Executive Functions and the Improvement of Thinking Abilities: The Intervention in Reading Comprehension

Abstract

In this paper, we propose a preliminary theory of executive functions that address in a specific way their relationship with working memory (WM) and higher-level cognition. It includes: (a) four core on-line WM executive functions that are involved in every novel and complex cognitive task; (b) two higher order off-line executive functions, planning and revision, that are required to resolving the most complex intellectual abilities; and (c) emotional control that is involved in any complex, novel and difficult task. The main assumption is that efficiency on thinking abilities may be improved by specific instruction or training on the executive functions necessary to solving novel and complex tasks involved in these abilities. Evidence for the impact of our training proposal on WM's executive functions involved in higher-level cognitive abilities comes from three studies applying an adaptive program designed to improve reading comprehension in primary school students by boosting the core WM's executive functions involved in it: focusing on relevant information, switching (or shifting) between representations or tasks, connecting incoming information from text with long-term representations, updating of the semantic representation of the text in WM, and inhibition of irrelevant information. The results are consistent with the assumption that cognitive enhancements from the training intervention may have affected not only a specific but also a more domain-general mechanism involved in various executive functions. We discuss some methodological issues in the studies of effects of WM training on reading comprehension. The perspectives and limitations of our approach are finally discussed.

Effectiveness of executive function training on mental set shifting, working memory and inhibition in healthy older adults: A double‐blind randomized controlled trials

“…Executive function is a control system that integrates multiple functions. One of these functions, mental set shifting, is not only indicative of older adults' capability to shift between tasks but is also related to the passive linking of lower order centre of control and appropriate targets (García‐Madruga, Gómez‐Veiga, & Vila, ). The EFT performed in this study was effective at improving mental set shifting, probably because calculation training and logical reasoning training can enhance healthy older adults' mental inflexibility and forming concepts, which further promotes mental set shifting.…”

A cognitive-behavioural intervention improves cognition in caregivers of people with autism spectrum disorder: A pilot study

“…Cognitive-behavioural therapy that combines material oriented to problem-solving strategies and management of dysfunctional thoughts has shown effectiveness to reduce depression, burden and mood disturbances (Ruiz-Robledillo & Moya-Albiol, 2015), and such changes tend to be associated with improvements in attention and memory (Carpenter, Peters, Vastfjall, & Isen, 2013;Hubbard & Blyler, 2016). The changes in sustained attention and memory scores observed may mean that caregivers experience an improvement in their ability to focus on relevant information, switching between stimulus and inhibiting irrelevant information (García-Madruga, Gómez-Veiga, & Vila, 2016). Furthermore, there is a complex and reciprocal relationship between memory, attention and executive functions (McCabe, Roediger, McDaniel, Balota, & Hambrick, 2010).…”

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills

“…These ideas must be stored and activated in our mind and combined in a new structure, forming a whole that gives meaning to the text. Essentially, as we read, working memory plays a key role in storing the intermediate and final products of our computations, allowing us to build and integrate the successive ideas we extract from the text ( Cartwright, 2015 ; García-Madruga et al, 2016 ). Similarly, working memory is also required in the composition of written texts and phrases.…”

“…Similarly, working memory is also required in the composition of written texts and phrases. But if, while reading a text, we encounter information that is irrelevant or not of interest to us—for example, when scanning a text for information on a particular subject—we must be able to inhibit, reject, and not be distracted by any information that does not meet our needs, keeping our attention on the information that is relevant to our goal ( Cartwright, 2015 ; García-Madruga et al, 2016 ; Purpura et al, 2017 ). Thus, inhibition also plays a role in reading comprehension—and in verbal and written expression—in close interaction with working memory and, as explained below, cognitive flexibility.…”

“…Thus, inhibition also plays a role in reading comprehension—and in verbal and written expression—in close interaction with working memory and, as explained below, cognitive flexibility. It is therefore clear that learning and academic tasks require the simultaneous participation of the various EF components ( Colé et al, 2014 ; Cartwright, 2015 ; García-Madruga et al, 2016 ; Rapoport et al, 2016 ).…”