Executive functions in relapsing-remitting multiple sclerosis.

Some studies suggest that patients with relapsing-remitting multiple sclerosis have problems in the functioning of working memory, and more specifically in executive functions, but the available results are still inconsistent. The aim of the present study was to examine executive functioning in multiple sclerosis using classical and representative tasks for divided attention, updating, attentional shifting, and inhibition. The sample was composed of 48 participants aged between 18 and 59 years (24 persons living with multiple sclerosis and 24 healthy participants matched in age and education level).

Executive-function tasks in patients with mild cognitive impairment and Alzheimer's Disease: Effects of decline and gender.

It is exceedingly rare to find studies that analyze the effect of gender differences in executive-function tasks in normal cognitive aging, Mild Cognitive Impairment (MCI) and Alzheimer's Disease (AD). The objective of the present study was to analyze the mean differences in performance in four executive-function tasks, the Clock Drawing Test verbal-command, Clock Drawing Test-copy, Phonetic Fluency Test and Trail Making Test-A, according to the gender and impairment group variables. A total of 90 participants (30 patients with Alzheimer's Disease, 30 patients with Mild Cognitive Impairment, and 30 healthy elderly participants; 50% men and 50% women in each group) took part in the study.

Developmental differences between 1st and 3rd year of Early Childhood Education (preschool) in mental rotation and its training.

Research has shown that mental rotation (MR) can be improved through training. However, studies with preschool children are very scarce, due in part to the lack of consensus as to the age at which this ability arises and can be trained, and due to the difficulties of working on the understanding of this ability when it begins to develop. The present study was designed to observe the effect of an MR training on 1st (3-4-year-old children) and 3rd year (5-6-year-old children) of Early Childhood Education (preschool), as well as the development of this ability between both courses.

From What Age Is Mental Rotation Training Effective? Differences in Preschool Age but Not in Sex.

Currently, there is evidence that spatial skills training leads to an improvement of such skills, although studies with children in the Preschool stage are very scarce. This paper aims to examine the effectiveness of mental rotation (MR) training and sex differences in preschool children. Two experiments were carried out.

Spatial Visualization ability improves with and without studying Technical Drawing.

The results of several studies suggest that spatial ability can be improved through direct training with tasks similar to those integrated in the tests used to measure the ability. However, there is a greater interest in analyzing the effectiveness of indirect training such as games or of learning subjects that involve spatial processes to a certain extent. Thus, the objective of the present study was to analyze whether the indirect training in Technical Drawing improved the Spatial Visualization ability of Architecture students.

Differences in Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder (ADHD).

In recent years, the interest in Attention Deficit and Hyperactivity Disorder (ADHD) and its relation to deficits in working memory (WM) and more specifically the different executive functions (EFs) has grown, to the point of confirming that these are quite frequent in this disorder. The aim of this study was precisely to explore differences in executive functioning of WM in fourth grade Primary school children with and without ADHD (26 and 29 children, respectively), introducing rigorous control measures in the tests used. Four EFs were analyzed: divided attention, updating, attentional shifting and inhibition, measured through four tasks, the dual-task paradigm (digits and box-crossing), the N-Back task, the Trail Making Test and the Stroop task, respectively.

Gender Differences in Verbal and Visuospatial Working Memory Tasks in Patients with Mild Cognitive Impairment and Alzheimer Disease.

Background/aims: To date, there are few studies on gender differences in patients with mild cognitive impairment (MCI) and Alzheimer disease (AD). In the present study, the existence of differences between sexes in verbal and visuospatial working memory tasks in the evolution of cognitive and pathological aging was examined.

Method: Ninety participants took part in this study: 30 AD, 30 MCI, and 30 healthy elderly participants (50% men and 50% women).

Lifetime psychopathological dimensions, cognitive impairment and functional outcome in psychosis.

Psychopathological symptoms and cognitive impairment are related to psychosocial functioning. However, the nature of the association of cognitive impairment with psychosocial functioning still remains under scrutiny. We aimed to examine the relationships of premorbid adjustment, lifetime psychopathological dimensions, and cognitive performance with the typical level of psychosocial functioning during the previous year.

