scholarly journals The (In)significance of Executive Functions for the Trait of Self-Control: A Psychometric Study

2018 ◽  
Vol 9 ◽  
Author(s):  
Edward Nęcka ◽  
Aleksandra Gruszka ◽  
Jarosław Orzechowski ◽  
Michał Nowak ◽  
Natalia Wójcik
Keyword(s):  
Executive Functions ◽  
Self Control ◽  
Psychometric Study

Issues in the Conceptualization and Assessment of Hot Executive Functions in Childhood

2014 ◽  
Vol 20 (2) ◽  
pp. 152-156 ◽  
Author(s):  
Marilyn Welsh ◽  
Eric Peterson
Keyword(s):  
Executive Function ◽  
Individual Differences ◽  
Construct Validity ◽  
Executive Functions ◽  
Effortful Control ◽  
Self Regulation ◽  
Self Control ◽  
Current State ◽  
Research Questions ◽  
The Individual

AbstractOur review examines the current state of the research on hot executive function (EF), as contrasted with cool EF, with regard to the evidence for construct validity. Current theoretical discussions have examined the conceptual overlap among constructs such as hot EF, effortful control, self-control, and self-regulation. We explore this emerging literature with a focus on research questions, tasks, and methods. Finally, we consider the unresolved questions facing the study of hot EF, most notably the difficulty in determining the relative “heat” of a given task based on task content, testing context, and the individual differences among the participants. (JINS, 2014, 20, 1–5)

scholarly journals Application of Luria Approach to Management of Autistic Spectrum Disorders

2018 ◽  
Author(s):  
K Markiewicz
Keyword(s):  
Executive Functions ◽  
Delay Of Gratification ◽  
Self Control ◽  
Late Childhood ◽  
Autistic Children ◽  
General Motor ◽  
Spectrum Disorders ◽  
Diagnosis Therapy ◽  
Original Approach ◽  
Insight Into

Autistic persons show considerable difficulties in the ability of self-control including attention, motor reactions, resistance to distractions and delay of gratification, which are presently labelled as executive functions. The present paper describes dynamics of developmental changes in executive functions of 25 autistic children, patients of Specialised Clinic of Diagnosis and Rehabilitation in Lublin, Poland, during their early and late childhood. In accordance with Luria original approach the assessment of disorders observed was closely connected with therapeutic procedure. It made possible getting deeper insight into the difficulties encountered by the children and refinement of the course of therapy at the same time. Significant progressive changes in the development of executive functions were observed in the examined children. A significant correlation among an ability to control one’s own reactions and cognitive functions, communication, and an ability to imitate others as well as general motor agility was stated. It allows the conclusion that autistic children are able to acquire an ability to change their former behaviours. They are, therefore, capable of understanding that a previous rule may be exchanged for the other, and they are also able to refrain from awaiting an immediate gratification. Keywords: Autism, executive functions, diagnosis, therapy, Luria approach

scholarly journals No relation of Need for Cognition to basic executive functions

2019 ◽  
Author(s):  
Anne Gärtner ◽  
Julia Grass ◽  
Max Wolff ◽  
Thomas Goschke ◽  
Anja Strobel ◽  
...  
Keyword(s):  
Young Adults ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Abilities ◽  
Shape Matching ◽  
Need For Cognition ◽  
Conclusive Evidence ◽  
Cognitive Effort ◽  
Stop Signal ◽  
Self Control

Need for Cognition (NFC) refers to a personality trait describing the relatively stable intrinsic motivation of individuals to invest cognitive effort in cognitive endeavors. Higher NFC is associated with a more elaborated, central information processing style and increased recruitment of resources in cognitively demanding situations. To further clarify the association between cognitive resources and NFC, we examined in two studies how NFC relates to executive functions as basic cognitive abilities. In Study 1, 189 healthy young adults completed a NFC scale and a battery of six commonly used inhibitory control tasks (Stroop, antisaccade, stop-signal, flanker, shape-matching, word-naming). In Study 2, 102 healthy young adults completed the NFC scale and two tasks for each of the three executive functions inhibitory control (go-nogo, stop-signal), shifting (number-letter, color-shape) and working memory updating (two-back, letter-memory). Using a Bayesian approach to correlation analysis, we found no conclusive evidence that NFC was related to any executive function measure. Instead, we obtained even moderate evidence for the null hypothesis. Both studies add to more recent findings that shape the understanding of NFC as a trait that is less characterized by increased cognitive control abilities but rather by increased willingness to invest effort and exert self-control via motivational processes.

