Individual variation in mathematical skills can be ascribed to differences in cognitive ability, but also to students’ emotional experiences of mathematics, such as enjoyment and anxiety. The... Show moreIndividual variation in mathematical skills can be ascribed to differences in cognitive ability, but also to students’ emotional experiences of mathematics, such as enjoyment and anxiety. The current study investigated how the interplay of working memory with math anxiety and enjoyment explains mathematical performance in primary school students. We also explored whether these relations differed with the type of math test and students’ age. Using mixed effect models, we reanalyzed data from 4471 Dutch primary school students (grades 2–6) who had completed two computerized working memory tasks, had filled out a questionnaire on math emotions, and had completed two math tests: story problems and speeded arithmetic. Findings showed that working memory, anxiety, and enjoyment were linear (but not curvilinear) predictors of performance on both tests, while some relations were stronger for the math (story)-problem-solving test. Higher math anxiety negatively impacted performance more strongly for students with stronger working memory skills, but only on the arithmetic test. No interaction between working memory and enjoyment was found. The relation between math anxiety and math performance increased with grade level, but no other age-related changes were found. Interpretations and recommendations focus on situated views on learning and emotion. Show less
This Event-related Potential (ERP) study examines the licensing of NPIs in Dutch in a grammatical configuration where the NPI linearly precedes its licensor. It investigates how the addition of... Show moreThis Event-related Potential (ERP) study examines the licensing of NPIs in Dutch in a grammatical configuration where the NPI linearly precedes its licensor. It investigates how the addition of modifiers at two different structural positions in the sentence affects differently the process of actively searching for an upcoming licensor. We measured the ERPs elicited at the licensor position by comparing conditions with modifiers at two different structural positions, with a control condition where no modifier was added, where all the tested conditions were grammatical. In addition, we examined whether adding different number of modifiers at the two structural positions affects the processing of the licensor differently. Our results show that there is a central anterior negativity elicited at the licensor in conditions with modifiers at the structural position where a licensor could occur in comparison to the control condition without modifiers. Further, there is an amplitude difference shown for the central anterior negativity when these conditions differ in the number of modifiers. In comparison, an ERP component with a reduced amplitude was elicited at the licensor for conditions with modifiers at a structural position where the licensor cannot occur, when compared with the control condition. We suggest that our results show evidence that the parser is sensitive to structural relations in the on-line licensing of NPIs. Show less
Comorbidity rates between ADHD and anxiety disorders (AD) are high, but little is known about the nature of this co-occurrence. A dominant idea is that AD may intensify some (i.e., attention and... Show moreComorbidity rates between ADHD and anxiety disorders (AD) are high, but little is known about the nature of this co-occurrence. A dominant idea is that AD may intensify some (i.e., attention and working memory) and attenuate other (i.e., inhibition) ADHD symptoms. Results are mixed, potentially because of between-study differences. To investigate this further we performed a meta-regression analysis on 11 studies (n ‘ADHD-only’ = 695; n ‘ADHD + AD’ = 608), containing 35 effect sizes on attention, inhibition and working memory. Main results were: (1) no evidence of a negative effect of AD on attention and working memory; (2) better response inhibition in children with ADHD with AD than those with only ADHD (medium ES g = − .40); (3) medication moderated this association: the effect seemed limited to studies that included medication-naïve participants; (4) the difference between the two groups increased with age for attention and with proportion of boys for working memory ability. There was no effect of comorbid disruptive behavior disorder. In conclusion, AD seems to be a protective factor for inhibition problems as assessed with laboratory tasks in ADHD, especially in children who are medication naïve. Further, AD may have a protective function for attention in older children, and for working memory in boys with ADHD. It is therefore important to screen for AD when diagnosing ADHD, and to educate those with comorbid AD about the possible positive function of feeling anxious. Potential negative effects of ADHD medication on inhibition in children with comorbid AD should be considered. Show less
The current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis... Show moreThe current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children’s developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working memory assessment and was subsequently asked to solve figural analogies on each of several sessions. We examined children’s analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual–spatial working memory capacity and initial variability in strategy use on analogical reasoning development. Results indicated that children in both treatment groups improved but that gains were greater for those who had received training. Training also reduced the influence of children’s initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter- and intra-individual change in problem-solving processes. Show less
