The Effects of Multiple Exemplar Training on a Working Memory Task Involving Sequential Responding in Children With Autism

Cognitive ability is a key selection criterion for entry into many elite professions. Herein, we investigate whether mindfulness training (MT) can enhance cognitive performance in elite military forces. The cognitive effects of a short-form 8-hour MT program contextualized for military cohorts, referred to as Mindfulness-Based Attention Training (MBAT), were assessed. Servicemembers received either a 2-week (n = 40) or 4-week (n = 36) version of MBAT, or no training (NTC, n = 44). Sustained attention and working memory task performance along with self-reported cognitive failures were assessed at study onset (T1) and 8-weeks later (T2). In contrast to both the NTC and 2-week MT groups, the 4-week MT group significantly improved over time on attention and working memory outcome measures. Among the 4-week more so than the 2-week MBAT participants, working memory performance improvements were correlated with their amount of out-of-class MT practice. In addition to these group-wise effects, all participants receiving MBAT decreased in their self-reported cognitive failures from T1 to T2. Importantly, none of these improvements were related to self-reported task motivation. Together, these results suggest that short-form MT, when delivered over a 4-week delivery schedule, may be an effective cognitive training tool in elite military cohorts.

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Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18136681 ◽

2021 ◽

Vol 18 (13) ◽

pp. 6681

Author(s):

Alberto Quílez-Robres ◽

Nieves Moyano ◽

Alejandra Cortés-Pascual

Keyword(s):

Academic Achievement ◽

Working Memory ◽

Academic Performance ◽

Executive Functions ◽

Language Arts ◽

Memory Task ◽

Academic Achievements ◽

Predictive Role ◽

And Mathematics ◽

The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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Experiential and Strategic Emotional Intelligence Are Implicated When Inhibiting Affective and Non-Affective Distractors: Findings from Three Emotional Flanker N-Back Tasks

Journal of Intelligence ◽

10.3390/jintelligence9010012 ◽

2021 ◽

Vol 9 (1) ◽

pp. 12

Author(s):

Ming D. Lim ◽

Damian P. Birney

Keyword(s):

Working Memory ◽

Emotional Intelligence ◽

Experimental Evidence ◽

Cognitive Processes ◽

Response Times ◽

Memory Task ◽

Low Load ◽

Affective Information ◽

Accuracy Rates

Emotional intelligence (EI) refers to a set of competencies to process, understand, and reason with affective information. Recent studies suggest ability measures of experiential and strategic EI differentially predict performance on non-emotional and emotionally laden tasks. To explore cognitive processes underlying these abilities further, we varied the affective context of a traditional letter-based n-back working-memory task. In study 1, participants completed 0-, 2-, and 3-back tasks with flanking distractors that were either emotional (fearful or happy faces) or non-emotional (shapes or letters stimuli). Strategic EI, but not experiential EI, significantly influenced participants’ accuracy across all n-back levels, irrespective of flanker type. In Study 2, participants completed 1-, 2-, and 3-back levels. Experiential EI was positively associated with response times for emotional flankers at the 1-back level but not other levels or flanker types, suggesting those higher in experiential EI reacted slower on low-load trials with affective context. In Study 3, flankers were asynchronously presented either 300 ms or 1000 ms before probes. Results mirrored Study 1 for accuracy rates and Study 2 for response times. Our findings (a) provide experimental evidence for the distinctness of experiential and strategic EI and (b) suggest that each are related to different aspects of cognitive processes underlying working memory.

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Working Memory Performance under a Negative Affect Is More Susceptible to Higher Cognitive Workloads with Different Neural Haemodynamic Correlates

Brain Sciences ◽

10.3390/brainsci11070935 ◽

2021 ◽

Vol 11 (7) ◽

pp. 935

Author(s):

Ying Xing Feng ◽

Masashi Kiguchi ◽

Wei Chun Ung ◽

Sarat Chandra Dass ◽

Ahmad Fadzil Mohd Hani ◽

...

Keyword(s):

Working Memory ◽

Task Performance ◽

Memory Performance ◽

Affective State ◽

Memory Task ◽

Interactive Effects ◽

Functional Near Infrared Spectroscopy ◽

Affective Factors ◽

Related Stress ◽

Haemodynamic Activity

The effect of stress on task performance is complex, too much or too little stress negatively affects performance and there exists an optimal level of stress to drive optimal performance. Task difficulty and external affective factors are distinct stressors that impact cognitive performance. Neuroimaging studies showed that mood affects working memory performance and the correlates are changes in haemodynamic activity in the prefrontal cortex (PFC). We investigate the interactive effects of affective states and working memory load (WML) on working memory task performance and haemodynamic activity using functional near-infrared spectroscopy (fNIRS) neuroimaging on the PFC of healthy participants. We seek to understand if haemodynamic responses could tell apart workload-related stress from situational stress arising from external affective distraction. We found that the haemodynamic changes towards affective stressor- and workload-related stress were more dominant in the medial and lateral PFC, respectively. Our study reveals distinct affective state-dependent modulations of haemodynamic activity with increasing WML in n-back tasks, which correlate with decreasing performance. The influence of a negative effect on performance is greater at higher WML, and haemodynamic activity showed evident changes in temporal, and both spatial and strength of activation differently with WML.

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