Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

In the present experiment we used a version of the attention network test (ANT) similar to that of Callejas et al. (Exp Brain Res 167:27-37, 2005) to assess the Posner's attention networks (alerting, orienting and conflict), and their interactions. We observed shorter reaction times with alerting tone than with no alerting tone trials (the alerting effect); with cued than with uncued trials (the orienting effect); and with congruent than with incongruent trials (the conflict effect). These results replicate previous findings with the ANT. We also manipulated cue-target interval at five stimulus onset asynchrony (SOA) values (100, 300, 500, 800, and 1,200 ms) to trace the alerting network influence over the orienting network. The SOA manipulation showed that cuing effects peaked at 300 ms SOA irrespective of whether an alerting tone was present or not, and the alerting tone improved the cuing effect equally for 100-500 SOAs, but it did not at the longest 800-1,200 ms SOAs. These results suggest that alerting improves rather than accelerates orienting effects, a result that agrees with data from neuropsychological rehabilitation of parietal patients with spatial bias.

The concreteness effect in verbal short-term memory (STM) tasks is assumed to be a consequence of semantic encoding in STM, with immediate recall of concrete words benefiting from richer semantic representations. We used the concreteness effect to test the hypothesis that semantic encoding in standard verbal STM tasks is a consequence of controlled, attention-demanding mechanisms of strategic semantic retrieval and encoding. Experiment 1 analysed the effect of presentation rate, with slow presentations being assumed to benefit strategic, time-dependent semantic encoding. Experiments 2 and 3 provided a more direct test of the strategic hypothesis by introducing three different concurrent attention-demanding tasks. Although Experiment 1 showed a larger concreteness effect with slow presentations, the following two experiments yielded strong evidence against the strategic hypothesis. Limiting available attention resources by concurrent tasks reduced global memory performance, but the concreteness effect was equivalent to that found in control conditions. We conclude that semantic effects in STM result from automatic semantic encoding and provide tentative explanations for the interaction between the concreteness effect and the presentation rate.

It has been suggested that certain theoretically important anomalous results in the area of verbal short-term memory could be attributable to differences in strategy. However there are relatively few studies that investigate strategy directly. We describe four experiments, each involving the immediate serial recall of word sequences under baseline control conditions, or preceded by instruction to use a phonological or semantic strategy. Two experiments varied phonological similarity at a presentation rate of one item every 1 or 2 seconds. Both the control and the phonologically instructed group showed clear effects of similarity at both presentation rates, whereas these were largely absent under semantic encoding conditions. Two further experiments manipulated word length at the same two rates. The phonologically instructed groups showed clear effects at both rates, the control group showed a clear effect at the rapid rate which diminished with the slower presentation, while the semantically instructed group showed a relatively weak effect at the rate of one item per second, and a significant reverse effect with slower presentation. The latter finding is interpreted in terms of fortuitous differences in inter-item rated associability between the two otherwise matched word pools, reinforcing our conclusion that the semantically instructed group were indeed encoding semantically. Implications for controlling strategy by instruction are discussed.

Background: Mild cognitive impairment (MCI) is an intermediate state between normal aging and early dementia. Some MCI patients show white matter hyperintensities in magnetic resonance imaging, revealing subcortical vascular damage (SVD). This study aimed to evaluate potential attention deficits not previously described in these patients. Specifically, we evaluated attention network functioning in MCI on the basis of Posner’s cognitive neuroscience model, which considers attention as a set of networks: alerting, orienting and executive control. Methods: Three groups of participants were tested: 19 MCI patients with SVD (svMCI), 15 MCI patients free from SVD (nvMCI) and 19 healthy controls (HC). We used a task in which the three attention networks and their interactions can be assessed simultaneously, the Attention Network Test (ANT). Results: The svMCI group showed smaller orienting effect compared with the nvMCI and HC groups. In contrast to the HC and nvMCI groups, svMCI patients did not show improvement in the executive network from the valid visual cue. Conclusions: svMCI patients show a deficit in orienting attention networks. This deficit could be related to an effect of SVD on the cholinergic system because acetylcholine is implicated in the modulation of covert orienting responses of attention.