Visuospatial Short-term Memory Research Articles

Examining the role of the visuospatial sketchpad in children's math calculation skills using Baddeley and Hitch's model of working memory

Math difficulties (MDs) occur in about 3–7 % of children and have been associated with academic, health, and occupational challenges. To date, findings about the role of working memory in MDs have been conflicting. The Automated Working Memory Assessment Battery (AWMA), which assesses all components of Baddeley and Hitch's model of working memory, was used to investigate which component of the model was most related to math calculation skills in elementary-school children. Participants were 94 (52 male) children (M age = 9 years 1 month; Range = 6 years 0 months to 11 years 8 months). As hypothesized, math calculation scores were correlated with all four working memory components (phonological loop, visuospatial sketchpad, verbal and visuospatial central executive). After accounting for age, phonological processing, and attention, the visuospatial sketchpad was the only memory component that contributed to the prediction of math calculation scores, explaining an additional 10.2 % of unique variance. Short-term visuospatial memory should be assessed in children having difficulty with math and children could benefit from interventions that include attention to the development of both visuospatial memory and math calculation skills. This study did not use a longitudinal design and so we cannot conclude that weak visuospatial memory impedes the development of math calculation skills. Future research should use longitudinal designs and investigate other types of math skills.

What makes an excellent reader? Short-term memory contrasts between two groups of children

PurposeResearch on the association of short-term memory (STM) and reading expertise are dominated by studies with typically developing children and children with reading impairment. Many studies confirmed the role of short-term memory in reading development and reading, especially in the case of verbal and phonological STM. The current study takes an unusual perspective by contrasting age-appropriate readers with excellent readers (reading performance with at least 1 SD above average) on three different short-term memory skills: phonological STM, verbal STM and visuospatial STM.MethodsWe identified and recruited six groups of children. Three groups performed at least one SD above average in two standardized reading tasks (excellent readers), the three control groups performed within the domain of ±0.5 SD on reading (age-appropriate readers). One group of excellent readers and one group of age-appropriate readers participated in a Phonological Short-Term Memory (STM) task, one pair of groups participated in a Verbal STM task, whereas the last pair participated in a Visuospatial STM task.ResultsPairwise comparisons demonstrated that excellent readers outperformed age-appropriate readers in Visuospatial STM. Phonological STM only differed across the groups after controlling for age. No group difference was observed in Verbal STM.ConclusionOur results confirm the role of short-term memory in reading expertise. However, data highlights that visuospatial and phonological information becomes more relevant in above-average readers. Results are discussed along grain-size theory, and whether and how focused educational programs can build on visuospatial short-term memory training to achieve better reading.

Working memory and math skills in children with and without ADHD.

Children with attention-deficit/hyperactivity disorder (ADHD) frequently demonstrate deficits in working memory and in multiple domains of math skills, including underdeveloped problem-solving and computation skills. The Baddeley model of working memory posits a multicomponent system, including a domain-general central executive and two domain-specific subsystems-phonological short-term memory and visuospatial short-term memory. Extant literature indicates a strong link between neurocognitive deficits in working/short-term memory and math skills; however, the extent to which each component of working/short-term memory may account for this relation is unclear. The present study was the first to use bifactor (S·I-1) modeling to examine relations between each working/short-term memory subcomponent (i.e., central executive, phonological short-term memory, and visuospatial short-term memory), ADHD symptoms, and math skills in a clinically evaluated sample of 186 children ages 8-13 (Myears = 10.40, SD = 1.49; 62 girls; 69% White/non-Hispanic). Structural equation modeling indicated that all three working/short-term memory components exert a significant and approximately equal effect on latent math skills (β = .29-.50, all p < .05) and together explain 56% of the variance in children's math achievement (R² = .56). Exploratory analyses indicated that teacher-reported ADHD inattentive symptoms provided a small but significant contribution to predicting latent math skills (ΔR² = .07) and accounted for 24% of the central executive/math association. These findings suggest that math difficulties in children with ADHD and clinically evaluated children without ADHD are associated, in large part, with their neurocognitive vulnerabilities in working/short-term memory and, to a lesser extent, overt ADHD symptoms. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Wireless Lighting System: A New Tool for Assessing Cognitive Functions in the Elderly.

