Cognitive Accuracy and Intelligent Executive Function in the Brain and in Business

Bailey, Charles E.

doi:10.1196/annals.1412.011

Cited by 167 publications

(96 citation statements)

References 31 publications

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“…[53,54,55] and job success (e.g. [56]) and raise questions as to the role of executive functions deficiencies in the academic, social and emotional performance of this population.…”

Section: Discussionmentioning

confidence: 99%

Executive Functions, Time Organization and Quality of Life among Adults with Learning Disabilities

Sharfi

Rosenblum

2016

PLoS ONE

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PurposeThis study compared the executive functions, organization in time and perceived quality of life (QoL) of 55 adults with learning disabilities (LD) with those of 55 matched controls (mean age 30 years). Furthermore, relationships and predictive relationships between these variables among the group with LD were examined.MethodsAll participants completed the Behavioral Rating Inventory of Executive Functions (BRIEF-A), the Time Organization and Participation (TOPS, A-C) and the World Health Organization Quality of Life (WHOQOL) questionnaires. Chi-square tests, independent t-tests and MANOVA were used to examine group differences in each of the subscales scores and ratings of each instrument. Pearson correlations and regression predictive models were used to examine the relationships between the variables in the group with LD.ResultsAdults with LD had significantly poorer executive functions (BRIEF-A), deficient organization in time abilities (TOPS A-B), accompanied with negative emotional response (TOPS- C), and lower perceived QoL (physical, psychological, social and environmental) in comparison to adults without LD. Regression analysis revealed that Initiation (BRIEF-A) significantly predicted approximately 15% of the participants' organization in time abilities (TOPS A, B scores) beyond group membership. Furthermore, initiation, emotional control (BRIEF-A subscales) and emotional responses following unsuccessful organization of time (TOPS-C) together accounted for 39% of the variance of psychological QoL beyond the contribution of group membership.ConclusionsDeficits in initiation and emotional executive functions as well as organization in time abilities and emotional responses to impairments in organizing time affect the QoL of adults with LD and thus should be considered in further research as well as in clinical applications.

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“…[53,54,55] and job success (e.g. [56]) and raise questions as to the role of executive functions deficiencies in the academic, social and emotional performance of this population.…”

Section: Discussionmentioning

confidence: 99%

Executive Functions, Time Organization and Quality of Life among Adults with Learning Disabilities

Sharfi

Rosenblum

2016

PLoS ONE

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“…There is abundant evidence that EFs are crucial for success in getting and keeping a job as well as career advancement (Bailey, 2007; Leslie, 1995), making and keeping friends (Hughes & Dunn, 1998), marital harmony (Eakin et al, 2004), weight control (Crescioni et al, 2011), staying out of jail (Moffitt et al, 2011), and resisting substance abuse (Miller, Barnes, & Beaver, 2011). Adults with better EFs also report they are happier and have a better quality of life (Moffitt, 2012).…”

Section: Executive Functions Explainedmentioning

confidence: 99%

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Diamond

Ling

2016

Developmental Cognitive Neuroscience

790

683

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The ‘Executive Functions’ (EFs) of inhibitory control, working memory, and cognitive flexibility enable us to think before we act, resist temptations or habitual reactions, stay focused, mentally play with ideas, reason, problem-solve, flexibly adjust to changed demands or priorities, and see things from new and different perspectives. These skills are critical for success in all life’s aspects. They are sometimes more predictive than even IQ or socioeconomic status. Understandably, there is great interest in improving EFs. It’s now clear they can be improved at any age through training and practice, much as physical exercise hones physical fitness. It also appears though, despite claims to the contrary, that wide transfer does not seem to occur and aerobic exercise per se does little to improve EFs. Important questions remain including: Are benefits just ephemeral and superficial? How much can EFs be improved and how long can benefits be sustained? What are the best methods for improving EFs? What about an approach accounts for its success? Do the answers to any of these differ by individual characteristics such as age or gender? Since stress, sadness, loneliness, or poor health impair EFs, and the reverse enhances EFs, I predict that approaches that not only directly train EFs but also indirectly support EFs by addressing emotional, social, and physical needs will be the most successful at improving EFs.

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“…EFs are critical for success in school (Alloway & Alloway, 2010; Borella, Carretti, & Pelgrina, 2010; Duckworth & Seligman, 2005; Gathercole, Pickering, Knight, & Stegmann, 2004), on the job (Bailey, 2007), in friendships (Rotenberg, Michalik, Eisenberg, & Betts, 2008), and in marriage (Eakin et al, 2004); for mental and physical health (Baler & Volkow, 2006; Miller, Barnes, & Beaver, 2011); and for quality of life (J. C. Davis, Marra, Najafzadeh, & Lui-Ambrose, 2010). Improving EFs early in life is important because EF problems in early childhood predict EF problems years later (Friedman et al, 2007; Moffitt et al, 2011), and early EF deficits often do not disappear but can grow larger over time (O’Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003; Riggs, Blair, & Greenberg, 2003).…”

Section: First What Are Efs?mentioning

confidence: 99%

Activities and Programs That Improve Children’s Executive Functions

Diamond

2012

Curr Dir Psychol Sci

605

463

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Executive functions (EFs; e.g., reasoning, working memory, and self-control) can be improved. Good news indeed, since EFs are critical for school and job success and for mental and physical health. Various activities appear to improve children’s EFs. The best evidence exists for computer-based training, traditional martial arts, and two school curricula. Weaker evidence, though strong enough to pass peer review, exists for aerobics, yoga, mindfulness, and other school curricula. Here I address what can be learned from the research thus far, including that EFs need to be progressively challenged as children improve and that repeated practice is key. Children devote time and effort to activities they love; therefore, EF interventions might use children’s motivation to advantage. Focusing narrowly on EFs or aerobic activity alone appears not to be as efficacious in improving EFs as also addressing children’s emotional, social, and character development (as do martial arts, yoga, and curricula shown to improve EFs). Children with poorer EFs benefit more from training; hence, training might provide them an opportunity to “catch up” with their peers and not be left behind. Remaining questions include how long benefits of EF training last and who benefits most from which activities.

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Cognitive Accuracy and Intelligent Executive Function in the Brain and in Business

Cited by 167 publications

References 31 publications

Executive Functions, Time Organization and Quality of Life among Adults with Learning Disabilities

Executive Functions, Time Organization and Quality of Life among Adults with Learning Disabilities

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Activities and Programs That Improve Children’s Executive Functions

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