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Transcutaneous auricular vagus nerve stimulation (taVNS) is a noninvasive technique engaging vagal afferents that may enhance cognition, but results vary across domains and samples. Following PRISMA, seven databases (inception–October 2025) plus registries and gray literature were searched. Random-effects meta-analyses (REML; Hedges’ g) were complemented by Bayesian hierarchical models and sensitivity analyses. Fifty-three studies were included; 30 contributed quantitative data (>1,500 participants). taVNS was associated with improved cognitive performance overall (g = 0.41, 95% CI: 0.30–0.53; I2 = 51.4%). Effects were moderate for executive functions (g = 0.46, 95% CI: 0.27–0.65; I2 = 9.5%) and cognitive flexibility/learning (g = 0.53, 95% CI: 0.32–0.75; I2 = 52.9%), and small for working memory/attention (g = 0.19, 95% CI: 0.04–0.33; I2 = 14.9%). Social cognition/emotion regulation showed larger but imprecise effects (k = 3; g = 0.80, 95% CI: 0.07–1.52; I2 = 82.1%). Clinical samples benefited similarly (k = 7; g = 0.55, 95% CI: 0.31–0.79; I2 = 29.5%), with no difference from healthy cohorts (β = −0.001, p = .994). High-intensity protocols (>1.0 mA) yielded larger effects; mode, duration, and site were not moderators. Bayesian models supported effects (P [μ > 0] ≥ 0.93). taVNS is associated with statistically significant improvements in cognitive performance, strongest for executive control and adaptive learning. We propose a Vagal Neurocognitive Integration Model linking LC-NE arousal modulation to prefrontal control. Future diagnosis-specific, adequately powered trials with multimodal neuroimaging should refine mechanisms and dose–response.
Working memory (WM) deficits are frequently observed in patients with insomnia disorder (ID), but their neural basis is unclear. Glymphatic dysfunction and disrupted structural-functional coupling have been implicated, yet they have rarely been examined together, particularly in clinical populations.
Methods
We conducted a multimodal MRI study in 391 ID patients. Glymphatic function was estimated using the diffusion tensor image analysis along the perivascular space (DTI-ALPS). The SFC was derived by correlating structural connectivity and functional connectivity. WM was measured by the longest span on the digit span backward task. Partial correlations and mediation analyses were performed to examine associations among sleep quality (Pittsburgh Sleep Quality Index, PSQI), DTI-ALPS, SFC, and WM performance.
Results
DTI-ALPS was negatively correlated with PSQI (r = −0.17, p = 0.006), indicating reduced glymphatic clearance with poorer sleep quality. Global SFC was positively associated with DTI-ALPS (r = 0.32, pFDR < 0.001), but not with WM (r = 0.01, p = 0.84). At the network level, SFC within the subcortical network (Sub-SFC) correlated with both DTI-ALPS (r = 0.29, pFDR < 0.001) and WM performance (r = 0.28, pFDR < 0.001). Mediation analysis revealed that DTI-ALPS and Sub-SFC jointly mediated the association between PSQI and WM performance, with a significant indirect effect (indirect effect = −0.074).
Conclusions
This study provides novel evidence that impaired glymphatic clearance and reduced Sub-SFC form key neural pathways linking poor sleep quality to working-memory deficits in ID, and that DTI-ALPS and Sub-SFC may serve as useful biomarkers of cognitive vulnerability.
Screen-based reading has frequently been associated with lower comprehension than reading on paper, a phenomenon known as screen inferiority. Although cognitive capacity, linguistic knowledge, and digital usage vary across learners, it remains underexplored how individual-difference factors shape medium effects in second-language (L2) reading among adolescents. We investigated how reading on paper versus tablets affects L2 reading comprehension among 240 Korean eighth graders learning English and whether medium effects are moderated by working memory, L2 proficiency, and tablet experience. Participants completed comprehension tests under both conditions, along with a reading span task, a proficiency test, and a tablet-usage questionnaire. Results showed that participants performed worse on tablets than on paper; these gaps were larger among learners with higher spans and proficiency. In contrast, tablet experience did not interact with reading medium. These findings underscore the need for explicit instruction to support effective L2 reading on digital devices, even for high-performing learners.
