The relative role of executive control and personality traits in grit.

Although grit is predictive of wellbeing, educational achievement, and success in life, it has been conceptualized as largely distinct from cognitive ability. The present study investigated the link between grit and executive functions since regulation abilities might underlie the expression of grit. A hundred thirty-four people were administered personality questionnaires (grit, impulsiveness, and mindfulness) and four experimental tasks tapping into Miyake's and Braver's models of executive functioning (including measures of flexibility, inhibition, working memory, and control mode dimensions). Multivariate analyses showed that two composite scores (trait and executive functioning) were reliably predictive of grit, although it was the trait composite (characterized by low impulsivity and high mindfulness) that explained more variance. Importantly, gritty participants did not demonstrate enhanced executive functioning. Instead, they exhibited a different pattern of performance that might be reflecting a cautious profile of control, characterized by paying attention to all available information, less reliance on previous contextual cues but sensitive to conflicting information of the current context. These findings converge with Duckworth's idea that high grit people do not necessarily have a greater cognitive capacity. Rather, they use it in a different way.

Baseline capacities and motivation in executive control training of healthy older adults.

OBJECTIVES: Normal aging involves progressive prefrontal declines and impairments in executive control. This study aimed to examine the efficacy of an executive-control training focusing on working memory and inhibition, in healthy older adults, and to explore the role of individual differences in baseline capacities and motivation in explaining training gains. METHODS: Forty-four healthy older adults were randomly assigned to an experimental (training executive control) or active control group (training processing speed). Participants completed six online training sessions distributed across two weeks. Transfer effects to working memory (Operation Span test), response inhibition (Stop-Signal test), processing speed (Pattern Comparison) and reasoning (Raven's Advanced Progressive Matrices and Cattell Culture Fair test) were evaluated. Furthermore, we explored individual differences in baseline capacities and assessed motivation during and after the intervention. RESULTS: The experimental group, but not the active control, showed significant transfer to response inhibition. Moreover, a general compensation effect was found: older adults with lower baseline capacities achieved higher levels of training improvement. Motivation was not related to training performance. CONCLUSION: Our results encourage the use of executive control training to improve cognitive functions, reveal the importance of individual differences in training-related gains, and provide further support for cognitive plasticity during healthy aging.

Electrophysiological Prints of Grit.

While scientific interest in understanding the grit trait has grown exponentially in recent years, one important gap in the grit literature relates to its biological and neural substrate. In the present study, we adopted a hypotheses-driven approach in a large sample of young adults (N = 120) with diverse educational backgrounds and work experiences in order to investigate the electrophysiological correlates of grit both during rest and while performing a learning task. Additionally, we selected a measure of impulsiveness to better understand the neural similarities and differences between grit and related self-control constructs. Based on previous work that implicated the prefrontal cortex in grit, we hypothesized that high grit participants would have lower frontal theta/beta ratio (a broadly used index that reflects prefrontally-mediated top-down processes, which might indicate better control over subcortical information). Furthermore, we expected the perseverance of effort facet of grit to be linked to higher complexity during task engagement because previous research has shown complexity indexes (entropy and fractal dimension) to be linked to effort while performing cognitive tasks. Our results revealed that although there were no differences at rest as a function of grit, the participants with high grit and high consistency of interest scores exhibited lower frontal theta/beta ratios during the learning task. This pattern suggests that individual differences in grit might be more evident when top-down control processes are at work. Furthermore, there was a positive association between perseverance of effort and entropy at task, which might indicate more effort and engagement in the task. Finally, no association was found between the neural indexes (frontal theta/beta ratio, entropy, or fractal dimension) and impulsiveness, neither impulsiveness mediated between grit and brain measures. Finally, when controlling for impulsiveness and demographic variables (gender, age, education, and work experience) the effects at the facet level remained statistically significant. While there is still a long way to fully understand the neural mechanisms of grit, the present work constitutes a step toward unveiling the electrophysiological prints of grit.

The Influence of Cross-Linguistic Similarity and Language Background on Writing to Dictation.