Executive Functions in Social Context: Implications for Conceptualizing, Measuring, and Supporting Developmental Trajectories

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Yuko Munakata ◽  
Laura E. Michaelson
Keyword(s):  
Executive Functioning ◽  
Executive Functions ◽  
Developmental Psychology ◽  
Developmental Trajectories ◽  
Self Control ◽  
Future Research ◽  
Annual Review ◽  
Publication Date ◽  
Contextual Influences ◽  
Life Outcomes

Success in life is linked to executive functions, a collection of cognitive processes that support goal-directed behaviors. Executive functions is an umbrella term related to cognitive control, self-control, and more. Variations in executive functioning predict concurrent success in schooling, relationships, and behavior, as well as important life outcomes years later. Such findings may suggest that certain individuals are destined for good executive functioning and success. However, environmental influences on executive function and development have long been recognized. Recent research in this tradition demonstrates the power of social contextual influences on children's engagement of executive functions. Such findings suggest new interpretations of why individuals differ in executive functioning and associated life outcomes, including across cultures and socioeconomic statuses. These findings raise fundamental questions about how best to conceptualize, measure, and support executive functioning across diverse contexts. Future research addressing real-world dynamics and computational mechanisms will elucidate how executive functioning emerges in the world. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

scholarly journals Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program

2021 ◽  
Vol 12 ◽  
Author(s):  
Spyridoula Vazou ◽  
Myrto F. Mavilidi
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Executive Functions ◽  
Behavioral Control ◽  
Self Control ◽  
Control Group ◽  
Emotional Skills ◽  
Preschool Classroom ◽  
Before And After ◽  
Motor Skill Competence

Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The “Move for Thought (M4T) preK-K” program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; Mage=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; Mage=4.31 SD=0.61) and the control (8 traditional; n=135; Mage=4.13 SD=0.60) group. In both groups, teacher ratings of children’s attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children’s perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.

scholarly journals �Train your Mind� program: Enhancing Executive Functions among Dutch Elementary School Children: systematic development (Preprint)

2018 ◽  
Author(s):  
Joachim Bervoets ◽  
Lisa M. Jonkman ◽  
Sandra Mulkens ◽  
Hein de Vries ◽  
Gerjo Kok
Keyword(s):  
Academic Performance ◽  
Executive Functions ◽  
Daily Life ◽  
Emotional Health ◽  
Intervention Mapping ◽  
Self Control ◽  
User Friendliness ◽  
Kung Fu ◽  
Healthy Behaviors ◽  
Control Functions

BACKGROUND Executive functions are higher cognitive control functions, consisting of inhibitory control, working memory, and cognitive flexibility, and are central to academic performance, and a healthy and successful life. While it has been shown that executive functions are trainable, how such improvements translate into everyday behaviors is not yet fully understood. The current project aimed to develop an intervention capable of enhancing executive functions among children aged 9 to 11. Subsequently, we hypothesized these improvements in EFs would lead to improved self-control, emotion-regulation, and attention (timely given the current potential rise in attentional problems); which in turn translate to more healthy behaviors in daily life, specifically physical activity and healthy eating – which is especially interesting given the recent rise in (childhood) obesity. To further stimulate the development of the latter behaviors, personalized tailored feedback was provided in the fourth and final module, eHealth. OBJECTIVE The present paper describes (1) what EFs are, why they matter in life, and how they can be trained and (2) the development of the Train your Mind intervention. METHODS The design of this intervention, and the development of the program materials, was guided by the Intervention Mapping framework. RESULTS A multi-component intervention was composed, including: (1) focused physical exercise (kung fu), (2) cognitive games, (3) socio-emotional development, and (4) eHealth. All four components received positive feedback during pilot-testing in terms of user friendliness (readability, graphics), gameplay (clear instructions, fun), and feasibility (for teachers). CONCLUSIONS The current literature base seems to suggest a multi-modal approach (cognitive, socio-emotional, and physical) may hold promising potential for the purpose of training executive functions, and perhaps even attain the much-desired broad transfer (practical translation into daily life), which, to date, has not been demonstrated before. In sum, encouraging the development of executive functions could yield great benefits in terms of academic performance, (physical and socio-emotional) health, and decreased risks during adolescence. Even though IM could not be applied completely, the overarching framework and various steps, provided guidance in developing and planning the intervention. CLINICALTRIAL NTR 5804 (Nederlands Trial Register)

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