Second language (L2) processing places substantial demands on working memory (WM). Because WM training programs are time-consuming and effortful, the present study examined whether transcranial direct current stimulation (tDCS) over the left dorsolateral prefrontal cortex (DLPFC), a region associated with WM, can facilitate L2 comprehension. Intermediate L2 learners of Spanish were randomly assigned to an active or sham group. Both groups completed pre- and posttests of listening and reading comprehension; between tests, the treatment group received two 20-minute sessions of 2.0 mA anodal tDCS over the left DLPFC, whereas the sham group received only brief stimulation. Results showed no improvement in reading comprehension, but the treatment group exhibited significant gains in listening comprehension from pre- to posttest and relative to the sham group. These findings suggest that anodal tDCS over the left DLPFC facilitates L2 listening comprehension under the present experimental conditions, offering a potential neuromodulatory aid for adult learners.
This chapter presents a thematic review of past interventions designed to address mathematics anxiety, identifying five key areas of focus: enhancing self-efficacy, implementing blended learning strategies, fostering growth mindsets, supporting working memory and attention, and promoting student-led education. These themes collectively establish a foundation for a forward-looking pedagogical framework. Drawing on students’ reflections about their prior learning experiences, the chapter offers qualitative insights into the emotional and cognitive dimensions of mathematics anxiety. It concludes by articulating the theoretical rationale for a pedagogical intervention underpinned by an innovative overarching theoretical framework ‒ informed by Symbolic Interactionism, a theory not previously applied to mathematics anxiety ‒ described in five subsequent chapters. This intervention responds to gaps in earlier approaches and contributes to the evolving discourse on effective strategies for moderating mathematics anxiety among non-specialist university students.
Working memory (WM), our ability to hold a small amount of information readily available for ongoing use, is crucial to language processing. This chapter examines verbal WM models/tests and then covers WM effects on bilingualism, noting mixed findings for L2 comprehension, production, vocabulary, grammar and morphosyntax. These inconclusive findings are due to: (a) WM tests (stronger effects in linguistic than nonlinguistic, oral than written, L1 than L2 tests); (b) cognitive load of the WM test and experimental task (stronger effects in more than less complex tasks); and (c) L2 experience (stronger WM effects in learners with lower than higher L2 proficiency and use). The following sections delve into bilingualism effects on WM, considering the debates on whether WM is trainable directly (practice) or indirectly (simultaneous interpreting) and whether bilinguals have greater WM than monolinguals; it shows nondetrimental effects of being bilingual on atypically developing populations with WM deficits. A final section proposes L2 instructional practices to increase attention to inflectional morphology and compensate for WM shortcomings. Finally, it considers how the field might evolve.
This chapter explores practical strategies for sparking students’ interest and curiosity in statistics as lectures and classes commence, and for sustaining their engagement throughout the learning journey. It focuses on the benefits of capturing attention at the outset, encouraging open discussions, and creating a supportive environment where students feel confident to ask questions and seek help. By setting the scene for active participation and fostering a sense of curiosity, the chapter demonstrates how inclusive and student-centred teaching can transform statistics into a subject that feels relevant, accessible, and even enjoyable. Student perspectives highlight what truly makes a difference in their learning experience.
Working memory deficits are common in mood disorders and severely affect everyday functioning. Serotonin (5-HT) signalling has been implicated in depression and is also involved in cognitive functioning. However, its relevance for working memory remains largely unexplored.
Aims
Using positron emission tomography (PET) brain imaging, we investigated the link between working memory and multiple 5-HT brain features in both healthy individuals and patients with mood disorders in a cross-sectional analysis of pooled data-sets.
Method
We used multiple linear regression to test the associations between working memory performance and 5-HT 1B receptor (5-HT1BR) (healthy controls: 28), 5-HT 2A receptor (5-HT2AR) (healthy controls: 116), 5-HT 4 receptor (5-HT4R) (healthy controls: 97, patients: 98) and 5-HT transporter (5-HTT) (healthy controls: 137, patients: 12) PET binding in the frontal cortex. The frontal cortex was chosen as region of interest as it is critical for working memory functions.
Results
There was no association between working memory and 5-HT1BR (p = 0.14), 5-HT2AR (p = 0.99) or 5-HTT (p = 0.80) frontal cortex binding in healthy controls. For the 5-HT4R, we observed a significant interaction effect of group status (p = 0.01), with patients showing a positive association (β = 6.51, p = 0.02) and healthy individuals showing no significant association (p = 0.16).
