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.

In recent decades, the utility of cognitive tele-assessment has increasingly been highlighted, both in adults and in children. The present study aimed to present TeleFE, a new tool for the tele-assessment of EF in children aged 6–13. TeleFE consists of a web platform including four tasks based on robust neuropsychological paradigms to evaluate inhibition, interference suppression, working memory, cognitive flexibility, and planning. It also includes questionnaires on EF for teachers and parents, to obtain information on the everyday functioning of the children. As TeleFE allows the assessment of EF both remotely and in-person, a comparison of the two modalities was conducted by administering TeleFE to 1288 Italian primary school children. A series of ANOVA was conducted, showing no significant effect of assessment modality (p > 0.05 for all the measures). In addition, significant differences by class emerged for all the measures (p < 0.001 for all the measures except p = 0.008 for planning). Finally, a significant sex effect emerged for inhibition (p < 0.001) and for the reaction times in both interference control (p = 0.013) and cognitive flexibility (p < 0.001), with boys showing a lower inhibition and faster reaction times. The implications of these results along with the indications for the choice of remote assessment are discussed.

Tobacco initiation often occurs early in life, yet evidence on school-based prevention for children remains fragmented. This systematic review and meta-analysis examined randomized controlled trials of school-based smoking prevention interventions initiated among children aged 6–12 years, evaluating smoking initiation and knowledge. PubMed/MEDLINE, PsycINFO, and Scopus were searched without date restrictions. The review followed PRISMA2020 and was registered (PROSPERO: CRD420251090900). Risk of bias was assessed using RoB2, and results were pooled with heterogeneity quantified using I². Thirty-two studies were included, predominantly involving children aged 10–12 years from different countries. Most studies reporting sex distribution included approximately 45–55% female participants. Seven studies contributed to the meta-analysis of smoking initiation. The pooled estimate indicated lower odds of smoking initiation among intervention participants (OR = 0.82, 95%CI = 0.70–0.94;p = 0.007; I²=30.96%). Knowledge outcomes were not meta-analysed due to heterogeneity, although interactive and skills-based programmes showed more consistent improvements than information-focused approaches. Overall, the findings suggest that school-based programmes initiated during childhood may modestly reduce smoking initiation, supporting the relevance of preventive efforts before smoking behaviours become established in adolescence.