This study used a word dictation task to examine the influence of a variety of factors on word writing production: cognate status (cognate vs. non-cognate words), orthographic (OS) and phonological similarity (PS) within the set of cognate words, and language learning background [late bilinguals (LBs) with academic literacy and formal instruction in English and Spanish, and heritage speakers (HSs) with academic literacy and formal instruction only in English]. Both accuracy and reaction times for the first key pressed by participants (indicating lexical access), and the time required to type the rest of the word after the first keypress (indicating sublexical processing) was assessed. The results revealed an effect of PS on the dictation task particularly for the first keypress. That is, cognates with high PS were processed faster than cognates with low PS. In contrast to reading studies in which PS only revealed a significant effect when the OS between languages was high (O+P+ vs. O+P-), in the dictation to writing task, the phonology had a more general effect across all conditions, regardless of the level of OS. On the other hand, OS tended to be more influential for typing the rest of the word. This pattern is interpreted as indicating the importance of phonology (and PS in cognates) for initial lexical retrieval when the input is aural. In addition, the role of OS and PS during co-activation was different between groups probably due to the participants' linguistic learning environment. Concretely, HSs were found to show relatively lower OS effects, which is attributed to the greater emphasis on spoken language in their Spanish language learning experiences, compared to the formal education received by the LBs. Thus, the study demonstrates that PS can influence lexical processing of cognates, as long as the task demands specifically require phonological processing, and that variations in language learning experiences also modulate lexical processing in bilinguals.

Dual mechanisms of cognitive control in mindful individuals.

Not much research has adopted a multicomponent approach to examine the relationship between mindfulness and cognitive control. Studies addressing this issue have produced mixed results that may be due to the incorporation of different questionnaires to assess mindfulness and to the assessment of different stages and types of mindfulness itself. In the present study, we aimed to investigate to which extent dispositional mindfulness relates to a dynamic use of control modes as understood from the dual mechanisms of control theory. Further, we aimed to test this hypothesis by including two different frequently used mindfulness questionnaires in order to explore their confluence. Hundred thirty young adults completed two well-established assessment tools of mindfulness (Mindful Attention Awareness Scale and Five Facets Mindfulness Questionnaire) and two well-validated experimental tasks measuring proactive/reactive control modes (AX-Continuous Performance Task and Cued Task-Switching Paradigm). The data analyses were performed considering the continuous values in multiple regression analyses, as it is thought to better capture individual differences. The results replicate the previous findings suggesting that mindful individuals tend to use proactive and reactive control in a balanced manner in comparison to low mindfulness individuals, who tend to rely more on proactive control. Moreover, mindful individuals showed greater flexibility when the two processing modes were available. Hence, the major effects were found by using the two questionnaires. Altogether our findings indicate that mindful individuals, who have been characterized by an enhanced focus on the present moment without judgment, are less attached to the previous contextual information, which allows them to exhibit a more flexible performance.

Cathodal transcranial direct current stimulation over the right dorsolateral prefrontal cortex cancels out the cost of selective retrieval on subsequent analogical reasoning.

Analogical reasoning involves mapping the relation between two concepts within a specific field into a new domain to selectively retrieve a possible solution. Neuroimaging studies have shown that both selective retrieval and reasoning by analogy are related to activity in prefrontal regions such as the dorsolateral prefrontal cortex (DLPFC). In the present study, we investigate the role of the right DLPFC in modulating memory accessibility and its impact on analogical reasoning by using transcranial direct current stimulation (tDCS). Participants performed a four-term reasoning task after performing repeated selective retrieval of previously presented items, some of which could be used as solutions in the analogical test. During selective retrieval, half of the participants received cathodal tDCS over the right DLPFC and the other half received sham stimulation. The results reveal that whereas the sham group showed the expected cost in performance that is associated with selective retrieval, the cathodal group did not exhibit such an impairment in reasoning. No general effects of tDCS on analogical performance were observed. Altogether, our results support the involvement of the right DLPFC as a core component of a control network that selectively contributes to the retrieval component of analogical reasoning, but with little role in mapping relations between different domains.

Structural alignment and its prosocial effects in first and second languages.

The present study examined structural alignment (prepositional object dative and double object dative) and its prosocial effects in Spanish-English bilinguals (English L2) and native English speakers (English L1). A scripted picture description paradigm in which a confederate and participant alternately described pictures was used. L1 and L2 speakers of English displayed comparable levels of structural alignment. In a second phase of the experiment we show that after being exposed to structural alignment by the confederate, L1 but not L2 participants displayed an increase in prosocial behavior as reflected by the time they were willing to help with an extra task. Possible explanations and implications are then discussed.

Event versus activity-based cues and motivation in school-related prospective memory tasks.