Conclusions
We found no evidence that key 5-HT receptor systems are associated with working memory performance in healthy individuals, but did observe a positive association for 5-HT4R in patients with mood disorder. We speculate that although 5-HT neurotransmission markers may map onto working memory performance in the healthy state, pathologically altered 5-HT signalling may contribute to working memory deficits in mood disorders, possibly through downstream signalling and/or interactions with other neurotransmitter systems.
This study investigates the role of working memory (WM) in the development of receptive and productive abilities in Spanish among intermediate second/additional language (L2/A) learners. Participants completed WM assessments and receptive and productive language tasks targeting grammatical gender agreement on articles and adjectives (receptive: acceptability judgment task [AJT]; productive: information gap activity). Results showed group-level improvement for productive performance, but substantial variability in growth for both receptive and productive performance. WM did not significantly predict growth in either ability, suggesting that WM may not strongly influence the development of gender agreement accuracy at this intermediate proficiency level. To extend the analysis beyond behavioral outcomes, an exploratory post hoc analysis examined associations between WM and neural responses during receptive processing. By examining parallel receptive and productive performance and integrating behavioral and neurocognitive approaches, this study highlights the value of interdisciplinary methods moving forward for understanding the role of WM in L2/A development.
The chapter addresses: 1. Building a Theory of Teaching with Instructional Video, 2. Generative Learning Theory. 3. Cognitive Theory of Multimedia Learning. 4. Cognitive- Affective Model of e-Learning
The languages individuals speak have been observed to influence how they perceive and interpret certain aspects of the world, but the conditions that give rise to these effects are not always clearly defined. One way to address the issue is to examine specific task contexts in which language is likely to modulate perception. Building on this, the aim of the present study was to investigate the role that native language (L1) plays in shaping motion processing in functional monolingual Turkish and English speakers (i.e., without intermediate or advanced proficiency in a second language) by using a supervised classification paradigm that involved sorting animated events based on either manner of motion or path. A total of 120 participants, including 60 native English speakers and 60 native Turkish speakers, were randomly assigned to one of the two conditions. The findings revealed a performance advantage for the English speakers in the manner-discrimination condition, in line with specific linguistic distinctions between the two languages. In contrast, overall performance was similar across the two groups when discrimination was based on path, a feature inherently expressed in both languages.
Working memory (WM) impairment is a core cognitive deficit in schizophrenia, associated with dysfunction of large-scale brain networks, particularly the triple-network system comprising the default mode, frontoparietal, and salience networks. Given the role of environmental risks like childhood trauma (CT) in cognitive deficits, we investigated whether trauma relates to altered triple-network flexibility and WM in schizophrenia.
Methods
We enrolled 190 patients with schizophrenia (SZ) and 117 healthy controls (HCs). Among them, 162 SZ and 99 HCs underwent n-back task-based functional magnetic resonance imaging. We computed temporal variability (TV) in the triple-network connectivity, defining ΔTV as the change between 0-back and 2-back conditions. Subgroup comparisons of ΔTV were conducted within each group based on trauma status. Associations of ΔTV with WM performance and clinical symptoms were examined in SZ, followed by mediation analyses testing whether ΔTV mediates the relationship between trauma and WM.
Results
Among HCs, individuals with childhood trauma showed reduced ΔTV across triple-network connections, whereas no such differences appeared in SZ. In SZ, greater ΔTV within the frontoparietal network (FPN) was correlated with lower positive symptom severity (r = −0.211, p-fdr = 0.046) and better n-back target accuracy (r = 0.303, p-fdr = 0.002). Furthermore, ΔTV within the FPN partially mediated the association between trauma and n-back accuracy.
Conclusions
Our findings highlight the central role of FPN flexibility in mediating childhood trauma’s effect on working memory in schizophrenia. This outlines a key pathway through which an early environmental risk (trauma) translates into cognitive and clinical manifestations in schizophrenia.
