Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7-8 years old), 150 Grade 6 (11-12 years old), and 150 Grade 10 (15-16 years old) children and adolescents were assessed on 11 different executive tasks representative of the three main executive functioning subcomponents (i.e., inhibition, cognitive flexibility, and working memory), fluid intelligence, processing speed, problem-solving, and reading comprehension. Three different executive functioning profiles of different patterns of interactions based on inhibition, cognitive flexibility, and working memory within and between grades were identified. Moreover, these profiles were differentially related to reading comprehension and mathematical achievement. Second, as expected, we did not find these profiles to be associated with sociodemographic variables such as chronological age or sex. Still, fluid intelligence and processing speed were differentially related to the different profiles at each grade. We also found that the executive functioning profiles interacted with each cognitive skill (i.e., fluid intelligence and processing speed) in predicting reading comprehension and math achievement. These findings provide valuable insights for developing preventive and intervention strategies in education.

Working Memory (WM) is a cognitive system whose crucial role is to temporarily hold and manipulate information. Early studies suggest that verbal WM is typically associated with left hemisphere (LH) brain regions, while the processing of visuospatial information in WM more specifically depends on the right hemisphere (RH). However, recent evidence suggests a more complex network involving both hemispheres\' prefrontal and posterior parietal cortices in these processes. Unfortunately, previous lesion studies often examined only one modality (either verbal, or visuospatial) or one hemisphere, which limits the possible conclusions regarding non-lateralized hemispheric involvement. Using connectome-based lesion-symptom mapping on a large sample of patients with left (LBD) and right (RBD) focal brain damage, we examined whether gray matter damage and white matter disconnections predict deficits of WM updating in an N-back task. Patients were examined with two WM tasks that differed regarding modality (verbal, spatial) and cognitive load (1-back, 2-back). Behavioral outcomes indicated that RBD patients showed significant deficits in WM updating, regardless of task modality or load. This observation was supported by whole-brain voxel-based analysis, revealing associations between WM deficits and gray matter clusters in the RH. Specifically, damage to the right lateral frontal cortex including the brain region homologous to Broca\'s area was associated with verbal WM deficits, while damage to the right inferior parietal lobe and posterior temporal cortex predicted spatial WM deficits. Additionally, white matter analyses identified severely impacted tracts in the RH, predicting deficits in both verbal and spatial WM. Our findings suggest that the mental manipulation of both verbal and visuospatial information in WM updating relies on the integrity of the RH, irrespective of the specific type of information held in mind.

The Cognitive Failures Questionnaire (CFQ) has been widely used as a measure of subjective cognitive function in everyday life for decades. However, the evidence on how it relates to objective performance on executive function tasks is mixed. One possible reason for these mixed results is that the CFQ has selective relationships with some aspects of executive function and not others. Here, therefore, we classified tasks according to an influential framework of executive functions-switching, updating, inhibition, and we also considered the Sustained Attention to Response Task (SART) as a category because it was custom designed to gauge cognitive failures. We synthesized a large body of available evidence and performed four Bayesian meta-analyses on the relationship between CFQ scores and objective performance on executive function tasks in these four categories. Results suggested that CFQ scores were associated with objective performance on SART (18 effect sizes, μ = -.19, BF10 = 18.03, i.e., 18.03 times more evidence of a relationship versus no relationship), updating working memory (49 effect sizes, μ = -.06, BF10 = 17.80), and inhibition tasks (41 effect sizes, μ = -.07, BF10 = 15.40), whereas there was not definitive evidence regarding switching (34 effect sizes, μ = -.06, BF10 = .50, i.e., two times greater evidence for no relationship). This suggests that subjective cognitive function can predict objective performance on at least some executive function tasks. We discuss methodological and theoretical factors that constrain the maximum observable correlation and consider the relative insights that subjective measures versus task performance provide.

