Working memory and its role in children’s scholastic attainment

Previous research has identified links between working memory and scholastic skills. This thesis reports five studies that investigated both the role of working memory in children's scholastic attainment and the resources that underlie working memory task performance. Study 1 demonstrated that both verbal and nonverbal working memory were important predictors of children's academic achievement at 11 and 14 years of age. Study 2 provided evidence for the utility of working memory as a predictor of later academic achievement. Study 3 demonstrated a distinction between the executive processes of inhibition and updating working memory, both of which were uniquely related to children'sscholastic attainment scores. Study 4 revealed that both speeds of processing and working memory span scores predicted unique variance in children's educational attainment. The relationships between speed and span in tasks varying in difficulty were also explored. Speed and span did not always conform to the same linear relationship. Study 5 explored a metric of cognitive cost suggesting that working memory task performance is determined by the difficulty of the retrievals required and the number of these retrievals divided by the time allowed to perform them. The results demonstrated that working memory task performance is constrained by temporal duration and the nature of processing activities. The results were discussed in terms of implications for models of working memory and implications for educational practice

An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents

This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11–16 (M age = 13.96, SD = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a questionnaire reporting student classroom behaviour. Interestingly, early adolescent boys’ (11–12 years) self-reported academic motivation was significantly more closely associated with reports of student classroom behaviour completed by teachers. However, a surprising result was the significant drop in girls’ adaptive motivation from early to mid-adolescence (13–14 years) and a significant increase in mid-adolescence (13–14 years). Furthermore, teachers reported a significant increase in negative classroom behaviour in mid-adolescent and late adolescent girls (15–16 years). The need to further understand the association between academic motivation and classroom behaviour at different stages in adolescence, and to design interventions to improve classroom behaviour, is deliberated

Gender differences in adolescents' academic motivation and classroom behaviour

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age = 14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour

Are forwards and backwards digit recall the same? A dual task study of digit recall

There is some debate surrounding the cognitive resources underlying backwards digit recall. Some researchers consider it to differ from forwards digit recall due to the involvement of executive control, while others suggest that backwards recall involves visuo-spatial resources. Five experiments therefore investigated the role of executive-attentional and visuo-spatial resources in both forwards and backwards digit recall. In the first, participants completed visuo-spatial 0-back and 2-back tasks during the encoding of information to be remembered. The concurrent tasks did not differentially disrupt performance on backwards digit recall relative to forwards digit recall. Experiment 2 shifted concurrent load to the recall phase instead, and in this case revealed a larger effect of both tasks on backwards recall relative to forwards recall, suggesting that backwards recall may draw on additional resources during the recall phase and that these resources are visuo-spatial in nature. Experiments 3 and 4 then further investigated the role of visual processes in forwards and backwards recall using dynamic visual noise (DVN). In Experiment 3 DVN was presented during encoding of information to be remembered, and had no effect upon performance. However, in Experiment 4 it was presented during the recall phase, and the results provided evidence of a role for visual imagery in backwards digit recall. These results were replicated in Experiment 5 in which the same list length was used for forwards and backwards recall tasks. The findings are discussed in terms of both theoretical and practical implications

Physiological correlates of performance in international-standard squash players

Tactical, technical and fitness factors are important for success in elite squash. While tactical and endurance fitness aspects have been explored, altered demands that have resulted from rule changes and absence of specific tests of high-intensity exercise capabilities have prevented identification of elements of fitness that correlate with performance in elite-standard players. Accordingly, the purpose of this study was to investigate relationships between test scores and player rank in such players. With institutional ethics approval, 31 players from the England Squash performance programme participated (11 women and 20 men, mean±SD body mass 62.4±5.5 kg and 73.1±7.5 kg respectively). After habituation, participants completed countermovement and drop-jump tests, squash-specific tests of change-of-direction speed and multiple-sprint ability and the multistage fitness test in one test session. Short recoveries were allowed between tests. World rank at the time of testing was obtained from the Professional Squash Association website. In men, change-of-direction speed (??=?0.59, p?=?0.02, n?=?14) multiple-sprint ability (??=?0.78, p<0.01, n?=?13) and fastest sprint from the multiple-sprint test (??=?0.86, p<0.01, n?=?13) correlated with world rank. In women, only fastest repetition from the multiple-sprint test correlated with world rank (??=?0.65, p?=?0.04, n?=?10). Measures of high-intensity exercise capability correlated with world rank in elite-standard men and women players. Endurance capability did not relate to rank in either the men or women. The results suggest that high-intensity, variable-direction exercise capabilities are important for success in elite squash

Exploring the relationship between early cognitive ability and age-60 sleep quality: The Newcastle Thousand Families Study birth cohort