Understanding verbal irony involves detecting that the speaker’s intended meaning contrasts with the literal meaning. This is challenging for children as the underlying skills required to understand irony may not be fully developed. We investigated how 10-year-olds’ working memory, empathy skills, and gender were related to their processing and comprehension of written irony. Data from two previous eye-tracking experiments with 97 children (46 girls and 51 boys) were analysed. Results showed that children with stronger empathy skills had higher irony comprehension accuracy and were less likely to reread ironic phrases. Higher working memory was linked to faster processing of irony but did not lead to higher comprehension. Conversely, lower working memory was associated with more accurate irony comprehension. Child gender was not related to irony comprehension. These results imply that working memory and emotional perspective-taking are important for children’s irony comprehension, underscoring theories that take individual differences into account.
This chapter establishes the foundation for the book by challenging the traditional view of dyslexia as merely a reading disorder in childhood. It frames dyslexia as a persistent neurodevelopmental syndrome that affects working memory. Drawing on scientific evidence and decades of diagnostic experience, the authors argue for a shift from superficial behavioural definitions to a deeper understanding of dyslexia’s neurological basis. They critique circular definitions focused solely on reading difficulties and emphasise the importance of distinguishing between skills (learned behaviours) and abilities (underlying cognitive capacities). The chapter also critiques pseudoscience and postmodern trends that prioritise anecdotal or ’lived’ experiences over falsifiable, empirical research. It calls for better integration of findings across disciplines to improve support and interventions across the lifespan. By placing dyslexia within a broader cognitive and developmental framework, the authors aim to clarify its impact on life beyond education and propose working-memory inefficiency as a core deficit that explains both academic and functional challenges.
This chapter examines the various definitions and models used to conceptualise and diagnose dyslexia. The authors critique traditional approaches such as the discrepancy model and response to intervention (RTI), arguing that these methods are inadequate – particularly for adolescents and adults. Instead, they advocate for the profile of strengths and weaknesses (PSW) model, which accounts for underlying cognitive inefficiencies, such as working-memory deficits, to explain functional impairments in skills such as reading and writing. The chapter also explores the biological and neurological foundations of dyslexia, including genetic influences and structural brain differences, and challenges simplistic or euphemistic views such as ’neurodiversity’ that may obscure understanding. Emphasising a scientific, empirical lens, the authors reject models based purely on social narratives or lived experiences, advocating instead for the biopsychosocial model that integrates biological, psychological, and environmental factors. Dyslexia is positioned not merely as a reading issue but as a complex cognitive disorder with broad implications across the lifespan. The chapter closes by asserting the need for clear, evidence-based conceptual models to foster self-understanding, improve assessment, and guide effective intervention.
This chapter presents empirical data from over 1,400 adult diagnostic assessments conducted over a 10-year period. It demonstrates that dyslexia persists into adulthood and is characterised by persistent cognitive-processing weaknesses – most notably in working memory. The assessments were carried out using a structured protocol that includes cognitive tests (primarily the WAIS-IV), rapid-naming measures, and targeted literacy evaluations. The authors emphasise that diagnostic assessments should not merely assign labels but provide meaningful explanations that foster understanding and self-advocacy. They criticise checklist-style assessments and instead advocate for a parsimonious, individualised approach that respects the person’s reported challenges. Importantly, the data reveals consistent patterns: while many adults with dyslexia demonstrate strengths in verbal and non-verbal reasoning, they also show notable discrepancies in working memory and processing speed. These differences help to explain functional difficulties and inform targeted strategies. The chapter reinforces the importance of ipsative analysis – comparing a person’s abilities against themselves – to identify meaningful discrepancies and promote effective support. Overall, it positions cognitive testing as a crucial tool for not only diagnosis but also empowering individuals to understand and navigate their difficulties.
This chapter explores working memory as the central cognitive deficit associated with dyslexia, emphasising its critical role in learning, reasoning, and performance. Working memory is described as a limited-capacity system responsible for holding and manipulating information over short periods. The authors differentiate between components of working memory – such as auditory and visual memory – and demonstrate how deficits in these areas can affect tasks such as reading, writing, problem solving, and conversation. Drawing from psychological theory and empirical research, the chapter discusses how working-memory inefficiencies underlie many of the behaviours and skill deficits seen in people with dyslexia. Examples include difficulty following multi-step instructions, forgetting verbal information, and being unable to manage competing demands. The authors also highlight how limitations in working memory can result in performance inconsistencies, which are often reported by clients. Assessment using tools such as the WAIS-IV helps identify these weaknesses and guide support strategies. Ultimately, this chapter reinforces the view that dyslexia is best understood not solely through academic outcomes but through an understanding of the cognitive systems that support performance – particularly working memory.
