The proliferation of digital gadgets and increased media consumption among adolescents has raised interest and concern regarding possible effects on cognitive functioning. Research investigating this relationship has yielded mixed results. This study aims to replicate the research conducted by Baumgartner et al. concerning the relationship between adolescent media multitasking and executive functioning on a sample of 296 Romanian early adolescents. The same methodology as the original study was followed and its findings were partially replicated. Mainly, results of regression analyses indicated that more media multitasking with media activities was related to more self-reported executive difficulties, but not with performance on three computerized executive functioning tasks. Media multitasking with non-media activities was unrelated to executive functioning. When comparing extreme groups, however, heavier media multitasking was associated with faster performance on the task-shifting and inhibition computerized tasks. Implications for cognitive development and research methodology are discussed.

Language learning in preschool children tends to be likened to school-like learning, using verbal explanations more than actions when new words are learned during storytelling. Based on previous results that showed that sensorimotor elements help language learning at this age this study aimed to investigate whether positive emotions also act like essential elements for language learning. Fifty-five 4 to 5 year olds listened to a modified version of the Town Musicians of Bremen story. There were four conditions: one that included emotions and sensorimotor elements during storytelling, one that had only emotions, one that had only sensorimotor elements, and one that had neither emotions nor sensorimotor elements. Results show no advantage of positive emotions by themselves, and a clear advantage of sensorimotor elements. Implications are discussed with regard to inducing emotions versus naturally arising emotional states, and also to the embodied learning perspective.

Humans are known to be able to solve problems creatively, but how exactly this occurs is still a matter of debate. Insight problem solving is one important way to study creativity in adults, but studies that use this method with preschool children are rare. In this paper, we present two studies: one in which the problem is solved with known objects (participants were preschool children aged 4 to 7 years) and one in which new objects were created (participants were children aged 5 to 6 years and adults). For both studies, results are discussed in relation to the various processes that can explain insight problem solving. We argue that the integration of these processes under the overarching variability-stability-flexibility pattern might be a better way to investigate insight and ultimately to understand innovation.