There is evidence that physical activity positively influences cognition and academic outcomes in childhood. This systematic review used a three-level meta-analytic approach, which handles nested effect sizes, to assess the impact of physical activity interventions. Ninety-two randomised control trials in typically developing children (5-12 years…

Objective: The current study examined the association between subjective and objective cognitive measures and alcohol use in college students. Objective cognitive impairment is associated with alcohol use, however subjective cognitive impairment remains understudied in at-risk populations. Participants: Data were collected from 140 undergraduate…

General cognitive and specific number abilities that underlay arithmetic performance have been heavily investigated among typically developing students; however, the inquiry has rarely been applied to students with mild intellectual disability (MID). We examined whether domain-general cognitive abilities (i.e. working memory, processing speed, and…

This scoping review examines the literature on infant and toddler giftedness from 1982 to 2024, exploring characteristics, early identifiers, and interactive strategies that support giftedness in infancy. The review highlights the complexity of defining and researching early giftedness, along with the influence of various paradigms and the…

Structural priming is the tendency to repeat syntactic structure across sentences and can be divided into short-term (prime to immediately following target) and long-term (across an experimental session) components. This study investigates how nondeclarative memory could support both the transient, short-term and the persistent, long-term…

The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only…

Implicit learning theories suggest that we update syntactic knowledge based on prior experience (e.g., Chang et al., 2006). To determine the limits of the extent to which implicit learning can influence syntactic processing, we investigated whether structural priming effects persist up to 1 month postexposure, and whether they persist less long in…

One of the most commonly cited theories in computing education research is cognitive load theory (CLT), which explains how learning is affected by the bottleneck of human working memory and how teaching may work around that limitation. The theory has evolved over a number of decades, addressing shortcomings in earlier versions; other issues remain…

Adversity-exposed youth tend to score lower on cognitive tests. However, the hidden talents approach proposes some abilities are enhanced by adversity, especially under ecologically relevant conditions. Two versions of an attention-shifting and working memory updating task--one abstract, one ecological--were administered to 618 youth (M[subscript…

Whereas accuracy is used as an indicator of cognitive flexibility in preschool-age children, reaction time (RT), or a combination of accuracy and RT, provide better indices of performance as children transition to school. Theoretical models and cross-sectional studies suggest that a speed-accuracy tradeoff may be operating across this transition,…

Executive function (EF) is an early cognitive skill that rapidly develops during the preschool years. One of the common EF issues in young children is inhibitory control. This study investigates the impact of music-movement activities on children's inhibitory control. We designed the music-movement training (MMT) program for preschoolers to…

Background: Children's numerical and arithmetic skills differ greatly already at an early age. Although research focusing on accounting for these large individual differences clearly demonstrates that mathematical performance draws upon several cognitive abilities, our knowledge concerning key abilities underlying mathematical skill development is…

Socioeconomic status (SES)-related language gaps are known to widen throughout the course of the school years; however, not all children from lower SES homes perform worse than their higher SES peers on measures of language. The current study uses mediation and moderated mediation to examine how cognitive and language abilities (vocabulary,…

Higher schooling attainment is associated with better cognitive function at older ages, but it remains unclear whether the relationship is causal. We estimate causal effects of schooling on performances on the Consortium to Establish a Registry for Alzheimer's Disease (CERAD) word-recall (memory) test at older ages in China, Ghana, India, Mexico,…

This study examines effects of memory load on the processing of scalar implicature via a dual-task paradigm using reading span and self-paced reading. Results indicate that participants showed online sensitivity to underinformative sentences (e.g., "Some birds have wings and beaks") at the end of the sentence. This online sensitivity…