Exercise seems a simple and widely practised behaviour that activates molecular and cellular signalling cascades involved in various central nervous system processes. Despite impressive results obtained in animal studies, fitness interventions have produced less reliable effects in humans, particularly in young adults. In the present study we tested the hypothesis that an individually adapted exercise training consisting of three running sessions of 30 minutes per week for 6 weeks, has the potential to improve visuospatial and verbal memory, concentration performance, and affect in young and healthy adults. Twenty-eight students participated and underwent a graded fitness test to assess individual fitness. The experimental group took part in an aerobic running programme, whereas the control group were asked not to vary their everyday activities. We found a significant increase in visuospatial memory performance and a significant increase in positive affect on a .05 alpha level of significance. However, we observed no effects of running training on concentration performance and verbal memory. We conclude that physical activity can possibly serve as a means to improve positively valenced aspects of affect and benefit visuospatial but not verbal memory in young adults.

Physical activity is not only beneficial to physical health but also to cognitive functions. In particular, executive functions that are closely related to learning achievement can be improved by acute and recurring physical activity. We examined the effects of a single 30‐min physical education program in contrast to a 5‐min movement break on working memory, cognitive flexibility, and inhibition of attention and behavioral tendencies of eighty‐one 13‐ to 14‐year‐old students in grade 7 in Germany. Results indicate that the maintenance of on‐task attention in the face of distraction was improved by an aerobic endurance exercise‐based physical education program but not by a short aerobic movement break. This suggests that the duration of a school sports program is decisive for improving students' executive attention.

Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing.

This crossover trial demonstrated positive short-term effects of breakfast on cognitive functioning and self-reported alertness in high school students.

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