Although there are several evidence-based treatments for post-traumatic stress disorder (PTSD), up to half of patients do not experience significant symptom relief. Executive functioning (EF) impairment is believed to impede PTSD recovery and diminish treatment response, but is not directly targeted by traditional treatments. Cognitive training for EF has emerged as a promising treatment alternative for PTSD, but may only benefit certain patients. The present study aimed to identify, validate, and characterize the subgroup of patients with PTSD who respond to an EF training program.
Methods
Veterans with PTSD (N = 79) completed neuropsychological tests and a working memory task during functional magnetic resonance imaging scanning, followed by 16 sessions of an EF training program (working memory training [WMT]). Growth mixture modeling identified subgroups based on session-by-session working memory changes. Mixed-effects models then evaluated differences in spatial working memory and PTSD symptom improvement among these subgroups. Finally, the subgroups were compared on baseline neuropsychological performance and neural activity.
Results
Three subgroups were extracted, with one subgroup (labeled low-WM/steep improvement subgroup) exhibiting steeper working memory improvement across training and greater spatial working memory and PTSD symptom improvement following training. The low-WM/steep improvement subgroup was uniquely characterized by a combination of lower EF task performance and lower working memory-related neural activity at baseline.
Conclusions
WMT may be a promising alternative PTSD treatment for Veterans with EF impairments. Patients likely to benefit from WMT could be identified using a combination of neuropsychological and neuroimaging assessments, but further research is needed to confirm these indicators.
The connection between working memory (WM) and the breadth of vocabulary knowledge (BVK) in foreign language young learners remains underexplored, particularly with respect to how these constructs co-develop across the primary school years. Although growth in WM has been linked to early gains in BVK, the directionality and temporal dynamics of their association are not well understood. Utilizing a cross-lagged panel design, this study tracked the development of WM and BVK in 158 young learners from grade 1 to grade 5. Results unveiled lagged associations between WM and BVK, suggesting that working memory serves as a valuable indicator for future BVK acquisition, while also indicating that accumulated BVK may, in turn, exert an influence on WM. These findings highlight a complex, bi-directional relationship between WM and BVK throughout primary school students’ formative years, in line with the transactional model.
Functional magnetic resonance imaging (fMRI) has revealed inconsistent neural activity patterns in major depressive disorder (MDD) across cognitive and affective domains, and this study used an activation likelihood estimation (ALE) meta-analysis to examine brain function abnormalities in working memory, reward processing, and emotion processing.
Methods
A systematic search was conducted in PubMed, Embase, Web of Science, ScienceDirect, and CNKI for fMRI studies comparing MDD patients with healthy controls (HCs), including data up to 3 December 2024. ALE meta-analysis was performed to examine activation patterns. Jackknife sensitivity analysis, risk of bias, and Newcastle–Ottawa scale were used to assess robustness and publication bias. Meta-regression analyses were conducted to explore the impact of covariates on the results.
Results
Sixty-nine studies (2,073 MDD individuals and 2,009 HCs) were included. MDD individuals showed hyperactivation in the bilateral parahippocampal gyrus, subcallosal gyrus, lentiform nucleus, left claustrum, insula, and anterior cingulate cortex, alongside hypoactivation in the right lentiform nucleus, parahippocampal gyrus, fusiform gyrus, and other regions. Domain-specific analyses revealed working memory-related hyperactivation in the right middle and superior frontal gyrus, reward-related hyperactivation in the bilateral lentiform nucleus, right claustrum, and left caudate, and emotion-related hyperactivation in the bilateral parahippocampal gyrus, bilateral lentiform nucleus, right subcallosal gyrus, right anterior cingulate cortex, and left claustrum. Jackknife sensitivity analysis confirmed robustness, with no significant publication bias or covariate impact.
Conclusions
Aberrant activation in the lentiform and caudate nuclei across reward and emotion tasks suggests striatal dysfunction plays a key role in emotion-motivation interplay, highlighting the striatum as a potential target for future therapies.