Prospective memory (PM), the ability to remember an intention in the future, is essential to children's everyday lives. We explored age differences (6- to 7- vs. 10- to 11-year-olds) in PM depending on the nature of the task and the children's motivation. Children performed event-based PM tasks (in which the cue was presented during the ongoing activity) and activity-based PM tasks (in which the cue consisted of finishing the ongoing activity). Additionally, the children were assigned to either a reward condition or a no-reward condition. The results showed better performance in event than in activity based tasks, with older children outperforming younger children in both. There was a marginal effect of reward for PM accuracy. These patterns suggest that the cue detection process and children's motivation play a role in PM performance during development.

Inhibitory control during selective retrieval may hinder subsequent analogical thinking.

Analogical reasoning is a complex cognitive activity that involves access and retrieval of pre-existing knowledge in order to find a suitable solution. Prior work has shown that analogical transfer and reasoning can be influenced by unconscious activation of relevant information. Based on this idea, we report two experiments that examine whether reduced access to relevant information in memory may further disrupt analogical reasoning unwittingly. In both experiments, we use an adaptation of the retrieval practice paradigm [1] to modulate memory accessibility of potential solutions to a subsequent set of analogy problems of the type 'A is to B as C is to ?'. Experiment 1 showed a retrieval-induced impairment in analogical problem solving. Experiment 2 replicated this finding and demonstrated that it cannot be due to the deliberative episodic retrieval of the solutions to the analogies. These findings, predictable from an inhibitory framework of memory control, provide a new focus for theories of analogical transfer and highlight the importance of unconscious memory processes that may modulate problem solving.

The Cost of Prospective Memory in Children: The Role of Cue Focality.

Prospective memory (PM) is an essential ability in daily life, since it involves remembering to perform an intention. While PM largely develops during childhood and adolescence, its underlying mechanisms are still poorly understood. In general, age differences in PM have been found with tasks in which the prospective cues are not part of the ongoing activity (non-focal PM tasks). In the present study, we evaluated the cognitive cost produced by a PM task over the ongoing activity by comparing the performance of a single-task condition with that of an ongoing activity condition involving a prospective intention. Specifically, to determine the impact of cue focality on performance as a function of age, we tested two groups of children (6 and 11 years old) in three experimental conditions: single, focal and non-focal prospective cues. In the single-task condition, children were only asked to perform the ongoing task (to categorize images as animal or non-animal). In the focal condition, in addition to performing the ongoing activity, participants were asked to press different keys whenever the image appearing on the screen was a kite or a ball. In the non-focal condition, children were to press the keys if the color of the frame of the screen changed to magenta or gray. Although reaction times were greater for the non-focal conditions in both age groups, the results showed worse performance on the ongoing activity for both the focal and the non-focal conditions (relative to the single-task condition) in the younger children. This difference was less pronounced in older children so that response times for focal and non-focal cues differed from the single condition, but the difference in performance between focal and single task conditions was not reliable. These findings, which are partly in line with the dual process framework (McDaniel et al., 2015), suggest that while non-focal prospective cues compromise attentional control in younger and older children, focal cues seem to rely on less effortful processes in older children.

Experience with code-switching modulates the use of grammatical gender during sentence processing.

Using code-switching as a tool to illustrate how language experience modulates comprehension, the visual world paradigm was employed to examine the extent to which gender-marked Spanish determiners facilitate upcoming target nouns in a group of Spanish-English bilingual code-switchers. The first experiment tested target Spanish nouns embedded in a carrier phrase (Experiment 1b) and included a control Spanish monolingual group (Experiment 1a). The second set of experiments included critical trials in which participants heard code-switches from Spanish determiners into English nouns (e.g., la house) either in a fixed carrier phrase (Experiment 2a) or in variable and complex sentences (Experiment 2b). Across the experiments, bilinguals revealed an asymmetric gender effect in processing, showing facilitation only for feminine target items. These results reflect the asymmetric use of gender in the production of code-switched speech. The extension of the asymmetric effect into Spanish (Experiment 1b) underscores the permeability between language modes in bilingual code-switchers.

Memory inhibition as a critical factor preventing creative problem solving.

