Development of cardiorespiratory fitness standards for working memory using receiver operating curves in 15-year-old adolescents

Weber, Vinícius Müller Reis; Fernandes, Daniel Zanardini; Volpato, Leonardo Alex; Bueno, Maria Raquel de Oliveira; Romanzini, Marcelo; Castro‐Piñero, José; Ronque, Ênio Ricardo Vaz

doi:10.1186/s12887-021-02681-5

Cited by 3 publications

(7 citation statements)

References 42 publications

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“…This relates to previous findings on how gender can influence one's SDL efficacy: adolescent girls (compared to boys of the same age) in general have a greater willingness to put effort into learning (Schweder and Raufelder, 2019). Considering that developmental maturation of the cognitive control takes longer for boys (the impact of the testosterone on cortical advancement) compared to girls who are found to be less influenced by the cerebral structures changes in adolescence (Delevich et al, 2018;Weber et al, 2021). Female students aged 14-16 years have significantly higher SDL readiness (than the same age males), while for males, a level of SDL readiness similar to females is predicted from 21 years onwards (Reio and Davis, 2005).…”

Section: Discussionsupporting

confidence: 71%

“…In a review of recent research on the topic, Schweder and Raufelder (2019) have shown that multiple studies have found gender differences related to learning: adolescent girls (compared to boys of the same age) in general have greater willingness to put effort into learning, while boys evince fewer control strategies compared to girls. The latter is found to be related to the fact that, in terms of development, the maturation of the cognitive control advancement takes longer for boys than for girls (Weber et al, 2021). Girls are thought to suffer less from the influence on particular cerebral structure changes caused by the impact of testosterone on the cortical thickness and gray matter volume in the frontal lobes of the brain (Delevich et al, 2018).…”

Section: Self-directed Learning and Gender Differencesmentioning

confidence: 97%

“…At the same time, although boys tend to keep trying in the face of challenges (Liu, 2009), they evince fewer control functions than girls (Schweder and Raufelder, 2019). At the age of 15, girls, through the benefit of their more proper cortical thickness (compared to boys of the same age), have advantages in the brain regions that are responsible for the enhancement of working memory (Weber et al, 2021). Better working memory fosters more efficient joining of concepts (to solve problems) that may require combinations of different knowledge and strategies to be kept in mind, which is crucial in more complex tasks requiring the joining of several parts (Weber et al, 2021).…”

Section: Self-directed Learning and Gender Differencesmentioning

confidence: 99%

“…At the age of 15, girls, through the benefit of their more proper cortical thickness (compared to boys of the same age), have advantages in the brain regions that are responsible for the enhancement of working memory (Weber et al, 2021). Better working memory fosters more efficient joining of concepts (to solve problems) that may require combinations of different knowledge and strategies to be kept in mind, which is crucial in more complex tasks requiring the joining of several parts (Weber et al, 2021). Nevertheless, multicomponent tasks accompanying SDL can hamper executive control (Ecker et al, 2010), which, in turn, can restrict concentration on only relevant info-items in working memory to be processed and then saved as a bound-together subresult in one's long-term memory (Sweller et al, 1998).…”

Section: Self-directed Learning and Gender Differencesmentioning

confidence: 99%

“…Girls reflect and monitor their own learning progress more efficiently (Schweder and Raufelder (2019). At the age of 15 years, girls (compared to boys of the same age) gain the advantages in the brain regions that are responsible for the enhancement of the working memory, which fosters more efficient joining of concepts (to solve problems) and combining of different knowledge and strategies to be kept in mind (Weber et al, 2021). Compared to boys, girls are less influenced by the testosterone impact on the brain bio-structural changes (Delevich et al, 2018).…”