Research on everyday executive functions in individuals with Down Syndrome (DS) has focused mostly on children and adolescents. The current study examined everyday executive functions in DS adults. 27 DS adults (aged 22.00 to 42.00 years) were tested using the Behaviour Rating Inventory of Executive Function-Adult Informant Version (BRIEF-A). Findings revealed that DS adults exhibited greater impairments in Global Executive Composite (GEC), Working Memory, Plan/Organise, Task-Monitor and the Metacognition Index (MI) relative to typically developing adults in the normative sample. Substantial variabilities were found in all everyday executive function abilities among DS adults. Findings highlight the importance of making comprehensive assessments of everyday executive functions in DS individuals in order to identify problem areas and plan individualised support programmes.

BACKGROUND: Although coffee consumption is widespread worldwide, a recent study showed that acute intake of caffeine negatively affects working memory (WM) performance on n-back tasks among habitual caffeine consumers. However, there is a scarcity of double-blind, placebo-controlled studies that assess the spatial WM (SWM) effects of caffeine using spatial span tasks. Therefore, the present study aimed examine the effects of acute caffeine administration (200 mg, PO) on SWM and verbal WM (VWM) among habitual caffeine consumers.
METHODS: The effects of caffeine on working memory (WM) was evaluated through the administration of backward digit span and spatial span tasks under a delay-dependent condition (0, 4, 8, and 6 s) in a randomized, double-blind, placebo-controlled study involving 18 healthy participants. This data is derived from our previous published study. The total scores obtained and the maximum scores achieved were the primary outcome variables of the study.
RESULTS: Caffeine had a significant impact on SWM (maximum obtained, p = 0.013; for total scored, p = 0.007) in a delay-independent manner. However, there were no significant main effects of caffeine on VWM (p = 0.82 for maximum obtained, p = 0.56 for total scored).
CONCLUSIONS: Overall, the present findings contradict the commonly held belief that caffeine improves cognitive performance and suggest that acute administration of caffeine may impair SWM in habitual coffee/tea drinkers.
BACKGROUND: CT-2018-CTN-02561 (Therapeutic Goods Administration Clinical Trial Registry) and ACTRN12618001292268 (The Australian New Zealand Clinical Trials Registry).

Working memory in attention deficit hyperactivity disorder (ADHD) is closely related to cortical functional network connectivity (CFNC), such as abnormal connections between the frontal, temporal, occipital cortices and with other brain regions. Low-intensity transcranial ultrasound stimulation (TUS) has the advantages of non-invasiveness, high spatial resolution, and high penetration depth and can improve ADHD memory behavior. However, how it modulates CFNC in ADHD and the CFNC mechanism that improves working memory behavior in ADHD remain unclear. In this study, we observed working memory impairment in ADHD rats, establishing a corresponding relationship between changes in CFNCs and the behavioral state during the working memory task. Specifically, we noted abnormalities in the information transmission and processing capabilities of CFNC in ADHD rats while performing working memory tasks. These abnormalities manifested in the network integration ability of specific areas, as well as the information flow and functional differentiation of CFNC. Furthermore, our findings indicate that TUS effectively enhances the working memory ability of ADHD rats by modulating information transmission, processing, and integration capabilities, along with adjusting the information flow and functional differentiation of CFNC. Additionally, we explain the CFNC mechanism through which TUS improves working memory in ADHD. In summary, these findings suggest that CFNCs are important in working memory behaviors in ADHD.

When studying the working memory (WM), the \'slot model\' and the \'resource model\' are two main theories used to describe how information retention occurs. The slot model shows that WM capacity consists of a certain number of predefined slots available for information storage. This theory explains that there is a binary condition during information recall in which information is either wholly maintained within a slot or forgotten. The resource model has a resolution-based approach, suggesting a continuous resource able to be distributed among a number of items in WM capacity. Recently hybrid models have been introduced, suggesting that WM may not strictly conform to only one model. Accordingly, to understand the relationship between two of the most widely used paradigms in WM evaluation, we implemented a correlational assessment in two different psychophysics tasks, an analog recall paradigm with sequential bar presentation and a delayed match-to-sample (DMS) task with checkerboard stimuli. Our study revealed significant correlations between WM performance in the DMS task and recall error, precision, and sources of errors in the sequential paradigm. Overall, the findings emphasize the importance of considering both tasks in understanding WM processes, as they shed light on the debate between the slot and resource models by revealing overlapping elements in both theories and the tasks used to evaluate WM capacity.