The hypothesis that reduced accessibility to relevant information can negatively affect problem solving in a remote associate test (RAT) was tested by using, immediately before the RAT, a retrieval practice procedure to hinder access to target solutions. The results of 2 experiments clearly showed that, relative to baseline, target words that had been competitors during selective retrieval were much less likely to be provided as solutions in the RAT, demonstrating that performance in the problem-solving task was strongly influenced by the predetermined accessibility status of the solutions in memory. Importantly, this was so even when participants were unaware of the relationship between the memory and the problem-solving procedures in the experiments. This finding is consistent with an inhibitory account of retrieval-induced forgetting effects and, more generally, constitutes support for the idea that the activation status of mental representations originating in a given task (e.g., episodic memory) can unwittingly have significant consequences for a different, unrelated task (e.g., problem solving). (PsycINFO Database Record

Reading comprehension and immersion schooling: evidence from component skills.

The present research aims to assess literacy acquisition in children becoming bilingual via second language immersion in school. We adopt a cognitive components approach, assessing text-level reading comprehension, a complex literacy skill, as well as underlying cognitive and linguistic components in 144 children aged 7 to 14 (72 immersion bilinguals, 72 controls). Using principal component analysis, a nuanced pattern of results was observed: although emergent bilinguals lag behind their monolingual counterparts on measures of linguistic processing, they showed enhanced performance on a memory and reasoning component. For reading comprehension, no between-group differences were evident, suggesting that selective benefits compensate costs at the level of underlying cognitive components. Overall, the results seem to indicate that literacy skills may be modulated by emerging bilingualism even when no between-group differences are evident at the level of complex skill, and the detection of such differences may depend on the focus and selectivity of the task battery used.

Training on Working Memory and Inhibitory Control in Young Adults.

Different types of interventions have focused on trying to improve Executive Functions (EFs) due to their essential role in human cognition and behavior regulation. Although EFs are thought to be diverse, most training studies have targeted cognitive processes related to working memory (WM), and fewer have focused on training other control mechanisms, such as inhibitory control (IC). In the present study, we aimed to investigate the differential impact of training WM and IC as compared with control conditions performing non-executive control activities. Young adults were divided into two training (WM/IC) and two (active/passive) control conditions. Over six sessions, the training groups engaged in three different computer-based adaptive activities (WM or IC), whereas the active control group completed a program with low control-demanding activities that mainly involved processing speed. In addition, motivation and engagement were monitored through the training. The WM-training activities required maintenance, updating and memory search processes, while those from the IC group engaged response inhibition and interference control. All participants were pre- and post-tested in criterion tasks (n-back and Stroop), near transfer measures of WM (Operation Span) and IC (Stop-Signal). Non-trained far transfer outcome measures included an abstract reasoning test (Raven's Advanced Progressive Matrices) and a well-validated experimental task (AX-CPT) that provides indices of cognitive flexibility considering proactive/reactive control. Training results revealed that strongly motivated participants reached higher levels of training improvements. Regarding transfer effects, results showed specific patterns of near transfer effects depending on the type of training. Interestingly, it was only the IC training group that showed far transfer to reasoning. Finally, all trained participants showed a shift toward a more proactive mode of cognitive control, highlighting a general effect of training on cognitive flexibility. The present results reveal specific and general modulations of executive control mechanisms after brief training intervention targeting either WM or IC.

Age-related differences in working memory updating components.

The aim of this study was to investigate possible age-related changes throughout childhood and adolescence in different component processes of working memory updating (WMU): retrieval, transformation, and substitution. A set of numerical WMU tasks was administered to four age groups (8-, 11-, 14-, and 21-year-olds). To isolate the effect of each of the WMU components, participants performed different versions of a task that included different combinations of the WMU components. The results showed an expected overall decrease in response times and an increase in accuracy performance with age. Most important, specific age-related changes in the retrieval component were found, demonstrating that the effect of retrieval on accuracy was larger in children than in adolescents or young adults. These findings indicate that the availability of representations from outside the focus of attention may change with age. Thus, the retrieval component of updating could contribute to the age-related changes observed in the performance of many updating tasks.

Interference control commonalities in patients with schizophrenia, bipolar disorder, and borderline personality disorder.

