Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

The aim of the current research was to study cognitive and affective empathy in children aged 6–12 years old, and their associations with children’s family environment and social adjustment. For this purpose, we developed the Spanish version of the Basic Empathy Scale (BES), self- and parent-report forms. Factorial analyses confirmed a two-component model of empathy in both self- and parent-report forms. Concordance between parent–child measures of empathy was low for cognitive and affective factors. Analyses of variance on the cognitive and affective components brought a significant effect of age for self-reported cognitive empathy, with older children scoring higher than younger ones. Gender brought out a significant principal effect for self-reported affective empathy, with girls scoring higher than boys. No other main effects were found for age and gender for the rest of the factors analyzed. Children’s empathy was associated with socioeconomic status and other family socialization processes, as well as children’ social behaviors. Overall the new measures provided a coherent view of empathy in middle childhood and early adolescence when measured through self and parent reports, and illustrate the similarity of the validity of the BES in a European-Spanish culture.

Impulsivity is a core personality trait forming part of normal behavior and contributing to adaptive functioning. However, in typically developing children, altered patterns of impulsivity constitute a risk factor for the development of behavioral problems. Since both pathological and non-pathological states are commonly characterized by continuous transitions, we used a correlative approach to investigate the potential link between personality and brain dynamics. We related brain functional connectivity of typically developing children, measured with magnetic resonance imaging at rest, with their impulsivity scores obtained from a questionnaire completed by their parents. We first looked for areas within the default mode network (DMN) whose functional connectivity might be modulated by trait impulsivity. Then, we calculated the functional connectivity among these regions and the rest of the brain in order to assess if impulsivity trait altered their relationships. We found two DMN clusters located at the posterior cingulate cortex and the right angular gyrus which were negatively correlated with impulsivity scores. The whole-brain correlation analysis revealed the classic network of correlating and anti-correlating areas with respect to the DMN. The impulsivity trait modulated such pattern showing that the canonical anti-phasic relation between DMN and action-related network was reduced in high impulsive children. These results represent the first evidence that the impulsivity, measured as personality trait assessed through parents' report, exerts a modulatory influence over the functional connectivity of resting state brain networks in typically developing children. The present study goes further to connect developmental approaches, mainly based on data collected through the use of questionnaires, and behavioral neuroscience, interested in how differences in brain structure and functions reflect in differences in behavior.

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