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Direct linkMartina Fontana; Sandra Pellizzoni; Maria Chiara Passolunghi – International Journal of Disability, Development and Education, 2025
Inhibition and Working Memory (WM) are crucial predictors of everyday life autonomies in people with Down Syndrome (DS). We aimed to investigate the possible relationship between different levels of autonomy, inhibitory sub-components and WM in people with DS. Twenty-two adolescents and adults with DS were enrolled in the study and were assessed…
Descriptors: Inhibition, Short Term Memory, Personal Autonomy, Down Syndrome
Ann Folker; Christina Bertrand; Yelim Hong; Laurence Steinberg; Natasha Duell; Lei Chang; Laura Di Giunta; Kenneth A. Dodge; Sevtap Gurdal; Daranee Junla; Jennifer E. Lansford; Paul Oburu; Concetta Pastorelli; Ann T. Skinner; Emma Sorbring; Marc H. Bornstein; Liliana Maria Uribe Tirado; Saengduean Yotanyamaneewong; Liane Peña Alampay; Suha M. Al-Hassan; Dario Bacchini; Kirby Deater-Deckard – Developmental Science, 2025
Executive functioning (EF) is an important developing self-regulatory process that has implications for academic, social, and emotional outcomes. Most work in EF has focused on childhood, and less has examined the development of EF throughout adolescence and into emerging adulthood. The present study assessed longitudinal trajectories of EF from…
Descriptors: Executive Function, Adolescents, Young Adults, Age Differences
Sara Cadavid; María Camila Cortés-Albornoz; Ana-María Gómez-Carvajal; Santiago David Mendoza-Ayús; Karlos Luna; María Daniela Olaya Galindo; Alberto Vélez-Van-Meerbeke; Claudia Talero-Gutiérrez – European Journal of Psychology of Education, 2025
It is critical to promote solid and long-lasting learning techniques in children and adolescents worldwide, including the most underprivileged ones, to improve various aspects of life. Consequentially, research should identify learning techniques that are beneficial for school-age children and that could be easy and inexpensive to apply in…
Descriptors: Teaching Methods, Classroom Techniques, Memory, Children
Stephanie Keesey-Phelan; Judah B. Axe; Philip N. Chase – Analysis of Verbal Behavior, 2025
Attending to and tacting stimuli in a situation may facilitate recall of that situation. To evaluate this, we showed varied slide decks of 25 black-and-white stick figures engaged in actions to four adolescents and one child with autism. Ten minutes later, we asked them to name the pictures they remembered. Using a multielement design, we compared…
Descriptors: Reinforcement, Recall (Psychology), Memory, Adolescents
Pathman, Thanujeni; Deker, Lina; Coughlin, Christine; Ghetti, Simona – Journal of Cognition and Development, 2022
Memory for the time associated with past events is critical for our understanding of episodic memory and its development. Relatively little is known about the factors that influence temporal memory development. One such factor examined in the literature is semantic knowledge for time (conventional time knowledge; CTK). Other possible factors…
Descriptors: Children, Adolescents, Time Perspective, Memory
Amrita Bains; Annaliese Barber; Tau Nell; Pablo Ripollés; Saloni Krishnan – Developmental Science, 2024
Relatively little work has focused on why we are motivated to learn words. In adults, recent experiments have shown that intrinsic reward signals accompany successful word learning from context. In addition, the experience of reward facilitated long-term memory for words. In adolescence, developmental changes are seen in reward and motivation…
Descriptors: Vocabulary Development, Children, Adolescents, Motivation
Hernández Finch, Maria E.; Trammell, Beth; Hulse, Asia R.; Finch, William H.; Wildrick, Aimee; Floyd, Elizabeth F.; Pittenger, Jenna; McIntosh, David E. – Psychology in the Schools, 2023
Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22…
Descriptors: Executive Function, Short Term Memory, Autism Spectrum Disorders, Adolescents
Christoph Bamberg; Sarah Weigelt; Klara Hagelweide – npj Science of Learning, 2025