Studies on the effects of aging on cognition have been using the same cognitive tests for decades. A Wireless Lighting System (WLS) could be used to assess cognitive functions in a physically active situation, making the assessment of cognition less isolated and more ecological. This pilot study aimed to evaluate the potential of a WLS for assessing older adults' cognitive functions. It was set up with 15 young (M = 23.47 years old) and 18 older adults (M = 71.44 years old). Their performances were recorded on three WLS tests, designed with the Witty SEM system to assess four main cognitive functions (i.e., inhibition, flexibility, visuospatial short-term and working memory), as well as on three traditional (TRAD) tests (Spatial Span Test, Stroop Test, Trail Making Test). The results show a significant difference between the YOUNG and OLD groups on all WLS test measures (except for WLS flexibility), as well as on all TRAD measures. Additionally, for the OLD group, there were significant correlations between WLS and TRAD test results (r = -0.49 for two measures of inhibition to r = -0.80 for two other measures of inhibition), except for visuospatial short-term memory. However, there was no significant correlation for the YOUNG group (ρ = -0.27 for inhibition to r = 0.45 for visuospatial short-term memory). These WLS tests were valid for assessing the cognitive functions (i.e., flexibility, visuospatial short-term and working memory, inhibition) of older adults and were sensitive to aging.

How the Spreading and Intensity of Interictal Epileptic Activity Are Associated with Visuo-Spatial Skills in Children with Self-Limited Focal Epilepsy with Centro-Temporal Spikes.

This paper investigates brain-behaviour associations between interictal epileptic discharges and cognitive performance in a population of children with self-limited focal epilepsy with centro-temporal spikes (SeLECTS). Sixteen patients with SeLECTS underwent an extensive neuropsychological assessment, including verbal short-term and episodic memory, non-verbal short-term memory, attentional abilities and executive function. Two quantitative EEG indices were analysed, i.e., the Spike Wave Index (SWI) and the Spike Wave Frequency (SWF), and one qualitative EEG index, i.e., the EEG score, was used to evaluate the spreading of focal SW to other parts of the brain. We investigated associations between EEG indices and neuropsychological performance with non-parametric Spearman correlation analyses, including correction for multiple comparisons. The results showed a significant negative correlation between (i) the awake EEG score and the Block Tapping Test, a visuo-spatial short-term memory task, and (ii) the sleep SWI and the Tower of London, a visuo-spatial planning task (pcorr < 0.05). These findings suggest that, in addition to the usual quantitative EEG indices, the EEG analysis should include the qualitative EEG score evaluating the spreading of focal SW to other parts of the brain and that neuropsychological assessment should include visuo-spatial skills.

Executive functions in preschool and school-age cochlear implant users: do they differ from their hearing peers? A systematic review and meta-analysis.

Executive functions (EF) play a fundamental role in planning and executing goal-driven behaviours. The purpose of this systematic review and meta-analysis was to investigate EF skills mastered by preschool/school-age cochlear implanted children (CIC) without morpho-functional abnormalities and to compare their outcomes with typically hearing children (THC). Bibliographic search for observational studies of any language/date up to 16 December 2022 was performed with the following electronic databases: PubMed, Scopus, and Web of Science. After removal of duplicates, 2442 records were subjected to a three-stage screening process and 83 potentially eligible articles were identified. A total of 15 studies was included in the final analysis: 9 articles directly meeting the eligibility criteria plus 6 more studies thanks to the authors sharing their data set, specifically for participants who met present inclusion criteria. Meta-analysis showed a statistically significant difference only for verbal short-term memory, whereas group differences for visuospatial short-term memory and verbal/visuospatial working memory were not significant. For fluency skills, meta-analysis revealed statistical significance for the semantic fluency task but not for the rapid naming test. Qualitative analysis reflected group similarities in flexibility but CIC's difficulties in auditory attention/planning skills. Controversial findings for inhibitory control skills were observed. EF performance comparisons between CIC and THC show inter-skill and inter-test variances. Due to the paucity of existing studies, present findings should be interpreted with caution. Future research in this domain is strongly recommended.

