Testing the Effectiveness of Computerized Cognitive Training on an At-Risk Student Population.

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities.

Improving Cognitive Abilities in School-Age Children via Computerized Cognitive Training: Examining the Effect of Extended Training Duration.

Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities.

The Psychometric Structure of Executive Functions: A Satisfactory Measurement Model? An Examination Using Meta-Analysis and Network Modeling.

A long-standing debate among cognitive scientists has focused on describing the underlying nature of executive functions, which has important implications for both theoretical and applied research. Miyake et al.'s three-factor model has often been considered the gold-standard representation of executive functions and has driven much research in the field.

An item response theory approach to the measurement of working memory capacity.

Complex span tasks are perhaps the most widely used paradigm to measure working memory capacity (WMC). Researchers assume that all types of complex span tasks assess domain-general WM. However, most research supporting this claim comes from factor analysis approaches that do not examine task performance at the item level, thus not allowing comparison of the characteristics of verbal and spatial complex span tasks.

Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD.

Students' use of working memory (WM) is a key to academic success, as many subject areas and various tasks school-aged children encounter require the ability to attend to, work with, and recall information. Children with poor WM ability typically struggle with academic work compared to similar-aged peers without WM deficits. Further, WM has been shown to be significantly correlated with inattention and disorganization in those with ADHD, and WM deficits have also been identified as a potential underpinning of specific learning disorder (SLD).

Working memory capacity and dual mechanisms of cognitive control: An experimental-correlational approach.

Working memory is thought to be strongly related to cognitive control. Recent studies have sought to understand this relationship under the prism of the dual mechanisms of control (DMC) framework, in which cognitive control is thought to operate in two distinct modes: proactive and reactive. Several authors have concluded that a high working memory capacity is associated with a tendency to engage the more effective mechanism of proactive control.

Individual Differences in Attention and Intelligence: A United Cognitive/Psychometric Approach.

Process overlap theory (POT) is a new theoretical framework designed to account for the general factor of intelligence (). According to POT, does not reflect a general cognitive ability. Instead, is the result of multiple domain-general executive attention processes and multiple domain-specific processes that are sampled in an overlapping manner across a battery of intelligence tests.