The suppression effect in visuospatial and verbal working memory span tasks in patients with Alzheimer's disease: a 2-year follow-up study.

This study adapted a new task to assess visuospatial and verbal working memory impairments in patients with Alzheimer Disease (AD), including an executive strategy of information suppression. The aim was to examine the visuospatial and verbal difficulties, and additionally to explore the average sex differences, during a 2-year follow-up study. The results indicated that patients with AD showed a significantly lower performance, compared with healthy elderly controls, especially with the suppression of information required in this new task.

Experimental But Not Sex Differences of a Mental Rotation Training Program on Adolescents.

Given the importance of visuospatial processing in areas related to the STEM (Science, Technology, Engineering, and Mathematics) disciplines, where there is still a considerable gap in the area of sex differences, the interest in the effects of visuospatial skills training continues to grow. Therefore, we have evaluated the visuospatial improvement of adolescents after performing a computerized mental rotation training program, as well as the relationship of this visuospatial ability with other cognitive, emotional factors and those factors based on the experience with videogames. The study, which was performed on students aged 14 and 15 years old, showed a significant improvement in this visuospatial skill for a training group (n = 21) compared to a control group (n = 24).

Normative data on the n-back task for children and young adolescents.

The n-back task is a frequently used measure of working memory (WM) in cognitive neuroscience research contexts, and it has become widely adopted in other areas over the last decade. This study aimed to obtain normative data for the n-back task from a large sample of children and adolescents. To this end, a computerized verbal n-back task with three levels of WM load (1-back, 2-back, and 3-back) was administered to 3722 Spanish school children aged 7-13 years.

A comparative study of the working memory multicomponent model in psychosis and healthy controls.

Working memory deficits are considered nuclear deficits in psychotic disorders. However, research has not found a generalized impairment in all of the components of working memory. We aimed to assess the components of the Baddeley and Hitch working memory model: the temporary systems-the phonological loop, the visuospatial sketchpad and the episodic buffer (introduced later by Baddeley)-and the central executive system, which includes four executive functions: divided attention, updating, shifting and inhibition.

Conditions for positive and negative recencies in running memory-span recognition.

A positive recency effect in a running-span recognition procedure was obtained in Experiment 1 for hits and for intratrial false alarms. In running recall procedures, recency does not fit well with an active updating hypothesis. In Experiment 2, in which the beginning of the target set was marked with a cue upon presentation, the recency effects disappeared.

Working memory, text comprehension, and propositional reasoning: a new Semantic Anaphora WM test.

The aim of this study was to present a new working memory test following the line of work started by García-Madruga et al. (2007) and to examine its relation to reading comprehension and propositional reasoning measures. In that study we designed a new working memory span test--based on Daneman & Carpenter's (1980) Reading Span Test (RST)--in which the processing task called for an inferential decision--to resolve a pronominal anaphora based on Morpho-Syntactic cues and had people recall the result of this inference.

Absence of hardly pursued updating in a running memory task.

In a running memory span task, the participants are presented with a list of items (e.g. numbers or words) of an unknown length, because this length varies from trial to trial.

An event-related potentials study of identity positive and negative priming.

Although extensive research on negative priming has been conducted using behavioural measures, little is known about its brain correlates. Moreover, results from this scarce number of studies are rather contradictory. The aim of this study is to further explore the temporal course of negative and positive priming in the brain by means of an identity task in which participants had to recognize letters.

Effects of an intervention in active strategies for text comprehension and recall.

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall.

Patterns of errors in short-term forgetting in AD and ageing.

This study examined whether the low performance of 40 AD patients in the Brown-Peterson task could be explained by a pattern of errors that differed from 55 elderly controls. Our quantitative results showed that AD patients had a lower performance level in the three retention intervals than controls but a significant interaction between group and interval was not found, indicating that the rate of forgetfulness was similar in the two groups. In our qualitative analysis, errors were categorised as confusions, perseverations, omissions, and order alterations.