The effects of a new immersive multidomain training on cognitive, dual-task and physical functions in older adults.

The aim of this study was to assess the potential of multidomain training using Immersive and Interactive Wall Exergames (I2WE) to improve the cognitive and physical functions of older adults. This new generation of exergames offers specific advantageous characteristics (e.g., immersion, virtual cognitive solicitation, high physical stimulation, complex motor skills, multiple social interactions) that could make I2WE an enjoyable multidomain training medium for older adults. A pilot study was set up with 34 participants (M = 69.91years old). It used the pre-tests - training (3months, 2 one-hour sessions per week for the 2 groups) - post-tests method to compare: a) the cognitive and the Dual-Task (DT) effects (primary outcomes), b) the physical effects and perceived pleasure (secondary outcomes) between an experimental group following an I2WE program (n = 19) to an active control group performing a Walking and Muscle-Strengthening (WMS) program (n = 15). While visuospatial short-term memory was improved for both groups, only I2WE training enhanced visuospatial working memory, inhibition, and DT. All physical functions, except upper body strength, were enhanced for the 2 groups. The perceived pleasure was higher for the I2WE group than the WMS group. The results of this first study have important clinical implications, showing that I2WE can optimize strategies to improve older adults' physical and cognitive health. Virtual and immersive cognitive stimulation combined with varied physical activity (i.e., aerobic, muscle-strengthening, complex motor skills) appear to be major assets of these new exergames. Moreover, the high level of perceived pleasure to I2WE makes it a promising tool for engaging older adults in sustained multidomain practice.

Reading Disabilities in Children with Cerebral Palsy: associations with Working Memory

Little is known about the relationship between working memory (WM) abilities and reading in children with cerebral palsy (CP) who have age-appropriate communication and language. The aim of this group case study is to analyze the WM abilities and their relationship to reading in children with CP and age-appropriate communication and language. Fifteen children with CP (6:9 to 11:6 years) and age-appropriate communication and language were identified. They were given tests of communication and language, reading (decoding), and three aspects of WM: phonological short-term memory (PSTM); visuospatial short-term memory (VSTM); and the central executive (CE). The children were divided into two groups; five who had age-appropriate reading (Age-appropriate Readers), and ten with very low reading abilities (Developing Readers). The results showed that PSTM was mostly age appropriate in both reading groups and their scores mostly correlated with their reading abilities. VSTM scores were very poor in both groups and not related to reading group membership or reading. CE abilities were mostly as would be expected for the Age-appropriate Readers, but low for the Developing Readers; CE scores correlated with reading abilities. The findings suggest that there are variations in the working memory abilities in this group of children and that the CE may be an important contributor to their reading development.

Color priming facilitates cued location recall in a visuospatial short-term memory partial report paradigm

Color priming facilitates cued location recall in a visuospatial short-term memory partial report paradigm

Neurocognitive Profile in Children with Attention Deficit/Hyperactivity Disorder and Dyslexia

