild cognitive impairment (MCI) patients who would eventually convert (MCIc) to Alzheimer's disease (AD) from those who would not (MCInc) is a key challenge for prognosis. This study aimed to investigate the ability of sulcal morphometry to predict MCI progression to AD, dedicating special attention to an accurate identification of sulci. Twenty-five AD patients, thirty-seven MCI and twenty-five healthy controls (HC) underwent a brain-MR protocol (1.5T scanner) including a high-resolution T1-weighted sequence. MCI patients underwent a neuropsychological assessment at baseline and were clinically re-evaluated after a mean of 2.3 years. At follow-up, 12 MCI were classified as MCInc and 25 as MCIc. Sulcal morphometry was investigated using the BrainVISA framework. Consistency of sulci across subjects was ensured by visual inspection and manual correction of the automatic labelling in each subject. Sulcal surface, depth, length, and width were retrieved from 106 sulci. Features were compared across groups and their classification accuracy in predicting MCI conversion was tested. Potential relationships between sulcal features and cognitive scores were explored using Spearman's correlation. The width of sulci in the temporo-occipital region strongly differentiated between each pair of groups. Comparing MCIc and MCInc, the width of several sulci in the bilateral temporo-occipital and left frontal areas was significantly altered. Higher width of frontal sulci was associated with worse performances in short-term verbal memory and phonemic fluency. Sulcal morphometry emerged as a strong tool for differentiating HC, MCI, and AD, demonstrating its potential prognostic value for the MCI population.

Cognitive Profiles in Preschool Children at Risk for Co-Occurring Dyslexia and ADHD

Developmental dyslexia and attention-deficit/hyperactivity disorder (ADHD) co-occur in 15–40% of individuals diagnosed with one disorder. Despite substantial research on the cognitive profiles of preschoolers at risk for either dyslexia or ADHD, studies have neglected children at risk for co-occurring dyslexia and ADHD. Thus, our study compared the cognitive profile of preschoolers at risk for dyslexia with the profile of children at risk for co-occurring dyslexia and ADHD. We assessed 50 preschoolers at dyslexia risk (DR), 50 at dyslexia + ADHD risk (DAR), and 48 without risk (NR) (Mage = 67 months). Our assessment encompassed phonological processing, executive functioning (EF), receptive vocabulary, and processing speed. Principal component analysis revealed two distinct components within the measures of EF, a verbal short-term memory and an EF component. ANOVA revealed that the NR group outperformed risk groups across measures, except for cognitive flexibility and delay of gratification. Notably, the DR and DAR groups did not differ in most measures but showed near-significant differences on the EF component, with the DR group having higher composite scores than the DAR group. In conclusion, ADHD risk did not impact the cognitive performance of children at risk for dyslexia but might amplify EF problems that at-risk preschoolers encounter.