Section: Aims and Hypothesismentioning

confidence: 99%

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Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying

et al. 2021

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The use of self-directed learning (SDL) is an increasingly widespread trend in schools, although its core—the student’s attentional capability for multi-level processing—to construct relevant concepts and at the same time to keep in mind the needed sub-items, while also directing one’s own learning, has not been thoroughly investigated. We examined autonomous learning outdoors in small groups with 122 school students aged 14–16 years (the period that, through the developmental peculiarities of puberty, causes variety in cognitive skills). To detect whether individual characteristics reflect in students’ SDL progress, we measured participants’ pre-knowledge, their problem-solving strategies, and post-knowledge. We also asked about their prior SDL experience. The results showed 1) relations between one’s pre-and post-knowledge levels; 2) the impact of gender in the SDL efficacy; 3) the difficulty to memorize in the course of complex tasks while learning on one’s own. Our work gives insight into the SDL-specific heightened cognitive demand: school students’ cognitive obstacles in heavy load conditions and their prolonged maturation of executive functions—especially in adolescence as this age group passes its normal biological spurts of the human developmental path—which may differ individually.

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Section: Discussionsupporting

confidence: 71%

Section: Self-directed Learning and Gender Differencesmentioning

confidence: 97%

Section: Self-directed Learning and Gender Differencesmentioning

confidence: 99%

Section: Self-directed Learning and Gender Differencesmentioning

confidence: 99%

Section: Aims and Hypothesismentioning

confidence: 99%

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Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying

et al. 2021

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Effects of rope skipping exercise on working memory and cardiorespiratory fitness in children with attention deficit hyperactivity disorder

Huang,

Li,

et al. 2024

Front. Psychiatry

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IntroductionChildren with Attention Deficit Hyperactivity Disorder (ADHD) exhibit deficits in working memory (WM) and cardiorespiratory fitness (CRF), both of which are closely associated with the core symptoms of ADHD. This study aimed to investigate the effects of rope skipping exercise (RSE) on the WM and CRF of children with ADHD, to provide a theoretical foundation for the optimization of exercise intervention programs tailored to children with ADHD.MethodsThis study recruited 55 children (age range 6–12 years) and randomly assigned them into three groups: the ADHD with RSE (AWRSE, n=22, mean age: 10.18 ± 1.10 years), the ADHD with sports game (SG) (AWSG, n=16, mean age: 9.38 ± 0.96 years), and the typically developing (TD) control group (CG, n=17, mean age: 8.94 ± 0.56 years). The AWRSE underwent a RSE intervention, while the other two groups participated in SG. The exercise intervention lasted for 8 weeks, with sessions held twice a week for 60 minutes each, at a moderate-to-vigorous-intensity (64–95% HRmax). All children in each group underwent pre-test and post-test, including height, weight, BMI, n-back, and 20mSRT. One-way analysis of variance (Ony-way ANOVA) and paired sample t-test were used to analyze inter- and intra-group differences respectively.ResultsBefore the intervention, children with ADHD exhibited a significantly lower VO2max compared to the TD children (p<0.05), and there was no significant difference in the other indicators between the groups (p>0.05). After the intervention, no significant inter-group differences were found across all indices for the three groups of children (p > 0.05). The AWRSE had significant improvements in the accuracy of 1-back task, Pacer (laps), and VO2max (p<0.05), with the level of CRF approaching that of TD children. A significant decrease in response time for the 1-back task was observed in the CG.ConclusionAn 8-week RSE intervention is an effective therapeutic approach for children with ADHD, significantly enhancing their WM and CRF.

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Cognitive Skills in Adolescents’ Self-Directed Learning Efficacy

Uus¹,

Mettis²,

Väljataga³

2022

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Development of cardiorespiratory fitness standards for working memory using receiver operating curves in 15-year-old adolescents

Cited by 3 publications

References 42 publications

Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying

Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying

Effects of rope skipping exercise on working memory and cardiorespiratory fitness in children with attention deficit hyperactivity disorder

Cognitive Skills in Adolescents’ Self-Directed Learning Efficacy

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