Objective: The current study aimed to examine the neurocognitive deficits of children with ADHD and/or Developmental Dyslexia (DD) using neurocognitive tests. Material and Methods: The participants of the study consisted of children diagnosed with Dyslexia (N=33), ADHD (N=32), and DD+ADHD (N=37) who applied to the Department of Child and Adolescent Psychiatry, Faculty of Medicine, Ankara University. The control group consists of 30 primary school children aged 7-11 with similar sociodemographic data. K-SADS-PL is used for the DSM-5 diagnoses of the patients and the control group. Stroop Test, Trail Making Test, Verbal Cancellation Test, and Wechsler Intelligence Scale for Children-Revised (WISC-R) were used to evaluate the cognitive functions of the groups in detail. Results: Children with ADHD and/or Dyslexia were evaluated to have significant deficits in all neurocognitive measures such as reaction inhibition, selective attention, sustained attention, shifting attention, and visuospatial short-term memory compared to the healthy control group (p&lt;0.001). Children with ADHD-only revealed the most significant weaknesses in reaction inhibition, and visuospatial short-term memory measures (p&lt;0.001). The comorbid group exhibited significant weakness on almost all neurocognitive measures compared with the control group, but did not perform significantly lower than the ADHD-only and Dislexia-only groups. Conclusion: It has been shown that children with ADHD and/or Dyslexia have multiple neurocognitive deficits, and our study supports the multiple cognitive deficit hypothesis.

Verbal and visual serial-order memory in deaf signers and hearing nonsigners: A systematic review and meta-analysis.

Previous research suggests Deaf signers may have different short-term and working memory processes compared with hearing nonsigners due to prolonged auditory deprivation. The direction and magnitude of these reported differences, however, are variable and dependent on memory modality (e.g., visual, verbal), stimulus type, and research design. These discrepancies have made consensus difficult to reach which, in turn, slows progress in areas such as education, medical decision-making, and cognitive sciences. The present systematic review and meta-analysis included 35 studies (N = 1,701 participants) that examined verbal (n = 15), visuospatial (n = 10), or both verbal and visuospatial (n = 10) serial-memory tasks comparing nonimplanted, Deaf signers to hearing nonsigners across the life span. Multivariate meta-analyses indicated a significant, negative effect of deafness on verbal short-term memory (forward recall), g = -1.33, SE = 0.17, p < .001, 95% CI [-1.68, -0.98], and working memory (backward recall), g = -0.66, SE = 0.11, p < .001, 95% CI [-0.89, -0.45], but no significant effect of deafness on visuospatial short-term memory, g = -0.055, SE = 0.17, p = 0.75, 95% CI [-0.39, 0.28]. Visuospatial working memory was not analyzed due to limited power. Population estimates for verbal and visuospatial short-term memory were moderated by age wherein studies with adults demonstrated a stronger hearing advantage than studies with children/adolescents. Quality estimates indicated most studies were of fair quality, with only 38% of studies involving Deaf authors. Findings are discussed in the context of both Deaf equity and models of serial memory.

How Memory Counts in Mathematical Development.

Memory has been well-established as a predictor of mathematics achievement in child development. Nevertheless, empirical evidence remains elusive on the unique role of the different forms of memory and their specific mechanisms as predictors of mathematics development. Therefore, in this study, the role of visuospatial short-term memory, visuospatial working memory, verbal short-term memory, and verbal long-term memory was investigated at three key stages of the development of mathematics (5-6 years, 6-7 years, 7-8 years), as well as their interactions across development. The relation between the different memory types and informal and formal mathematics was also studied. The findings of this study provide empirical support for a shift in the relation between different memory types and mathematics achievement over development with: 1) visuospatial short-term memory predicting informal mathematics achievement at the age of 5-6 years; 2) visuospatial working memory predicting informal and formal mathematics achievement at the age of 6-7 years; and 3) verbal short-term memory predicting formal mathematics achievement at the age of 7-8 years. These shifts clearly appear consistent with children's mathematics curriculum content over time and the requirements of mathematics acquisition at specific stages in development. With these findings, the unique role of various forms of memory in the development of mathematics and the timeframe in which they play a crucial part is highlighted, which should be taken into consideration for future research and possible intervention studies in children's mathematics achievement.