\ua9 2024 The AuthorsObjectives: Poor sleep quality has been linked to adverse health outcomes. It is important to understand factors contributing to sleep quality. Previous research has suggested increased cognition and education duration have a protective effect on sleep quality in old age. This study aimed to assess the hypothesis that age-11 intelligence quotient and highest achieved education level are associated with subjective sleep quality at age 60. Methods: Participants are members of the Newcastle Thousand Families Study birth cohort, all born in 1947. Data included a calculated intelligence quotient score based on participant\u27s 11-plus exam results, highest achieved education level, social class at ages 25 and 50 and global Pittsburgh Sleep Quality Index (PSQI) at age 60. Multivariable regression analysis was used to investigate effect sizes of variables on global PSQI, which formed the basis of a path analysis model. Results: After excluding participants with incomplete data, and those who had been diagnosed with sleep apnea, 251 participants were included in the path analysis model. Education level was associated with global PSQI (R = − 0.653; 95% CI − 1.161, − 0.145; P = .012) but age-11 intelligence quotient was not. While a similar association was seen for women in the stratified analysis, no such associations were seen for men. Conclusions: The results of this study show an inverse relationship between education level, but not childhood intelligence quotient, and sleep quality in later life, in women only. Future research is needed to examine the mechanism underlying this relationship

Exploring the performance reserve: Effect of different magnitudes of power output deception on 4,000 m cycling time-trial performance

Purpose The aim of the present study was to investigate whether a magnitude of deception of 5% in power output would lead to a greater reduction in the amount of time taken for participants to complete a 4000 m cycling TT than a magnitude of deception of 2% in power output, which we have previously shown can lead to a small change in 4000 m cycling TT performance. Methods Ten trained male cyclists completed four, 4000 m cycling TTs. The first served as a habituation and the second as a baseline for future trials. During trials three and four participants raced against a pacer which was set, in a randomized order, at a mean power output equal to 2% (+2% TT) or 5% (+5% TT) higher than their baseline performance. However participants were misled into believing that the power output of the pacer was an accurate representation of their baseline performance on both occasions. Cardiorespiratory responses were recorded throughout each TT, and used to estimate energy contribution from aerobic and anaerobic metabolism. Results Participants were able to finish the +2% TT in a significantly shorter duration than at baseline (p = 0.01), with the difference in performance likely attributable to a greater anaerobic contribution to total power output (p = 0.06). There was no difference in performance between the +5% TT and +2% TT or baseline trials. Conclusions Results suggest that a performance reserve is conserved, involving anaerobic energy contribution, which can be utilised given a belief that the exercise will be sustainable however there is an upper limit to how much deception can be tolerated. These findings have implications for performance enhancement in athletes and for our understanding of the nature of fatigue during high-intensity exercise

Risk perception influences athletic pacing strategy.

PURPOSE: The objective of this study is to examine risk taking and risk perception associations with perceived exertion, pacing, and performance in athletes. METHODS: Two experiments were conducted in which risk perception was assessed using the domain-specific risk taking (DOSPERT) scale in 20 novice cyclists (experiment 1) and 32 experienced ultramarathon runners (experiment 2). In experiment 1, participants predicted their pace and then performed a 5-km maximum effort cycling time trial on a calibrated Kingcycle mounted bicycle. Split times and perceived exertion were recorded every kilometer. In experiment 2, each participant predicted their split times before running a 100-km ultramarathon. Split times and perceived exertion were recorded at seven checkpoints. In both experiments, higher and lower risk perception groups were created using median split of DOSPERT scores. RESULTS: In experiment 1, pace during the first kilometer was faster among lower risk perceivers compared with higher risk perceivers (t(18) = 2.0, P = 0.03) and faster among higher risk takers compared with lower risk takers (t(18) = 2.2, P = 0.02). Actual pace was slower than predicted pace during the first kilometer in both the higher risk perceivers (t(9) = -4.2, P = 0.001) and lower risk perceivers (t(9) = -1.8, P = 0.049). In experiment 2, pace during the first 36 km was faster among lower risk perceivers compared with higher risk perceivers (t(16) = 2.0, P = 0.03). Irrespective of risk perception group, actual pace was slower than predicted pace during the first 18 km (t(16) = 8.9, P < 0.001) and from 18 to 36 km (t(16) = 4.0, P < 0.001). In both experiments, there was no difference in performance between higher and lower risk perception groups. CONCLUSIONS: Initial pace is associated with an individual's perception of risk, with low perceptions of risk being associated with a faster starting pace. Large differences between predicted and actual pace suggest that the performance template lacks accuracy, perhaps indicating greater reliance on momentary pacing decisions rather than preplanned strategy.This is the author accepted manuscript. The final version is available from Wolters Kluwer via http://dx.doi.org/10.1249/MSS.000000000000050

The Development and Validation of a Mental Toughness Scale for Adolescents

The present study examined the validity of a newly developed instrument, the Mental Toughness Scale for Adolescents (MTS-A), which examines the attributes of challenge, commitment, confidence (abilities and interpersonal) and control (life and emotion). The six factor model was supporting using Exploratory Factor Analysis (EFA, n = 373) and Confirmatory Factor Analysis (CFA, n = 372). In addition, the mental toughness attributes correlated with adolescents’ academic motivation and engagement (n = 439), well-being (depression and anxiety) (n = 279) and test anxiety (n = 279), indicating relations with a number of affective, cognitive and behavioural dispositions, and demonstrating relevance in education and potentially mental health contexts