Learning behavioural responses and adapting them based on feedback is crucial from a young age, continuing to develop into young adulthood. This study examines the development trajectory and contributing factors from childhood to adulthood using a reversal learning paradigm. We tested 202 participants aged 10 to 22 in an online study, where they…
Descriptors: Early Adolescents, Individual Development, Learning, Age Differences
Ambra Perugini; Pierre Fontanillas; Scott D Gordon; Simon E Fisher; Nicholas G Martin; Timothy C Bates; Michelle Luciano – Scientific Studies of Reading, 2024
Purpose: The aim of this study is to establish which specific cognitive abilities are phenotypically related to reading skill in adolescence and determine whether this phenotypic correlation is explained by polygenetic overlap. Method: In an Australian population sample of twins and non-twin siblings of European ancestry (734 [less than or equal…
Descriptors: Foreign Countries, Twins, Cognitive Ability, Reading Skills
Amanallah Soltani; Deborah J. Fidler; Lina Patel; Kellie Voth; Anna J. Esbensen – American Journal on Intellectual and Developmental Disabilities, 2025
This study explored how caregiver-reported executive functioning domains, assessed by the BRIEF2 at baseline, predicted behavioral challenges reported by caregivers using the CBCL six months later. The sample included 94 youth with Down syndrome, aged 6 to 18 years. Results of hierarchical regression analyses revealed that, after controlling for…
Descriptors: Youth, Children, Adolescents, Down Syndrome
Alberto Ruiz-Ariza; Sara Suárez-Manzano; Alberto Mezcua-Hidalgo; Emilio J. Martínez-López – Educational Studies, 2025
The aim was to determine the effect of an 8-week programme of active breaks on memory, attention-concentration, mathematical calculation, linguistic reasoning and creativity in adolescent students. One-hundred-sixty-two adolescents (12.27 ± 0.47 years; range = 12-13 years) participated in this study. The intervention was based on four daily active…
Descriptors: Cognitive Processes, School Schedules, Memory, Attention
Rebecca Treiman; Jacqueline Hulslander; Erik G. Willcutt; Bruce F. Pennington; Richard K. Olson – Reading and Writing: An Interdisciplinary Journal, 2025
The goal of the present study was to test theories about the extent to which individual differences in word reading align with those in spelling and the extent to which other cognitive and linguistic skills play different roles in word reading and spelling. Using data from 1,116 children ranging from 8 to 17 years, we modeled word reading and…
Descriptors: Reading Ability, Spelling, Individual Differences, Children
Elçin Babaoglu; Yalçin Kanbay; Aydan Akkurt Yalçintürk; Aysun Akçam – Journal of Adolescence, 2025
Objective: The aim of the study was to develop the "Digital Amnesia Scale Adolescent Form-DAADF" to determine digital amnesia in adolescents aged 12-18 years and to examine its psychometric characteristics. Methods: In the study, 625 adolescents between the ages of 12-18 who use digital devices such as…
Descriptors: Digital Literacy, Illiteracy, Memory, Knowledge Level
Carmen María Sepúlveda-Durán; Pilar Martín-Lobo; Sandra Santiago-Ramajo – British Journal of Music Education, 2024
The aim of this study was to analyse whether specialised musical training influences auditory discrimination, working memory, learning strategies and academic performance. Sixty students (30 with at least four years of musical training and 30 without) of the same socioeconomic level were compared. Significant differences were found between…
Descriptors: Adolescents, Students, Short Term Memory, Learning Strategies
Anquillare, Elizabeth; Selmeczy, Diana – Developmental Psychology, 2023
The ability to prioritize remembering explicitly valuable information is termed value-based remembering. Critically, the processes and contexts that support the development of value-based remembering are largely unknown. The present study examined the effects of feedback and metacognitive differences on value-based remembering in predominantly…
Descriptors: Children, Adolescents, Value Judgment, Memory