VERBAL SHORT-TERM IMPAIRMENT IN DYSLEXIA

Verbal short-term memory impairment is one of the most consistently associated deficits observed indevelopmental reading disorders such as dyslexia. The mechanisms involved in the short-term retention ofinformation for serial tasks may be shared across domains of short-term memory, such as verbal and visuospatialshort-term memory. Few studies have addressed the nature of verbal short-term impairment, particularly with regardto the possibility of temporary serial storage of information. A short-term memory serial order impairment appearsto occur for the retention of verbal and visuospatial sequence information. Impairment in the serial ordering of shorttermmemory is not a characteristic of every individual dyslexic subject and is not specific to dyslexia. Futurestudies should determine whether verbal short-term serial order memory impairment is a risk factor that, inassociation with a deficit in phonological processing, may lead to dyslexia or whether verbal short-term serial ordermemory impairment reflects related deficits unrelated to dyslexia. The purpose of this article is to consider theimplications for dyslexia of one aspect of short-term memory, memory for serialization

Psychoacoustic abilities in pediatric cochlear implant recipients: The relation with short-term memory and working memory capacity.

The aim was to investigate school-age children with cochlear implants (CIs) and their typically developing peers in terms of auditory short-term memory (ASTM), auditory working memory (AWM), visuospatial short-term memory (VSTM), visuospatial working memory (VWM), spectral resolution and monosyllabic word recognition in noise. Twenty-three prelingually deaf CI users and twenty-three typically developing (TD) peers aged 7-10 years participated. Twelve children with CI were earlier-implanted (i.e., age at implantation ≤24 months). Children with CIs were compared to typically developing peers and correlations between cognitive and psychoacoustic abilities were computed separately for the groups. Besides, regression analyses were conducted to develop models that could predict SMRT (spectral-temporally modulated ripple test) and speech recognition scores. The AWM scores of the later-implanted group were significantly lower than both earlier-implanted and TD groups. ASTM scores of TD children were significantly higher than both earlier-implanted and later-implanted participants. There was no statistically significant difference between groups in terms of VSTM and VWM. AWM performance was positively correlated with ASTM, SMRT scores, and speech recognition under noisy conditions for pediatric CI recipients. The AWM was a statistically significant predictor of the SMRT score and the SMRT score was an indicator of speech recognition score under 0dB SNR condition. Most of children using CI are at risk for clinically remarkable deficits across cognitive abilities such as AWM and ASTM. While evaluating cognitive and psychoacoustic abilities in the clinic routine, it should be kept in mind that they can be influenced by each other.

Neuroplasticity Mechanisms in Frontal Brain Gliomas: A Preliminary Study.

BackgroundPathological brain processes may induce adaptive cortical reorganization, however, the mechanisms underlying neuroplasticity that occurs in the presence of lesions in eloquent areas are not fully explained. The aim of this study was to evaluate functional compensatory cortical activations in patients with frontal brain gliomas during a phonemic fluency task and to explore correlations with cognitive performance, white matter tracts microstructural alterations, and tumor histopathological and molecular characterization.MethodsFifteen patients with frontal glioma were preoperatively investigated with an MRI study on a 3T scanner and a subgroup underwent an extensive neuropsychological assessment. The hemispheric laterality index (LI) was calculated through phonemic fluency task functional MRI (fMRI) activations in the frontal, parietal, and temporal lobe parcellations. Diffusion-weighted images were acquired for all patients and for a group of 24 matched healthy volunteers. Arcuate Fasciculus (AF) and Frontal Aslant Tract (FAT) tractography was performed using constrained spherical deconvolution diffusivity modeling and probabilistic fiber tracking. All patients were operated on with a resective aim and underwent adjuvant therapies, depending on the final diagnosis.ResultsAll patients during the phonemic fluency task fMRI showed left hemispheric dominance in temporal and parietal regions. Regarding frontal regions (i.e., frontal operculum) we found right hemispheric dominance that increases when considering only those patients with tumors located on the left side. These latter activations positively correlate with verbal and visuo-spatial short-term memory, and executive functions. No correlations were found between the left frontal operculum and cognitive performance. Furthermore, patients with IDH-1 mutation and without TERT mutation, showed higher rightward frontal operculum fMRI activations and better cognitive performance in tests measuring general cognitive abilities, semantic fluency, verbal short-term memory, and executive functions. As for white matter tracts, we found left and right AF and FAT microstructural alterations in patients with, respectively, left-sided and right-side glioma compared to controls.ConclusionsCompensatory cortical activation of the corresponding region in the non-dominant hemisphere and its association with better cognitive performance and more favorable histopathological and molecular tumor characteristics shed light on the neuroplasticity mechanisms that occur in the presence of a tumor, helping to predict the rate of post-operative deficit, with the final goal of improving patients'quality of life.

