This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36–74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them.

This study analyses the role of social support in Internet use, focusing on when it leads to problematic or functional use in male and female adolescents. Three research hypotheses state: (1) when offline social support is low, online social support leads to a problematic Internet use; (2) when offline social support is high, online social support leads to a functional Internet use; (3) significant differences between male and female adolescents in both the online and offline dimensions considered. Results showed that the positive social interaction factor of online social support positively predicts problematic Internet use and that the latter is negatively affected by offline social support (affectionate dimension). Furthermore, online social support predicts functional Internet use (positive social interaction factor), while offline social support has no such effect. Finally, gender differences occur: males show higher problematic Internet use, and a higher number of friends and acquaintances than females, while females show higher online and offline social support than males. Implications of this research are particularly relevant for schools (e.g., teachers), families (parents, caregivers, etc.), and policy maker, so that they can support adolescents in the construction and development of offline friendly relationships and promote a functional use of the Internet for preventing its negative effects with active educational policies.

The structure of executive functions in preschoolers is controversial. Miyake and colleagues found that, in adults, inhibition, shifting, and updating are correlated but distinguishable processes; this finding was sometimes replicated with schoolchildren. Based on schoolchildren data, Im-Bolter, Johnson, and Pascual-Leone proposed a four-component model, with mental attentional capacity and inhibition as basic resources, and shifting and updating as executive processes that partly rely on those resources. Studies on preschoolers propose either a single factor or two factors. We tested 118 children (36 to 73 months old) using measures of mental attentional capacity (Mr. Cucumber, Direction Following Task, and Backward Word Span), inhibition (Bear/Dragon and Day-Night Stroop), shifting (Dimensional Change Card Sort) and updating (Magic House). Confirmatory factor analyzes showed that the best-fitting model comprises two highly correlated factors – one loading the mental attentional capacity measures, the other loading inhibition, shifting, and updating measures. Performance in inhibition, shifting, and updating tasks showed qualitative changes with increasing attentional capacity. In preschoolers, shifting and updating seem to emerge tied to inhibition – but only when sufficient capacity enables children to perform executive control tasks. This seems consistent with Im-Bolter’s et al.’s proposal of two basic resources.