Executive function: Reflection, iterative reprocessing, complexity, and the developing brain

Zelazo, Philip David

doi:10.1016/j.dr.2015.07.001

Cited by 366 publications

(333 citation statements)

References 72 publications

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“…On the Metacognition Index, the adults with dyslexia rated themselves as significantly more prone to problems with working memory, as having more problems managing current and future task demands, and having greater difficulty keeping track of successes and failures in problem solving. As expected, whilst everyday difficulties with EF were perceived as world problems (e.g., Zelazo, 2015). The Metacognition Index has been associated with "cool"…”

Section: Discussionmentioning

confidence: 72%

“…Whilst there is less evidence related to improving WM and other EFs in early adulthood (see Diamond, 2013, for a review), some of the EF training methods which have been used (such as video game training; e.g., Dahlin, Nyberg, Burkard et al (2014). The beneficial role of reflection and the use of rules in improving EFs have been highlighted by Zelazo (2015). He has argued for the involvement of verbal processes in self-regulation and maintaining task information in memory; given the phonological problems associated with dyslexia (e.g., Vellutino et al, 2004), these processes may be underused or underdeveloped in dyslexia.…”

Section: Discussionmentioning

confidence: 99%

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Executive functions in adults with developmental dyslexia

Smith‐Spark

Henry

Messer

et al. 2016

Research in Developmental Disabilities

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Section: Discussionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Executive functions in adults with developmental dyslexia

Smith‐Spark

Henry

Messer

et al. 2016

Research in Developmental Disabilities

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“…For example, not only do EF tasks that require verbal comprehension carry the risk of toddlers misunderstanding the task requirements, but by taxing their verbal comprehension researchers place an additional cognitive load on the child, which may influence performance (Hughes & Graham, 2002). Furthermore, internally-generated language appears itself to play a role in EF, both as a means of regulation and through strengthening representations in working memory, meaning that language skills may influence performance even when instructions are entirely non-verbal (Barkley, 1997;Miller & Marcovitch, 2011;Zelazo, 2015). In the interests of generalisability, where possible this review focuses on evidence from studies of typically-developing populations, and unless stated otherwise it should be assumed that the participants in the studies described were typically developing.…”

Section: Measuring Emergent Efmentioning

confidence: 99%

Executive function in the first three years of life: Precursors, predictors and patterns

Hendry

Jones

Charman

2016

Developmental Review

201

177

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Executive function (EF) underpins the ability to set goals and work towards those goals by co-ordinating thought and action. Its emergence during the first 3 years of life is understudied, largely due to the limitations that early social, motor and language skills place on performance on traditional EF tasks. Nevertheless, across the fields of cognitive psychology, neuroscience, social development and temperament research, evidence is amassing of meaningful precursors and predictors of EF. This review draws together the evidence, highlighting methodological considerations and areas of theoretical debate, and identifies 4 domains critical to the development of EF: control of attention, self-regulation, processing speed and cognitive flexibility. Individual differences within these domains have clinical significance both in terms of the identification of risk markers for later executive dysfunction and for the target or delivery of early intervention to ameliorate this risk. By the end of the third year, typically-developing infants are able to selectively employ impulse control and cognitive flexibility to achieve goal-directed responses to novel situations. KeywordsExecutive function, cognitive development, infancy, regulation, attention, effortful control EXECUTIVE FUNCTION IN THE FIRST 3 YEARS OF LIFE 3 What is Executive Function and Why is it Important?Executive function (EF) can be described as the cognitive toolkit of success. It underpins the ability to set goals and work towards those goals by co-ordinating thought and action, particularly in new situations. The precise nature of the 'tools' in the 'kit' is a matter of considerable debate, but they are largely considered to be higher-order self-regulatory processes, including the control of attention and motor responses, resistance to interference, and delay of gratification (Carlson, Mandell & Williams, 2004;Diamond, 2013;Jurado & Rosselli, 2007), or, as Barkley puts it "those self-directed actions needed to choose goals and to create, enact, and sustain actions toward those goals" (Barkley, 2012, p. 60).From its emergence in very early childhood through to its decline in late adulthood, EF supports and constrains an individual's ability to learn and thrive across their lifespan (Diamond, 2013). Not only does early EF have strong links to children's later social and academic functioning (Blair & Peters Razza, 2007; Eisenberg et al., 2009) but difficulties with some EFs are implicated in a range of disorders including Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) (Barkley, 1997;Ozonoff, Pennington & Rogers, 1991;Rommelse, Geurts, Franke, Buitelaar & Hartman, 2011). However, currently executive dysfunction is primarily detected during a child's school years. By developing our understanding of the developmental pathway(s) involved in EF we may be able to monitor and intervene in cases where emergent EF is delayed or disrupted, whilst the brain is most responsive to treatment (Johnson, 2012;Wass, 2015). Goals and ...

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“…For example, reflective reprocessing of information and re-appraising of prior knowledge and experience is thought to be necessary for the development of executive functions and to reduce cognitive load and can be encouraged through intentional instructional practices (Zelazo, 2015). Meditation, problem-solving tasks, and video gaming tasks are instructional practices that can develop executive function skills and the likelihood that they are activated in future activities (e.g., Galinsky, Bezos, McClelland, Carlson, & Zelazo, 2017).…”

Section: Relationships With Teachers and Other Adultsmentioning

confidence: 99%

Drivers of human development: How relationships and context shape learning and development¹

Osher

Cantor

Berg

et al. 2018

Applied Developmental Science

339

279

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Executive function: Reflection, iterative reprocessing, complexity, and the developing brain

Cited by 366 publications

References 72 publications

Executive functions in adults with developmental dyslexia

Executive functions in adults with developmental dyslexia

Executive function in the first three years of life: Precursors, predictors and patterns

Drivers of human development: How relationships and context shape learning and development¹

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Executive function: Reflection, iterative reprocessing, complexity, and the developing brain

Cited by 366 publications

References 72 publications

Executive functions in adults with developmental dyslexia

Executive functions in adults with developmental dyslexia

Executive function in the first three years of life: Precursors, predictors and patterns

Drivers of human development: How relationships and context shape learning and development1

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Drivers of human development: How relationships and context shape learning and development¹