Association between dietary creatine and visuospatial short-term memory in older adults.

Aims: The purpose was to examine the relationship between habitual dietary creatine intake obtained in food and visuospatial short-term memory (VSSM). Methods: Forty-two participants (32 females, 10 males; > 60 yrs of age) completed a 5-day dietary recall to estimate creatine intake and performed a cognitive assessment which included a visuospatial short-term memory test (forward and reverse corsi block test) and a mini-mental state examination (MMSE). Pearson correlation coefficients were determined. Further, cohorts were derived based on the median creatine intake. Results: There was a significant correlation between the forward Corsi (r = 0.703, P < 0.001), reverse Corsi (r = 0.715, P < 0.001), and the memory sub-component of the MMSE (r = 0.406, P = 0.004). A median creatine intake of 0.382 g/day was found. Participants consuming greater than the median had a significantly higher Corsi (P = 0.005) and reverse Corsi (P < 0.001) scores compared to participants ingesting less than the median. Conclusions: Dietary creatine intake is positively associated with measures of memory in older adults. Clinical Implications: Older adults should consider food sources containing creatine (i.e. red meat, seafood) due to the positive association with visuospatial short-term memory.

Differentiating Individuals with and without Alcohol Use Disorder Using Resting-State fMRI Functional Connectivity of Reward Network, Neuropsychological Performance, and Impulsivity Measures.

Individuals with alcohol use disorder (AUD) may manifest an array of neural and behavioral abnormalities, including altered brain networks, impaired neurocognitive functioning, and heightened impulsivity. Using multidomain measures, the current study aimed to identify specific features that can differentiate individuals with AUD from healthy controls (CTL), utilizing a random forests (RF) classification model. Features included fMRI-based resting-state functional connectivity (rsFC) across the reward network, neuropsychological task performance, and behavioral impulsivity scores, collected from thirty abstinent adult males with prior history of AUD and thirty CTL individuals without a history of AUD. It was found that the RF model achieved a classification accuracy of 86.67% (AUC = 93%) and identified key features of FC and impulsivity that significantly contributed to classifying AUD from CTL individuals. Impulsivity scores were the topmost predictors, followed by twelve rsFC features involving seventeen key reward regions in the brain, such as the ventral tegmental area, nucleus accumbens, anterior insula, anterior cingulate cortex, and other cortical and subcortical structures. Individuals with AUD manifested significant differences in impulsivity and alterations in functional connectivity relative to controls. Specifically, AUD showed heightened impulsivity and hypoconnectivity in nine connections across 13 regions and hyperconnectivity in three connections involving six regions. Relative to controls, visuo-spatial short-term working memory was also found to be impaired in AUD. In conclusion, specific multidomain features of brain connectivity, impulsivity, and neuropsychological performance can be used in a machine learning framework to effectively classify AUD individuals from healthy controls.

