Recreational cocaine polydrug use impairs cognitive flexibility but not working memory

Rationale: Chronic use of cocaine is associated with dysfunctions in frontal brain regions and dopamine D2 receptors, with poorer mental flexibility and a reduced ability to inhibit manual and attentional responses. Little is known, however, about cognitive impairments in the upcoming type of recreational cocaine polydrug user (1-4 g monthly consumption). Objective: We studied whether recreational cocaine polydrug users, who do not meet the criteria for abuse or dependence, showed impairments in working memory (WM) and cognitive flexibility. Methods: Controls and recreational cocaine polydrug users (who abstained from cocaine and other substances more than 1 week) were matched by sex, age, alcohol consumption, and IQ (Raven’s Standard Progressive Matrices). Groups were tested by using two cognitive tasks measuring cognitive flexibility and three tasks investigating the maintenance and monitoring of information in WM. Results: Recreational cocaine polydrug users performed significantly worse than controls on tasks tapping cognitive flexibility, but show comparable performance in the active maintenance and monitoring of information in WM. Conclusions: The findings suggest that recreational use of cocaine selectively impairs cognitive flexibility but not the maintenance of information in WM. The inability to adjust behavior rapidly and flexibly may have repercussions for daily life activities

Editorial: Executive Function and Education

status: publishe

The association between working memory, teacher-student relationship, and academic performance in primary school children

IntroductionEarly relationships with teachers play an important role in children’s development and significantly influence students’ cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children’s WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied.MethodsThe purpose of this study was to investigate the relationships between primary school children’s WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children’s academic performance.ResultsThe findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour.DiscussionThis study highlights that relationships between the teacher and students play an important role in supporting students’ cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children’s academic performance

School adaptation among immigrant youth from a Dutch integration program:The influence of acculturative stress and bicultural identity integration on academic motivation

Academic motivation represents a psychoeducational construct that is associated with the academic success of youth. For some immigrant youth, however, their academic motivation may be affected by the various challenges that they face during their settlement in a culturally diverse school that promotes different self-construal values and practices. The main goal of this study is to investigate the cultural match or mismatch between non-Western immigrant youth and the self-construal orientation typically promoted in Western schools, as well as how specific challenges associated with migration contribute to the development of different levels of academic motivation during their recent settlement. We hypothesize that non-Western immigrant youth experience cultural mismatch in a Western school, and that greater reports of migration challenges are associated with increases in levels of external motivation and decreases in levels of intrinsic motivation. To test these hypotheses, the present study was conducted among non-Western immigrant youth between 12 and 19 years old in their first year of attending a Dutch academic integration program in The Netherlands. Our findings highlight that non-Western immigrant youth are mismatched with the self-construal orientations typically promoted in Dutch schools, and that there is specificity in the way that migration challenges relate to different levels of academic motivation. These findings should be considered by Western educational stakeholders who aim to foster academic success for immigrant youth early on in their resettlement.</p

The Relationship Between Media Multitasking and Executive Function in Early Adolescents

Abstract The increasing prevalence of media multitasking among adolescents is concerning because it may be negatively related to goal-directed behavior. This study investigated the relationship between media multitasking and executive function in 523 early adolescents (aged 11-15; 48% girls). The three central components of executive functions (i.e., working memory, shifting, and inhibition) were measured using self-reports and standardized performance-based tasks (Digit Span, Eriksen Flankers task, Dots-Triangles task). Findings show that adolescents who media multitask more frequently reported having more problems in the three domains of executive function in their everyday lives. Media multitasking was not related to the performance on the Digit Span and Dots-Triangles task. Adolescents who media multitasked more frequently tended to be better in ignoring irrelevant distractions in the Eriksen Flankers task. Overall, results suggest that media multitasking is negatively related to executive function in everyday life