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Executive Functions (Glissé (E) S) 2

The document discusses executive functions (EFs), which are top-down mental processes essential for concentration and attention, contrasting them with automatic or instinctual responses. It details three core EFs: inhibitory control, working memory, and cognitive flexibility, and explains their importance for mental health, academic success, and overall cognitive development. The text also outlines various psychological tasks used to assess these functions and highlights the significance of training to improve EFs.

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15 views1 page

Executive Functions (Glissé (E) S) 2

The document discusses executive functions (EFs), which are top-down mental processes essential for concentration and attention, contrasting them with automatic or instinctual responses. It details three core EFs: inhibitory control, working memory, and cognitive flexibility, and explains their importance for mental health, academic success, and overall cognitive development. The text also outlines various psychological tasks used to assess these functions and highlights the significance of training to improve EFs.

Uploaded by

alinetran.jj
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PS64CH06-Diamond ARI 12 November 2012 8:45

Contents Representative Psychological


INTRODUCTION. . . . . . . . . . . . . . 136 Tasks Used to Assess
INHIBITORY CONTROL . . . . . . 137 Cognitive Flexibility . . . . . . . . 149
Representative Psychological Development of Cognitive
Tasks Used to Assess Flexibility . . . . . . . . . . . . . . . . . . 151
Inhibitory Control . . . . . . . . . 139 A HIGHER-ORDER
Commonalities and Differences EXECUTIVE FUNCTION:
RELATIONAL
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Among Diverse Forms of


Inhibitory Control . . . . . . . . . 141 REASONING/LOGICAL
Development of Inhibitory REASONING/FLUID
Control . . . . . . . . . . . . . . . . . . . . 141 INTELLIGENCE . . . . . . . . . . . . 151
WORKING MEMORY . . . . . . . . . . 142 DIFFERENCES AND
Working Memory Versus SIMILARITIES BETWEEN
Short-Term Memory . . . . . . . 143 EXECUTIVE FUNCTIONS
Relations Between Working AND RELATED TERMS . . . . 152
Memory and Inhibitory IT IS NOT ALWAYS
Control . . . . . . . . . . . . . . . . . . . . 143 BENEFICIAL TO EXERT
Working Memory and EXECUTIVE FUNCTIONS
Selective, Focused OR TOP-DOWN
Attention . . . . . . . . . . . . . . . . . . 147 CONTROL . . . . . . . . . . . . . . . . . . 153
Representative Psychological CANARY IN THE COAL MINE:
Tasks Used to Assess EXECUTIVE FUNCTIONS
Working Memory . . . . . . . . . . 147 AS AN EARLY WARNING
Development of Working SYSTEM . . . . . . . . . . . . . . . . . . . . . 153
Memory . . . . . . . . . . . . . . . . . . . 148 TRAINING AND PRACTICE
COGNITIVE FLEXIBILITY . . . . 149 IMPROVE EXECUTIVE
FUNCTIONS . . . . . . . . . . . . . . . . 154

Executive functions INTRODUCTION three core EFs (e.g., Lehto et al. 2003, Miyake
(EFs): a collection of et al. 2000): inhibition [inhibitory control, in-
top-down control Executive functions (EFs; also called executive
cluding self-control (behavioral inhibition) and
processes used when control or cognitive control) refer to a family of
going on automatic or interference control (selective attention and
top-down mental processes needed when you
relying on instinct or cognitive inhibition)], working memory (WM),
have to concentrate and pay attention, when
intuition would be and cognitive flexibility (also called set shift-
going on automatic or relying on instinct or in-
ill-advised, insufficient, ing, mental flexibility, or mental set shifting and
or impossible tuition would be ill-advised, insufficient, or im-
closely linked to creativity). From these, higher-
possible (Burgess & Simons 2005, Espy 2004,
Inhibition (inhibitory order EFs are built such as reasoning, prob-
control): controlling Miller & Cohen 2001). Using EFs is effortful; it
lem solving, and planning (Collins & Koechlin
one’s attention, is easier to continue doing what you have been
behavior, thoughts, 2012, Lunt et al. 2012). EFs are skills essential
doing than to change, it is easier to give into
and/or emotions to for mental and physical health; success in school
temptation than to resist it, and it is easier to go
override a strong and in life; and cognitive, social, and psycholog-
on “automatic pilot” than to consider what to do
internal predisposition ical development (see Table 1).
or external lure next. There is general agreement that there are

136 Diamond

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