Decline in working memory updating through ageing: intrusion error analyses

The present research examines the decline in working memory updating through age. Two experiments compared groups of participants in different age ranges (young-old, 55-65 years, old, 66-75 years and old-old, more than 75 years and, in Experiment 2 only, young, 20-30 years). Memory updating tasks were administered, which required participants to remember the smallest items in each list. To perform the task correctly, participants had to update information efficiently, reducing interference from items no longer relevant. Intrusion errors were computed and in the first experiment these were described as "intrusions of irrelevant items" (immediate exclusion) and "intrusions of once relevant items" (delayed exclusion). The oldest adults performed worse in memory updating and made a greater number of intrusion errors of once relevant information. In the second experiment results showed that increases in memory load (number of items that had to be remembered) and updating demand (number of potentially relevant items) impaired performance. The oldest adults had greater difficulty when the task demand was increased. Furthermore, they produced a higher number of intrusion errors, particularly when the updating demand was increased. It therefore appears that elderly people have specific difficulty in updating information in working memory by excluding irrelevant information.     

Modality-specific effects in inhibitory mechanisms: the interaction of peripheral and central components in working memory

Working memory is a complex system assumed to encompass both storage and processing components. At the same time, several authors have suggested the existence of separate peripheral modality-specific subsystems, in particular a verbal and a visuo-spatial mechanism. In the present research, we explored the hypothesis that modality-specific mechanisms may also operate in the central processing component. Inhibitory control has traditionally been considered as a typical function of the central executive, devoted to selecting, processing, and eliminating irrelevant information. We designed verbal and visuo-spatial tasks involving similar procedures and comparable levels of inhibitory control. Results indicate that accuracy profiles are similar in the two conditions; however, the patterns of data measuring inhibitory control, i.e., percentage of intrusion errors, are opposite in the case of verbal (intrusions decreased in more complex trials) and visuo-spatial (intrusions increased in more complex trials) material. These data are consistent with theoretical models of working memory suggesting that modality-specific effects emerge even in central processes and that both material-dependent and process-dependent features must be considered in working memory tasks.     

Binding and content updating in working memory tasks

Working memory updating can involve processing of either a specific memory content or a binding. So far, research has focused mainly on single contents as objects of updating, via recall accuracy measures. Here, we have addressed more direct measurement of the updating process (i.e., response times), assessing individually the role of single contents, as well as bindings. To this end, we compared two updating tasks from separate research traditions: a RT‐based computer task and a classical accuracy‐based task. The former consisted of trials where measures of content and binding updating were obtained, allowing a dissociation between these two components. The latter measured recall accuracy and intrusion rate for lists of words under different conditions of maintenance/inhibition. These results enable a better understanding of the updating process for the dual components of binding and content updating, and their potential role in an accuracy‐based task. An overlap between the underlying components of updating tasks was demonstrated, specifically between binding updating RT and intrusion rate. Notably, binding updating appears to be a more sensitive measure in explaining results in the classical updating task.     

Phonological sensitivity and memory in children with a foreign language learning difficulty

The phonological processing and memory skills of 12- and 13-year-old Italian children with difficulty in learning English as a foreign language (foreign language learning difficulty, FLLD) were examined and compared with those of a control group matched for age and nonverbal intelligence. Three experiments were conducted. A dissociation between verbal and visuo-spatial working memory was observed when compared to the control group; children with FLLD showed a poorer performance in a phonological working memory task but performed to a comparable level in a visuo-spatial working memory task (Experiment 1). In Experiment 2 the word length and the response modality of an auditory word span task were manipulated in order to examine the efficiency of the phonological loop and the relevance of the spoken output. The FLLD group did not show sensitivity to the word length effect and showed no advantage in the picture pointing recall condition. In Experiment 3 children with FLLD were shown to be sensitive to phonological similarity but again they showed neither a word length effect nor a slower articulation speed. Furthermore, in all three experiments children with FLLD were shown to be less efficient in phonological sensitivity tasks and this deficit appeared to be independent of the phonological memory problem. All three experiments consistently showed that children with FLLD have an impairment in phonological memory and phonological processing, which appear to be independent from one other but both contribute to the children's difficulty in learning a second language.     

Why do some students want to be actively involved as peer educators,while others do not? Findings from NoTrap! anti-bullying and anti-cyberbullying program

The present study aims to explore if students who voluntarily decide to become peer educators in an anti-bullying program differ from their classmates who don’t take on this role. 524 Italian students (age 13–18; males = 57%), completed self-report questionnaires at the pre-test measure of the NoTrap! anti-bullying program. In a following step, 118 of them voluntarily decided to become peer educators. Probit regression separate for gender, showed that male peer educators have a higher level of victimization, perceived support from friends and prosocial behaviour. On the other hand, female peer educators are characterized by a higher level of defending behaviours. These findings may guide further investigation about the role of peer educator in regards to bullying and cyberbullying prevention and intervention programs.     

Time and interference: Effects on working memory

This study tested predictions from the time‐based resource‐sharing (TBRS) model with a classical verbal working memory (WM) task, where target and non‐target information interfere strongly with each other. Different predictions can be formulated according to the dominant perspectives (TBRS and interference hypothesis) on the role of inhibitory control in WM task performance. Here, we aimed to trace the activation of irrelevant information, examining priming effects in a lexical decision task immediately following WM recall. Results indicate the roles of both time and interference constraints in determining task performance. In particular, the role of time available seemed crucial at the highest WM loads (i.e., 3 and 4 memoranda). These were also associated with a higher activation of no‐longer‐relevant information but, in this case, independently from time available for processing.     

Effects of semantic relationship and preactivation on memory updating

Cognitive Processing - Semantic relationship modulates working memory (WM) processes by promoting recall but impairing recognition. Updating is a core mechanism of WM responsible for its stability...     

Agentic and communal traits and health: adolescents with and without diabetes

The authors examined whether agentic and communal traits are associated with relationship and health outcomes among adolescents with and without diabetes. They interviewed 263 teens (average age 12; 132 Type 1 diabetes; 131 healthy) on an annual basis for 5 years. The authors measured agency, communion, unmitigated agency, and unmitigated communion as well as parent and peer relationship quality, psychological distress, and diabetes health. In concurrent and lagged multilevel models, unmitigated communion and unmitigated agency were associated with poor relationship outcomes and greater psychological distress for those with and without diabetes. In lagged analyses, unmitigated communion predicted deterioration in diabetes health. Communion and agency were associated with positive relationship and health outcomes, with the former being stronger than the latter. These results underscore the need to focus on unmitigated agency and unmitigated communion when studying the implications of personality for health during adolescence.     

Implications of Psychosocial Factors for Diabetes Outcomes among Children with Type 1 Diabetes: A Review

We adopt a risk and resistance framework to review the literature on the psychosocial factors that influence diabetes outcomes—specifically self‐care behavior (blood glucose monitoring, diet, exercise, insulin administration) and glycemic control. We examine both personal and social/environmental risk and resistance factors. We conclude by suggesting conceptual and methodological directions for future research. Conceptually, we suggest that researchers examine the synergy among variables that cut across domains, mechanisms linking psychosocial factors to diabetes outcomes, and the impact of goals on health. Methodologically, we suggest that researchers examine age, gender, and race as moderator variables; utilize momentary data collection technology; and employ more sophisticated longitudinal analyses.