BACKGROUND: Whereas deficits in executive functioning have been widely reported in schizophrenia and, somewhat less, in bipolar disorder, few studies have addressed this issue in people diagnosed with borderline personality disorder. Importantly, no studies to date have compared the ability to cope with interfering information in all three groups of patients. Impairment in executive control has been associated with reduced daily functioning. METHOD: The sample included 20 patients diagnosed with schizophrenia, 19 with bipolar disorder, 20 with borderline personality disorder, and 19 demographically matched healthy volunteers. Participants were administered two different experimental tasks to assess the ability to exert control over interference arisen from semantic memory or from distracting perceptual information. RESULTS: The three groups of patients showed similar impairment in solving interference from semantic memory compared to controls. However, no psychiatric group showed impairment in controlling interference from distracting perceptual information relative to controls. CONCLUSIONS: Our study shows, for the first time, that schizophrenia, bipolar disorder, and borderline personality disorder entail a common impairment in exerting control over interference arisen from memory but intact control over perceptual interference. These findings reinforce the idea that similar cognitive functioning may underlie severe mental disorders sharing poor global functioning but with different patterns of symptomatology.

Normative data on the n-back task for children and young adolescents.

The n-back task is a frequently used measure of working memory (WM) in cognitive neuroscience research contexts, and it has become widely adopted in other areas over the last decade. This study aimed to obtain normative data for the n-back task from a large sample of children and adolescents. To this end, a computerized verbal n-back task with three levels of WM load (1-back, 2-back, and 3-back) was administered to 3722 Spanish school children aged 7-13 years. Results showed an overall age-related increase in performance for the different levels of difficulty. This trend was less pronounced at 1-back than at 2-back when hits were considered. Gender differences were also observed, with girls outperforming boys although taking more time to respond. The theoretical implications of these results are discussed. Normative data stratified by age and gender for the three WM load levels are provided.

Low involvement of preexisting associations makes retrieval-induced forgetting long lasting.

Research has shown that selective retrieval of episodic memories usually leads to forgetting of related memories that compete for retrieval [a phenomenon known as retrieval-induced forgetting (RIF)]. However, there are conflicting data regarding the duration of this incidental kind of forgetting. While some studies have found that this forgetting effect disappears within 24 h after selective retrieval, others suggest that it may last for as long as at least a week. In two experiments, we explored whether discrepancies in the durability of RIF may be due to variations in the type of relationships (preexisting vs. novel) that are present between items associated with a given cue. We explored this issue by manipulating the degree of involvement of preexisting/novel associations among competing items as well as the delay between retrieval practice and test (immediate in Experiment 1 and 24-h delay test in Experiment 2). The results suggest that forgetting lasts longer when the degree of preexisting associations among targets and competitors is low.

Simultaneous interpretation selectively influences working memory and attentional networks.

Recent research has shown that becoming an expert in a certain domain may lead to a transfer of the acquired skills to other domains requiring similar abilities. Thus, the cognitive skills acquired by professional interpreters after intensive training may also transfer to other domains. Simultaneous interpreters are known to develop high working memory capacity (e.g., Christoffels, de Groot, & Kroll, 2006; Signorelli, Haarmann, & Obler, 2012). However, little is known about transfer of other processes such us updating and some aspects of attention also involved in interpretation. In Experiment 1, we found that interpreters outperformed a control group in updating skills, as measured through a dual version of the n-back task (Jaeggi et al., 2007). In Experiment 2, use of the ANTI-V allowed us to reveal that interpreting differentially modulates the interactions between attentional networks. Thus, we found no group differences in conflict resolution, but the interaction between the alertness and orienting networks differed between interpreters and non-interpreters. Taken together, these results suggest that experience in simultaneous interpreting transfers to other domains, but this transfer seems specific to the cognitive processes more closely involved in the interpreting tasks.

Bilingualism modulates dual mechanisms of cognitive control: Evidence from ERPs.

Recent behavioral findings with the AX-Continous Performance Task (AX-CPT; Morales et al., 2013) show that bilinguals only outperform monolinguals under conditions that require the highest adjustment between monitoring (proactive) and inhibitory (reactive) control, which supports the idea that bilingualism modulates the coordination of different control mechanisms. In an ERP experiment we aimed to further investigate the role that bilingualism plays in the dynamic combination of proactive and reactive control in the AX-CPT. Our results strongly indicate that bilingualism facilitates an effective adjustment between both components of cognitive control. First, we replicated previous behavioral results. Second, ERP components indicated that bilingualism influences the conflict monitoring, response inhibition and error monitoring components of control (as indexed by the N2 and P3a elicited by the probe and the error-related negativity following incorrect responses, respectively). Thus, bilinguals exerted higher reactive control than monolinguals but only when they needed to overcome the competing cue-information. These findings join others in suggesting that a better understanding of the cognitive benefits of bilingualism may require consideration of a multi-component perspective.