Changes and challenges in 20 years of research into the development of executive functions
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A review of 20 years of developmental research on executive functions offers a broad-brushstroke picture that touches on multiple issues including: (i) findings from typical and atypical groups, from infancy to adolescence; (ii) advances in assessment tools and in statistical analysis; (iii) the interplay between EF and other cognitive systems (e.g. those involved in children's developing understanding of mind, and in their processing of reward signals); (iv) integration of cognitive and neuroscience perspectives on EF; and (v) environmental factors that have either a positive influence or a negativeAbstract:
This review of 20 years of developmental research on Executive Functions (EF) offers a broad-brushstroke picture that touches on multiple issues including: (i) findings from typical and atypical groups, from infancy to adolescence; (ii) advances in assessment tools and in statistical analysis; (iii) the interplay between EF and other cognitive systems (e.g. those involved in children's developing understanding of mind, and in their processing of reward signals); (iv) integration of cognitive and neuroscience perspectives on EF; and (v) environmental factors that have either a positive influence (e.g. training/intervention programmes; parental scaffolding) or a negative influence (e.g. maltreatment, neglect, traumatic brain injury) on EF. Of the several themes to emerge from this review, two are particularly important; these concern the need to adopt developmental perspectives and the potential importance for intervention work of research on social influences on EF. Specifically, the review highlights both developmental continuities (e.g. in the correlates of EF) and contrasts (e.g. in the nature of EF and its neural substrates) and calls for research that compares developmental trajectories for EF in different groups (e.g. children with autism versus ADHD). In addition, findings from both family-based research and randomized controlled trials of school-based interventions highlight the importance of environmental influences on EF and so support the development of interventions to promote EF and hence improve children's academic and social outcomes. Copyright © 2011 John Wiley & Sons, Ltd.read more
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DissertationDOI
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Attention and Self-regulation in Infancy and Toddlerhood : The Early Development of Executive Functions and Effortful Control
TL;DR: In this article, higher-order cognitive functions underlying self-regulation of behavior are defined as "executive functions" that make it possible to resolve internal conflicts and behave according to a set of rules.
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Systematic Review of Recent Pediatric Down Syndrome Neuropsychology Literature: Considerations for Regression Assessment and Monitoring
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TL;DR: In this paper, a modello qui presentato puo permettere l’attivazione di processi di apprendimento multiplo, infatti, pur inquadrato nel paradigma socio-culturale costruzionista, implica anche strategie afferenti a modelli istruzionali, cognitivi e metacognitivoi dell’apprendimento, offrendo una palestra articolata per uno sviluppo di abilita
References
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Book
Mind in Society: The Development of Higher Psychological Processes
TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
Journal ArticleDOI
The unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysis.
Akira Miyake,Naomi P. Friedman,Michael J. Emerson,Alexander H. Witzki,Amy Howerter,Tor D. Wager +5 more
TL;DR: The results suggest that it is important to recognize both the unity and diversity ofExecutive functions and that latent variable analysis is a useful approach to studying the organization and roles of executive functions.
Journal ArticleDOI
Brain development during childhood and adolescence: a longitudinal MRI study.
Jay N. Giedd,Jonathan D. Blumenthal,Neal Jeffries,F X Castellanos,Hong Liu,Alex P. Zijdenbos,Tomáš Paus,Alan C. Evans,Judith L. Rapoport +8 more
TL;DR: This large-scale longitudinal pediatric neuroimaging study confirmed linear increases in white matter, but demonstrated nonlinear changes in cortical gray matter, with a preadolescent increase followed by a postadolescent decrease.
Book
Higher cortical functions in man
TL;DR: Among the authors' patients was a bookkeeper with a severe form of sensory aphasia who could still draw up the annual balance sheet in spite of severe disturbances of speech and although he was unable to remember the names of his subordinates and used to refer to them incorrectly.
Journal ArticleDOI
Executive Functions and Developmental Psychopathology
TL;DR: It is revealed that EF deficits are consistently found in both ADHD and autism but not in CD (without ADHD) or in TS, and both the severity and profile of EF deficits appears to differ across ADHD and Autism.