Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success…

We explored the multi-dimensionality of mathematics and working memory (WM) by examining the differential relationships between different areas of mathematics with visual, spatial, and verbal WM. Previous research proposed that visuospatial WM is a unique predictor of mathematics, but neuroimaging and cognitive research suggest divisions within…

Background: The consequences for children born with birth defects and developmental disabilities encompassed by foetal alcohol spectrum disorder (FASD) are profound, affecting all areas of social, behavioural and cognitive functioning. Given the strong evidence for a core deficit in executive functioning, underpinned by impaired self-regulation…

Schooling, socioeconomic status (SES), and genetics all impact intelligence. However, it is unclear to what extent their contributions are unique and if they interact. Here we used a multi-trait polygenic score for cognition (cogPGS) with a quasi-experimental regression discontinuity design to isolate how months of schooling relate to intelligence…

This article's authors describe both the advantages of a literacy-targeted introductory course and how it might be taught by employing evidence-based teaching practices developed by cognitive scientists to maximize learning. This pairing of literacy-focused content with evidence-based pedagogy is intended to enhance student learning while focusing…

Background: Learning to use software using screencast videos with worked examples in the corresponding practice files presents a classic split-attention problem that requires learners to mentally integrate information from the video with a target application. While there is evidence that splitting attention either temporally or spatially adversely…

The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children's learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers…

The study investigated the effect of task complexity (TC) on second language (L2) learners' affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th-grade English-as-a-foreign-language learners completed a working memory (WM) test, a scale…

Background: Rapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain-general and domain-specific abilities in predicting reading and arithmetic in Chinese…

Reading disabilities are the most common type of referral in schools. In non-RTI settings, evaluation of reading disabilities requires comprehensive individual evaluation of cognitive abilities and reading achievement (basic reading, reading fluency, and reading comprehension). The current study focuses on the measurement of reading comprehension…

This study investigates school-age children's arithmetic operations performance while solving larger-size problems which produces interferences in memory. Complex problems can trigger competing responses in working memory, which are irrelevant to a task goal and increase the likelihood of interference from previously learned problems (De Visscher…

The Wechsler Intelligence Scale for Children--Fifth Edition (WISC-V; Wechsler, 2014) provides a general intelligence score, representing "g," and five index scores, reflecting underlying broad factors. Within person differences between the overall performance across subtests and index scores, denoted as index difference scores, are often…

Cross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling…

Recent research has provided mixed evidence on the promise of classroom-based interventions for supporting young children's development of executive functions (EF). To advance intervention efforts, it is necessary to identify specific types of interactions that might support the development of EF in early childhood. Through a correlational design,…

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…