While numerous studies on verbal working memory have investigated the capacity of the phonological loop and the effectiveness of rehearsal as one core process for maintaining the memory trace, the reconstruction of the memory trace from long-term memory, called redintegration, has been studied less thoroughly. This holds particularly for the population of students with special educational learning needs and mild and borderline intellectual disabilities (MBID). In a previous study, we found a differential developmental relation between the effectiveness of redintegration and vocabulary size, counter-intuitively suggesting that students with MBID tend to show less effective redintegration with higher vocabulary size. However, differential item functioning (DIF) in the picture naming task may have biased the result. Therefore, the current study is a re-analysis of this interaction controlling for DIF in the vocabulary measure. To this end, the items of the picture naming task (k = 95) were analyzed through a Rasch model, and k = 29 biased items were excluded. The resulting corrected vocabulary score was used to predict the redintegration effectiveness, comparing students with and without MBID. The interaction remains significant, supporting the original finding that students with MBID have a differential developmental pattern and are less able to make adequate use of a growing vocabulary when reconstructing traces in their working memory. Implications of this result for the understanding of MBID and further research directions are discussed.

BACKGROUND: Working memory (WM) impairment is a common phenomenon after stroke; however, its management in rehabilitation is less researched. This systematic review and meta-analysis aimed to provide a quantitative synthesis of the impact of computerised cognitive training (CCT) and transcranial direct current stimulation (tDCS) on WM span in post-stroke individuals.
METHODS: The literature search in PubMed, Embase, Scopus, and Cochrane Library focused on randomized controlled trials testing the effect of CCT and tDCS on treated stroke patients as compared to untreated controls. Neuropsychological instruments such as Digit Span Forward/Backward and Visual Span Forward Tests defined the outcome of WM span. After extracting study characteristics and quality assessment using the Cochrane Risk of Bias Tool, we conducted a meta-analysis and meta-regression using standardised mean differences.
RESULTS: The search yielded 4142 articles, nine of which (N = 461) fulfilled the inclusion criteria. In the case of CCT, we found significant improvement in Digit Span Backward Test (Z = 2.65, P = 0.008; 95% CI [0.10, 0.67]) and Visual Span Forward Test performance (Z = 3.05, P = 0.002; 95% CI [0.15, 0.69]), while for tDCS, we could not find a sufficient number of studies for the analysis. Furthermore, no significant moderating factor was found in the meta-regression.
CONCLUSIONS: In conclusion, CCT appears to be a suitable choice to enhance WM span performance after stroke. However, further research is needed to investigate the effect of tDCS due to the limited number of studies.
BACKGROUND: The meta-analysis was conducted according to PRISMA (Preferred Reporting of Systematic Reviews and Meta-Analyses) standards with a PROSPERO registration protocol (ID: CRD42023387182).

This study analyzed differences in level of main executive function (EF) components (such as inhibition, working memory, and cognitive flexibility) among Russian and Japanese preschoolers. The study involved 102 children of 5-6.9 years old: 51 child from Russia and 51 child from Japan. Out of 102 children 48 were boys and 54 girls. It was found that the cognitive flexibility level in Russian children is higher and inhibition level is lower than in Japanese children. The results of the boys\' EF comparison showed that boys from Russia have lower cognitive and physical inhibition levels than boys from Japan. Also it was shown that cognitive flexibility in Russian girls is significantly higher and cognitive inhibition is lower than in Japanese girls. The results obtained are discussed from the point of view of possible cultural differences in the two countries studied, which are manifested in the expectations of adults from children.