FarmApp: a new assessment of cognitive control and memory for children and young people with neurodevelopmental difficulties

ABSTRACT We introduce a new touchscreen-based method measuring aspects of cognitive control and memory, in children and young people with neurodevelopmental difficulties, including intellectual disability (ID). FarmApp is a gamified, tablet-based assessment tool measuring go/no-go response speed, response inhibition, visuospatial short-term memory span, and long-term memory. Here, we assessed the feasibility, validity, and utility of the method, including the benefits of measuring change in performance over two weeks. We observed that: 1) a higher proportion of participants completed FarmApp than traditional psychometric tests; 2) this proportion increased when participants had opportunity for two weeks of self-paced testing at home; 3) ADHD-relevant behavioral difficulties were associated with average go/no-go performance across all attempts, and change in go/no-go performance over time, indicating sensitivity of the method to cognitive differences with real-world relevance. We also addressed the potential utility of the FarmApp for exploring links between ID etiology and cognitive processes. We observed differences in go/no-go task between two groups of ID participants stratified by the physiological functions of associated genetic variants (chromatin-related and synaptic-related). Moreover, the synaptic group demonstrated higher degree of improvement in go/no-go performance over time. This outcome is potentially informative of dynamic mechanisms contributing to cognitive difficulties within this group. In sum, FarmApp is a feasible, valid, and useful tool increasing access to cognitive assessment for individuals with neurodevelopmental difficulties of variable severity, with an added opportunity to monitor variation in performance over time and determine capacity to acquire task competence.

Sex differences in the cognitive performance in adults: role of impaired sleep.

ObjectivesPoor sleep quality negatively affects cognitive performance. However, there are limited data on sex differences in functional outcomes of impaired sleep on cognition. Therefore, the aim of this study was to evaluate the association between sleep quality and performance of men and women in cognitive tests.Material and MethodsAfter screening, 97 individuals with and without insomnia complaints participated of this study. Behavioral scales were evaluated using a number of instruments and the sleep pattern was recorded by actigraph. Subsequently, the participants were submitted to visuospatial/verbal working memory (WM), visual attention, and psychomotor vigilance tests (PVT).ResultsThe actigraphic recordings indicated that men sleep later (d=-0.56, p<0.05), fall asleep faster (d=0.42, p<0.05), showed shorter sleep duration (d=0.53, p<0.05), and more sleep fragmentation than women (d=-0.41, p<0.05). The performance in the cognitive tasks also showed sex differences: the men showed better performance in the visuospatial short-term memory (d=-0.78, p<0.05); verbal (d=-0.61, p<0.05), and visuospatial-WM tests (d=-0.84, p<0.05); they also responded faster in the PVT (d=0.69, p<0.05), although made more mistakes (d=-0.85, p<0.01). Longer sleep latency was associated with poor performance in visual attention (r=0.52, p<0.05) and verbal memory tasks (r=-0.30, p<0.05) in men.ConclusionOur results suggest that difficulty in falling asleep was associated with cognitive impairment, especially in men. Sex differences in sleep quality and cognitive skills should be taken into account in future research in this field.

Examining relations between performance on non-verbal executive function and verbal self-regulation tasks in demographically-diverse populations.

Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders Task) and (b) two EF tasks (Knox Cube and Beads Tasks) that measure different components of updating: working memory and short-term memory, respectively. We compared 107 8- to 13-year-old children (64 females) across demographically-diverse populations in four low and middle-income countries, including: Tanna, Vanuatu; Keningau, Malaysia; Saltpond, Ghana; and Natal, Brazil. The communities we studied vary in market integration/urbanicity as well as level of access, structure, and quality of schooling. We found that performance on the visuospatial working memory task (Knox Cube) and the visuospatial short-term memory task (Beads) are each independently associated with performance on the self-regulation task, even when controlling for schooling and location effects. These effects were robust across demographically-diverse populations of children in low-and middle-income countries. We conclude that this study found evidence supporting visuospatial working memory and visuospatial short-term memory as distinct cognitive processes which each support the development of self-regulation.