The developmental neuropsychology of executive functions

Hunter, Scott J.; Edidin, Jennifer P.; Hinkle, Clayton D.

doi:10.1017/cbo9780511977954.004

Cited by 47 publications

(14 citation statements)

References 73 publications

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“…Executive functioning (EF) is associated with an individual's cognitive abilities to plan, monitor and adapt flexibly under changing circumstances and across situational contexts (Luria, 1973). EF develops with the frontal lobe of the brain from birth into the adolescent period and steadily reaches its peak in adulthood around the age of 25 (Davidson, Amso, Anderson & Diamond, 2006;Hunter, Edidin & Hinkle, 2012;Miyake & Friedman, 2012). The executive system involves a number of interconnected processes that serve decisionmaking and problem-solving behaviours (Diamond, 2013).…”

Section: Executive Functionmentioning

confidence: 99%

Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability

Chan

Wade‐Woolley

2016

Journal Research in Reading

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Background This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness. Methods 103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short‐term memory. Results Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes. Conclusions Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed. Implications for Practice What is already known about this topic Phonological awareness (PA) becomes less predictive of reading in older readers. PA is typically assessed at the level of the segment (e.g., phonemes, syllables and onset‐rimes), with less focus on suprasegmental processes (e.g., rhythm, stress and intonation). Suprasegmental phonological processing includes measures of prosodic ability (e.g., awareness and manipulation of suprasegmental features of oral language). Studies on prosodic awareness and reading have independent contributions beyond segmental PA in early readers. Less work has been investigated among adult readers. Executive functions (EF) including inhibitory control, working memory, switching and updating and monitoring of goal directed behaviour, predict overall academic achievement. Limited studies have controlled for EF demands in phonological tasks. What this paper adds Tasks of prosodic awareness necessarily impose demands on the executive system when manipulating components of oral language. After controlling for EF and controls, prosodic awareness explained individual differences in adult word reading. Tasks of suprasegmental phonological processes explain the association between phonology and reading in older and more experienced readers. Researchers who explore phonology and reading development should begin to include tasks of prosodic awareness to examine the dual role of segmental and suprasegmental PA as it is implicated across development. Implications for theory, policy or practice Theoretical models of phonology and reading can be extended to include suprasegmental processes. For educational practitioners involved in reading assessment of older readers, tasks of prosodic awareness are a more age‐appropriate measure of phonology. Tasks of phonology and reading with increasing complexity impose greater demands on the executive system....

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Section: Executive Functionmentioning

confidence: 99%

Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability

Chan

Wade‐Woolley

2016

Journal Research in Reading

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“…Development of executive function appears to also follow the "rises and falls" pattern described by Johnson and de Haan ( 2011 ) in relation to the development of the brain. Hunter, Edidin, and Hinkle ( 2012 ) provide a thorough outline of the development of executive function skills over time, making note to account for the potential impact that developmental disabilities and psychopathology have on the development of various executive functions. In infancy and preschool age children, interactions with caregivers and the environment are the primary infl uence on the development of executive function.…”

Section: Developmental Trajectories: Executive Functioningmentioning

confidence: 99%

The Frontal Lobes and Executive Functioning

Otero¹,

Barker²

2013

Handbook of Executive Functioning

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“…The impact of EF impairments for youth may be magnified by affecting acquisition of skills necessary for successful transition to adulthood; further, they may increase the likelihood of sexual and substance-related risk behaviors 14 . EF impairments may present in adolescence, the developmental period during which EF skills are consolidated, playing an increasingly important role in day-to-day functioning 15 . Identification of such impairments could inform appropriate treatment and preventive interventions.…”

mentioning

confidence: 99%

Executive Functioning in Children and Adolescents With Perinatal HIV Infection

Nichols

Brummel

Smith

et al. 2015

Pediatric Infectious Disease Journal

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Background Perinatal HIV infection (PHIV) may place youth at risk for impairments in executive functioning (EF). We examined associations of EF with HIV infection, disease severity and other factors among youth with PHIV and perinatally exposed, uninfected youth (PHEU). Methods Within the U.S.-based Pediatric HIV/AIDS Cohort Study, 354 PHIV and 200 PHEU youth completed a standardized EF measure (Children's Color Trails Test, CCTT) and youth and/or caregivers completed a questionnaire measuring everyday EF (Behavior Rating Inventory of Executive Function, BRIEF). Covariates included HIV status, current and historical disease severity, demographic and caregiver variables, and other cognitive measures. Analyses utilized linear and logistic regression and proportional odds models. Results No significant HIV status group differences were found on CCTT scores. Caregiver BRIEF ratings indicated significantly fewer problems for PHIV than PHEU youth. However, PHIV youth with past encephalopathy self-endorsed significantly greater metacognitive (i.e., cognitive regulation) problems on the BRIEF and performed more slowly on the CCTT than PHEU youth. CCTT and caregiver BRIEF scores had significant associations with indicators of past and present disease severity. Both PHIV and PHEU had significantly worse scores than population means on CCTT and BRIEF; scores had significant associations with demographic covariates. Conclusions Youth with PHIV show EF problems likely associated with risk factors other than HIV. However, cognitive slowing and self-reported metacognitive problems were evident in PHIV youth with a history of encephalopathy. Assessment and treatment of EF impairment may be important to identifying PHIV youth at particular risk for poor health and behavioral outcomes.

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The developmental neuropsychology of executive functions

Cited by 47 publications

References 73 publications

Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability

Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability

The Frontal Lobes and Executive Functioning

Executive Functioning in Children and Adolescents With Perinatal HIV Infection

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