The baseline fluid intelligence modulated the transfer effect from working memory to fluid intelligence

2017 ◽  
Vol 49 (8) ◽  
pp. 1022
Author(s):  
Zude ZHU ◽  
Yixing DUAN ◽  
Suiping WANG
Keyword(s):  
Working Memory ◽  
Fluid Intelligence ◽  
Transfer Effect

Working memory and fluid intelligence predict reading comprehension in school‐age children: a one‐year longitudinal study

2021 ◽  
Author(s):  
Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Longitudinal Study ◽  
Fluid Intelligence ◽  
School Age Children ◽  
School Age ◽  
One Year

scholarly journals EXPRESS: Trajectories of verbal fluency and executive functions in multilingual and monolingual children and adults: A cross-sectional study

2021 ◽  
pp. 174702182110267
Author(s):  
Roberto Filippi ◽  
Andrea Ceccolini ◽  
Peter Bright
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Verbal Fluency ◽  
Fluid Intelligence ◽  
Response Times ◽  
Developmental Trajectories ◽  
Cross Sectional Study ◽  
Human Cognition ◽  
Lexical Retrieval ◽  
Cross Sectional

The development of verbal fluency is associated with the maturation of executive function skills, such as the ability to inhibit irrelevant information, shift between tasks and hold information in working memory. Some evidence suggests that multilinguistic upbringing may underpin disadvantages in verbal fluency and lexical retrieval, but can also afford executive function advantages beyond the language system including possible beneficial effects in older age. This study examined the relationship between verbal fluency and executive function in 324 individuals across the lifespan by assessing the developmental trajectories of English monolingual and multilingual children aged 7 to 15 years (N=154) and adults from 18 to 80 years old (N=170). The childhood data indicated patterns of improvement in verbal fluency and executive function skills as a function of age. Multilingual and monolingual children had comparable developmental trajectories in all linguistic and non-linguistic measures used in the study with the exception of planning, for which monolingual children showed a steeper improvement over the studied age range relative to multilingual children. For adults, monolinguals and multilingual participants had comparable performance on all measures with the exception of non-verbal inhibitory control and response times on the Tower of London task: monolinguals showed a steeper decline associated with age. Exploratory factor analysis indicated that verbal fluency was associated with working memory and fluid intelligence in monolingual participants but not in multilinguals. These findings raise the possibility that early acquisition of an additional language may impact on the development of the functional architecture serving high-level human cognition.

scholarly journals Working memory and intra-individual variability in response time mediate fluid intelligence deficits associated with ADHD symptoms

2017 ◽  
Author(s):  
Christopher Brydges ◽  
Krista Ozolnieks ◽  
Gareth Roberts
Keyword(s):  
Working Memory ◽  
Response Time ◽  
Fluid Intelligence ◽  
Individual Variability ◽  
Self Report ◽  
Adhd Symptoms ◽  
Memory Response ◽  
Hyperactivity Disorder ◽  
Inattention And Hyperactivity ◽  
Response Consistency

Attention-deficit/hyperactivity disorder (ADHD) is a neuropsychologicalcondition characterised by inattention and hyperactivity. Cognitive deficits are commonly observed in ADHD patients, including impaired working memory, response consistency, and fluid intelligence, which are theorised to be associated with one another. We aimed to determine if decreased fluid intelligence was associated with ADHD, and was mediated by deficits in working memory and intra-individual variability (IIV) in motor responding. The present study tested 142 young adults from the general population on a range of working memory, response time, and fluid intelligence tasks, and an ADHD self-report symptoms questionnaire. Results showed that total and hyperactive ADHD symptoms correlated significantly and negatively with fluid intelligence, but this association was fully mediated by both working memory and IIV in response time. However, inattentive symptoms were not associated with fluid intelligence. These results have important implications for clinicians using speeded psychometric tests as part of their assessment battery.

scholarly journals The Working Memory as Predictor of Performance in Arithmetic of Brazilian Students

2021 ◽  
Vol 31 ◽  
Author(s):  
Fernanda David Vieira ◽  
Denise Oliveira Ribeiro ◽  
Heitor Blesa Farias ◽  
Patricia Martins Freitas
Keyword(s):  
Working Memory ◽  
School Performance ◽  
Predictive Power ◽  
Performance Test ◽  
Fluid Intelligence ◽  
Strong Predictor ◽  
Verbal Working Memory ◽  
School Learning ◽  
Brazilian Students ◽  
Positive Correlations

Abstract Working memory (WM) is a predictor of school learning. This study aimed to investigate the predictive power of verbal and non-verbal working memory (WM) on students’ performance in arithmetic. 126 children between 6 and 11 years old participated in the research. The instruments were: School Performance Test, Raven’s Colored Progressive Matrices, Corsi Block-tapping Test, and Digits Subtest. The results showed strong and positive correlations of school performance with fluid intelligence r = 0.64, with verbal WM and non-verbal WM, both with r = 0.51 (p < 0.001). After multiple linear regression, it was found that the performance in visuospatial WM was a strong predictor for arithmetic, an effect not found for reading. The regression showed that WM explains 38% of the variance for arithmetic. It is concluded that WM has an expressive contribution to school performance, being more specific the contributions of visuospatial WM for arithmetic.

scholarly journals Home assessment of visual working memory in pre-schoolers reveals associations between behaviour, brain activation and environmental measures.

2020 ◽  
Author(s):  
Sobanawartiny Wijeakumar ◽  
Eva Rafetseder ◽  
Yee Lee Shing ◽  
Courtney McKay
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Visual Working Memory ◽  
School Children ◽  
Life Stress ◽  
Fluid Intelligence ◽  
Colour Change ◽  
Stressful Events ◽  
The Difference ◽  
Parietal Cortices

Visual working memory (VWM) is reliably predictive of fluid intelligence and academic achievements. The objective of the current study was to investigate the nature of individual differences in pre-schoolers by examining the relationship between behaviour-brain function underlying VWM processing and parent-reported measures. We used a portable 8 x 8 channel functional near-infrared spectroscopy system to record from the frontal and parietal cortices of 4.5-year-old pre-school children (N=74) as they completed a colour change detection VWM task in their homes. Parents were asked to fill in questionnaires on temperament, academic aspirations, home environment, and life stress. Children were median-split into a low-performing (LP) and a high-performing (HP) group based on the number of items they could successfully remember during the task. LPs increasingly activated the bilateral frontal and parietal cortices with increasing load, whereas HPs showed no difference in activation across the loads. Our findings suggested that LPs recruited more neural resources when their VWM capacity was challenged. We employed mediation analyses to examine the association between the difference in activation between the highest and lowest loads, and variables from the questionnaires. The difference in activation in the right parietal cortex partially mediated the association between parent-reported stressful life events and VWM performance. Specifically, a higher number of stressful events was associated with lower VWM performance. Critically, our findings show that the association between VWM capacity, right parietal activation, and indicators of life stress is important to understand the nature of individual differences in VWM in pre-school children.

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