Working memory training may help children with attention deficit hyperactivity disorder (ADHD), but robust evidence from systematic reviews is lacking. Children with poor Working memory ability struggle with academic and cognitive work compared to similar-aged peers without working memory deficits. Besides, working memory is correlated with inattention and disorganization in those with ADHD. The aim of this systematic review was to assess the effect of working memory training on symptoms and behaviors of children with ADHD. A search equation was proposed (ADHD OR attention deficit hyperactivity disorder AND working memory training), with twenty-four studies meeting the inclusion criteria in the Clarivate Analytics Web of Science Core Collection database. A bibliometric analysis was conducted to identify the importance of the research topic and a citation network was built to establish the lines of research. Finally, the citation network was exported to Gephi to visualize the research groups studying the topic. Findings suggest 3 lines of research: (a) Effects of working memory training on working memory, and academic performance in children with ADHD, (b) Effects of working memory training on executive functioning and child ADHD related symptoms, (c) Effects of working memory training on brain activity in child ADHD. Implications for clinical practice and school-based interventions are discussed

Anxiety affects men and women and have a negative impact on their lives. This paper presents two structural equation models (SEM) to evaluate the variables (physiological and cognitive), that most influenced the anxiety in men and women offenders of the law. Was used a representative sample of 60 offenders of the law (30 mens and 30 womens) of the Specialized Attention Center (SAC) “Carlos Lleras Restrepo” in Medellin, Colombia with diagnosis of Antisocial Personality Disorder (APD). The results of Bartlett's and KMO tests, indicated that the factorial analysis is adequate, all the constructs are statistically significant. The goodness-of-fit test indicated that the model fits well with the data. This paper concludes that, of the two constructs considered: physiological and cognition, in the men the construct that most influences the latent variable physiological are the “Palpitations or tachycardia”. The construct that most influences the latent variable cognitive is the “a feeling of instability”. In the women, the construct that most influences the latent variable physiological is the “dizziness or vertigo”. The construct that most influences the latent variable cognitive is “be afraid”.

The continuous growth of ICT in the last decade is transforming the traditional model of teaching and learning based on face-to-face master classes. Today there are virtual online educational platforms that allow students and teachers to interact virtually and use multimedia resources from any mobile device or computer with Internet access. The transition from presence to virtuality can generate resistance to change, this situation must be analyzed to take strategies that allow the effective implementation of virtual educational platforms by teachers and students. The aim of this paper was to identify the aspects that influence the use behavior of learning management systems (LMS), based on data from an online survey sent to 250 students of systems engineering. This research analyzes the impact of five constructs; platform operation, planning and scheduling, teaching program contents, methodology and competencies of teachers, communication and interaction and allocation and use of media resources with use behavior. This paper concludes that the platform operation, planning and scheduling, communication and interaction, the allocation and use of media resources are the constructs that more influence the use behavior of LMS regardless teaching program contents and competencies of teachers.

Antisocial personality disorder (ASPD) showed a broad executive function, as well as visual short-term, working memory (WM), and attention deficits. The inhibitory control and WM deficits may distinguish ASPD from other personality disorders. People with ASPD structure have deficiencies in the maturation of the prefrontal cortex which is evident in various neurocognitive problems, mainly in WM and social cognition (SC). In Colombia there is a high incidence of ASPD in young offenders, which makes the process of rehabilitation and resocialization more difficult. The aim of this paper was to develop a structural equation model (SEM) to identify the relationship between SC and intellectual quotient (IQ) in offenders with ASPD and make a comparative analysis by gender. A representative sample of 120 offenders was used (60 men and 60 women) of a Specialized Attention Center (SAC) in Medellin, Colombia. This paper concludes that there is a higher correlation between SC and IQ in women offenders with ASPD (σxy = 0.62) than in male offenders with ASPD (σxy = 0.54). Epidemiologists suggest that women have a high prevalence of depressive and anxiety disorders, which can be explained by internalized behavioral management. In general, men show a higher prevalence of disorders associated with impulse control through externalizing behavioral management. This shows that ASPD has been studied more in men and that ASPD profiles in women are lacking due to its low prevalence. Based on the results of the model developed, a neurocognitive profile of men and women with ASPD is presented.

Currently, most schools in the world use ICT, which is why students must make use of computers and mobile devices in and out of schools. Thanks to the use of technology, students are more interested and motivated to learn, considering that motivation is one of the main engines of learning, since it encourages activity and thought. On the other hand, motivation makes students spend more time working and therefore they are more likely to learn more. The aim of this paper was to present a clustering of European countries according to the number of desktop computers available to students in primary schools (ISCED 1), lower secondary schools (ISCED 2) and upper secondary schools (ISCED 3). Was used the database developed by the ES Open Data Portal for the year 2019 on "ICT in Education". For the classification were used the hierarchical clustering and K-means techniques and the statistical software Rcran 3.6.3. These techniques were used as they have the ability to group a large number of elements into clusters, based on the similarity learned. This paper concludes that the countries with the highest GDP are not the ones that have the most desktop computers in their schools. Bulgaria is the country with the major number of desktop computers in their schools.