Van Ginkel, W.G.; Jahja, R.; Huijbregts, S.C.J.; Daly, A.; MacDonald, A.; De Laet, C.; ... ; Van Spronsen, F.J. 2016
Assessment procedures are frequent in children's school careers; however, measuring potential for learning has remained a puzzle. Dynamic testing is a method to assess cognitive potential that... Show moreAssessment procedures are frequent in children's school careers; however, measuring potential for learning has remained a puzzle. Dynamic testing is a method to assess cognitive potential that includes training in the assessment process. The goal of this thesis project was to develop a new dynamic test of analogical reasoning for school children. The main aims were to (1) investigate factors that influence children’s differences in performance and change during dynamic testing and (2) examine the predictive value of dynamic measures on children’s school performance. Children showed great variation in cognitive potential. Higher ability children generally required less training and showed greater transfer to other problem sets. Yet, lower ability children tended to improve more during dynamic testing. Performance change during testing appears to be a unique predictor of math and reading achievement, but was unrelated to working memory or cultural background, providing evidence that this may be a separate construct important in the assessment of cognitive potential – especially in culturally diverse schools. This performance change measure, often criticized within classical test theory, has demonstrated its worth when estimated using item response theory models and will hopefully find its place again among the valuable measurement outcomes of children’s potential for learning. Show less
Jolles, D.D.; Buchem, M.A. van; Rombouts, S.A.R.B.; Crone, E.A. 2012
It is well known that complex mental abilities develop at least until late adolescence. Yet, there are also skills that children master perfectly, sometimes even better than adults. The goal of... Show moreIt is well known that complex mental abilities develop at least until late adolescence. Yet, there are also skills that children master perfectly, sometimes even better than adults. The goal of this thesis was to learn more about the possibilities of cognitive functioning in children and young adults, and the constraints set by the developing brain. An fMRI training approach was used to examine age- and experience-related effects in the development of working memory and resting-state functional connectivity. More specifically, we studied age differences on task performance and brain activation during a working memory task with various demands and difficulty levels, both before and after 6 weeks of practice with the task. In addition, to learn more about the interaction between different brain regions, we also examined age differences and practice effects on functional connectivity during resting-state. Show less
The present thesis contains five experimental studies into the effects of stress on memory I healthy males. Hydrocortisone (and propranolol) administration or the induction of social stress are... Show moreThe present thesis contains five experimental studies into the effects of stress on memory I healthy males. Hydrocortisone (and propranolol) administration or the induction of social stress are used to heighten cortisol levels, and consequently to study its effects on working memory performance and memory retrieval. In addition, by using neutral and emotional distraction during working memory, effects of cortisol on emotional distraction were investigated, also with use of functional imaging. Overall, it was consistently found that high cortisol levels, by hydrocortisone administration or induced by stress, reduced the distraction by emotional irrelevant stimuli, hence improving working memory. The current findings might be relevant for patients suffering from posttraumatic stress disorder, who typically suffer from trauma-related intrusions. Show less
In this thesis, the effect of information-processing overload on working-memory dependent information processing was examined using dual-task paradigms. The experiments described strengthen the... Show moreIn this thesis, the effect of information-processing overload on working-memory dependent information processing was examined using dual-task paradigms. The experiments described strengthen the importance of a functional explanation for dual-task limitations. First, it showed evidence for a unified coding medium (as put forward in the theory of event coding; Hommel, Müsseler, Aschersleben, & Prinz, 2001) in which features, operations and responses are available and can influence each other. Additionally, it was shown that the response to the first of two stimuli is facilitated in case the processes are compatible. Furthermore, it showed that the psychological refractory period and the attentional blink share limitations with respect to a common resource that originates in working memory operation span and that the use of individual differences can aid in examining the relation between the psychological refractory period and the attentional blink. Additionally, it showed that it is plausible that visual-spatial attention, mental rotation and response selection share limitations with respect to a common resource. Finally, research in this thesis showed that processes that can facilitate a response can be simultaneously implemented but not simultaneously executed. Show less
