Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics

The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension (with some caveats) was predicted by verbal storage and reading was predicted by verbal and spatial storage. Counting was predicted by visual processing and storage, whilst mathematics was related to verbal and spatial storage. We argue that resources for tasks relying on external representations of stimuli related mainly to storage, and were largely verbal and spatial in nature. When a task required internal representation, there was a draw on visual processing and storage abilities. Findings suggest a possible meaningful separability of types of processing. Further investigation of this could lead to the development of an enhanced WM model, which might better inform interventions and reasonable adjustments for children who struggle with reading and mathematics due to WM deficits

Working memory and high-level cognition in children: An analysis of timing and accuracy in complex span tasks

This study examined working memory (WM) using complex span tasks (CSTs) to improve theoretical understanding of the relationship between WM and high-level cognition (HLC) in children. Ninety-two children aged between seven and eight years were tested on three computer-paced CSTs and measures of non-verbal reasoning, reading and mathematics. Processing times in the CSTs were restricted based on individually titrated processing speeds, and performance was compared to participant-led tasks with no time restrictions. Storage, processing accuracy, and both processing and recall times within the CSTs were used as performance indices to understand the effects of time restrictions at a granular level. Restricting processing times did not impair storage, challenging models that argue for a role of maintenance in WM. A task-switching account best explained the effect of time restrictions on performance indices and their inter-relationships. Principal component analysis showed that a single factor with all performance indices from just one CST (Counting span) was the best predictor of HLC. Storage in both the participant-led and computer-paced versions of this task explained unique and shared variance in HLC. However, the latter accounted for more variance in HLC when contributions from processing time were included in the model. Processing time in this condition also explained variance above and beyond storage. This suggests that faster processing is important to keep information active in WM; however, this is only evident when time restrictions are placed on the task and important when WM performance is applied in broader contexts that rely on this resource

Dynamic modulation of frontal theta power predicts cognitive ability in infancy

Cognitive ability is a key factor that contributes to individual differences in life trajectories. Identifying early neural indicators of later cognitive ability may enable us to better elucidate the mechanisms that shape individual differences, eventually aiding identification of infants with an elevated likelihood of less optimal outcomes. A previous study associated a measure of neural activity (theta EEG) recorded at 12-months with non-verbal cognitive ability at ages two, three and seven in individuals with older siblings with autism (Jones et al., 2020). In a pre-registered study (https://osf.io/v5xrw/), we replicate and extend this finding in a younger, low-risk infant sample. EEG was recorded during presentation of a non-social video to a cohort of 6-month-old infants and behavioural data was collected at 6- and 9-months-old. Initial analyses replicated the finding that frontal theta power increases over the course of video viewing, extending this to 6-month-olds. Further, individual differences in the magnitude of this change significantly predicted non-verbal cognitive ability measured at 9-months, but not early executive function. Theta change at 6-months-old may therefore be an early indicator of later cognitive ability. This could have important implications for identification of, and interventions for, children at risk of poor cognitive outcomes

Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?

The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, whilst generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words produced. Furthermore, performance of adults with dyslexia on non-verbal design fluency tasks has not been explored but would indicate whether deficits could be explained by executive control, rather than phonological processing, difficulties. Phonemic, semantic, and design fluency tasks were presented to adults with dyslexia and without dyslexia, using fine-grained performance measures and controlling for IQ. Hierarchical regressions indicated that dyslexia predicted lower phonemic fluency, but not semantic or design fluency. At the fine-grained level, dyslexia predicted a smaller number of switches between subcategories on phonemic fluency, whilst dyslexia did not predict the size of phonemically-related clusters of items. Overall, the results suggested that phonological processing problems were at the root of dyslexia-related fluency deficits; however, executive control difficulties could not be completely ruled out as an alternative explanation. Developments in research methodology, equating executive demands across fluency tasks, may resolve this issue

Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed

This article argues that individual differences in processing speed are important in the relationship between executive function (EF) and academic achievement in primary school children. It proposes that processing times within EF tasks can be used to predict academic attainment and aid in the development of intervention programmes

Maximal supergravity in D=10: forms, Borcherds algebras and superspace cohomology

We give a very simple derivation of the forms of $N=2,D=10$ supergravity from supersymmetry and SL(2,\bbR) (for IIB). Using superspace cohomology we show that, if the Bianchi identities for the physical fields are satisfied, the (consistent) Bianchi identities for all of the higher-rank forms must be identically satisfied, and that there are no possible gauge-trivial Bianchi identities ($dF=0$) except for exact eleven-forms. We also show that the degrees of the forms can be extended beyond the spacetime limit, and that the representations they fall into agree with those predicted from Borcherds algebras. In IIA there are even-rank RR forms, including a non-zero twelve-form, while in IIB there are non-trivial Bianchi identities for thirteen-forms even though these forms are identically zero in supergravity. It is speculated that these higher-rank forms could be non-zero when higher-order string corrections are included.Comment: 15 pages. Published version. Some clarification of the tex

D-brane anomaly inflow revisited

Axial and gravitational anomaly of field theories, when embedded in string theory, must be accompanied by canceling inflow. We give a self-contained overview for various world-volume theories, and clarify the role of smeared magnetic sources in I-brane/D-brane cases. The proper anomaly descent of the source, as demanded by regularity of RR field strengths H's, turns out to be an essential ingredient. We show how this allows correct inflow to be generated for all such theories, including self-dual cases, and also that the mechanism is now insensitive to the choice between the two related but inequivalent forms of D-brane Chern-Simons couplings. In particular, SO(6)_R axial anomaly of d=4 maximal SYM is canceled by the inflow onto D3-branes via the standard minimal coupling to C_4. We also propose how, for the anomaly cancelation, the four types of Orientifold planes should be coupled to the spacetime curvatures, of which conflicting claims existed previously.Comment: 41 pages, references updated; version to appear in JHE

A Terminal Velocity on the Landscape: Particle Production near Extra Species Loci in Higher Dimensions

We investigate particle production near extra species loci (ESL) in a higher dimensional field space and derive a speed limit in moduli space at weak coupling. This terminal velocity is set by the characteristic ESL-separation and the coupling of the extra degrees of freedom to the moduli, but it is independent of the moduli's potential if the dimensionality of the field space is considerably larger than the dimensionality of the loci, D >> d. Once the terminal velocity is approached, particles are produced at a plethora of nearby ESLs, preventing a further increase in speed via their backreaction. It is possible to drive inflation at the terminal velocity, providing a generalization of trapped inflation with attractive features: we find that more than sixty e-folds of inflation for sub-Planckian excursions in field space are possible if ESLs are ubiquitous, without fine tuning of initial conditions and less tuned potentials. We construct a simple, observationally viable model with a slightly red scalar power-spectrum and suppressed gravitational waves; we comment on the presence of additional observational signatures originating from IR-cascading and individual massive particles. We also show that moduli-trapping at an ESL is suppressed for D >> d, hindering dynamical selection of high-symmetry vacua on the landscape based on this mechanism.Comment: 46 pages, 6 figures. V3: typos corrected compared to JHEP version, conclusions unchange