Intelligent Insights on Intelligence Theories and Tests
Spatial skills have been consistently linked to mathematics achievement in older students and adults, but we know little about their relationship to mathematics achievement in elementary school. This study examined how spatial skills influenced the development of number sense, and subsequent mathematics competency, as students progressed from the 2nd to the 4th grade. Gender, verbal working memory (VWM), and socioeconomic status (SES) have also been found to predict number sense development and to be linked to spatial skills; as such, they were included as covariates in this study. Participants were 304 second graders who were assessed at 5 points between 2nd and 4th grade. Two growth mixture models (spatial skills as time-invariant and time-variant covariates) were tested to determine whether different developmental trajectories were needed to explain the development of number sense. Both models revealed the presence of 2 latent classes. The classes differed in their initial level and in their growth rate, with the higher performing class beginning the second grade at an advantage and increasing that advantage over time. SES, VWM, and spatial skills influenced latent class membership and subsequent mathematics competency. SES, spatial skills, and VWM, but not gender, predicted the intercept but differences were found in predictors of the slope of number sense. The impact of number sense changed over time and differed as a function of latent class having an earlier impact on the higher performing class. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
When people ruminate about an unfortunate encounter with a loved one, savor a long-sought accomplishment, or hold in mind feelings from a marvelous or regretfully tragic moment, what mental processes orchestrate these psychological phenomena? Such experiences typify how affect interacts with working memory, which we posit can occur in three primary ways: emotional experiences can modulate working memory, working memory can modulate emotional experiences, and feelings can be the mental representations maintained by working memory. We propose that this last mode constitutes distinct neuropsychological processes that support the integration of particular cognitive and affective processes: affective working memory. Accumulating behavioral and neural evidence suggests that affective working memory processes maintain feelings and are partially separable from their cognitive working memory counterparts. Affective working memory may be important for elucidating the contribution of affect to decision making, preserved emotional processes in later life, and mechanisms of psychological dysfunction in clinical disorders. We review basic behavioral, neuroscience, and clinical research that provides evidence for affective working memory; consider its theoretical implications; and evaluate its functional role within the psychological architecture. In sum, the perspective we advocate is that affective working memory is a fundamental mechanism of mind.
Children's working memory (WM) skills, which support both academic and social success, continue to improve significantly through the school years. This study leverages the first nationally representative data set with direct assessments of elementary school students' WM skills to examine whether WM grows more during the school year or summer months and whether WM growth rates differ by household income. Results demonstrate that WM skills grow more during the school-year months compared to the summer months, suggesting that school environments provide children with unique opportunities to improve and practice their WM skills. Further, lower-income children have significantly faster WM growth rates in the first 2 years of school and the intervening summer, compared to their peers from higher-income families, leading to an overall narrowing in WM disparities by household income during the early school years. However, there was no evidence that schools equalize or exacerbate differences in WM skills between children from lower-income and higher-income households.
In the present meta-analysis all available evidence regarding the efficacy of different behavioral interventions for children's executive function skills were synthesized. After a systematic search we included experimental studies aiming to enhance children's (up to 12 years of age) executive functioning with neurodevelopmental tests as outcome measures. The results of 100 independent effect sizes in 90 studies including data of 8,925 children confirmed that it is possible to foster these skills in childhood (Diamond & Lee, 2011). We did not find convincing evidence, however, for the benefits to remain on follow-up assessment. Different approaches were effective for typically and nontypically developing samples. For nontypically developing children (including children with neurodevelopmental disorders or behavior problems) acquiring new strategies of self-regulation including biofeedback-enhanced relaxation and strategy teaching programs were the most effective. For typically developing children we found evidence for the moderate beneficial effects of mindfulness practices. Although small to moderate effects of explicit training with tasks loading on executive function skills in the form of computerized and noncomputer training were found, these effects were consistently weaker for nontypically developing children who might actually be more in need of such training. Thus, atypically developing children seem to profit more from acquiring new strategies of self-regulation as compared with practice with executive function tasks. We propose that explicit training does not seem to be meaningful as the approaches that implicitly foster executive functions are similarly or more effective, and these activities are more enjoyable and can be more easily embedded in children's everyday activities. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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