Executive Functions, Executive Skills, and Gifted Learners

Teaching Executive Functions

Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6331-0.ch018 ◽

2019 ◽

pp. 295-310

Author(s):

Angela Owens ◽

Bernice Garcia

Keyword(s):

Secondary School ◽

Executive Functions ◽

Post Secondary ◽

School Settings ◽

Practical Guide ◽

Executive Skills ◽

New Research ◽

The Brain

Neuroscientists have identified Executive Functions (EF) as the skills and processes persons use to engage in purposeful, goal-directed, and future-oriented behaviors. This chapter will consider the correlation between new research about executive functions and implications for educators in nursery, primary, secondary and post-secondary school settings. The first part of the chapter will provide a synthesis of what EF are and how research about the brain is useful for educators. The second part of the chapter will provide recommendations for educators provided in Boosting Executive Skills in the Classroom: A Practical Guide for Educators as well as other resources available for educators intending to improve EF skills in developing children, preparing them for greater success in college and in the workforce.

Download Full-text

Examination of the Effectiveness of Sternberg's Successful Intelligence Program on Executive Functions of Sharp-Witted Primary School Level Students

Modern Applied Science ◽

10.5539/mas.v10n8p75 ◽

2016 ◽

Vol 10 (8) ◽

pp. 75

Author(s):

Mokhtar Malekpour ◽

Mozhgan Shooshtari ◽

Ahmad Abedi ◽

Amir Ghamarani

Keyword(s):

Executive Functions ◽

Primary School ◽

School Level ◽

Control Group ◽

Multi Stage ◽

Executive Skills ◽

Successful Intelligence ◽

And Control ◽

The City ◽

Primary School Level

The current research aimed to investigate the effectiveness of Sternberg's successful intelligence program on executive functions of sharp-witted primary school level students. The statistical universe of the current research consisted of all male sharp-witted students of the city of Isfahan in the educational year of 2015-2016. For this purpose, the number of 30 male sharp-witted students was selected through multi stage cluster random sampling method and was randomly placed in two experimental and control groups (15 people in the experiment group and another 15 in the control group) and their mothers, too responded to the questions of the executive skills scale. The Sternberg's successful intelligence program was administered on the experimental group. The tool used for this research included a questionnaire (inventory) on rating executive functions for the primary school level students (parent form). To analyze the research data, multivariate covariance analysis (MANCOVA) was applied. Findings revealed that training of the Sternberg's successful intelligence program was effective on executive functions (response inhibition, active memory, emotional control, focus attention, assignment initiation, planning, organizing, time leadership, goal-orientedness, resilience and metacognition) of sharp-witted children. The Sternberg's successful intelligence program could be applied as an intervention method for improving executive functions of children.

Download Full-text

Zum Zusammenhang exekutiver Funktionen und sozial-emotionaler Auffälligkeiten bei integriert beschulten Kindern mit einer Hörschädigung

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917//a000249 ◽

2013 ◽

Vol 41 (5) ◽

pp. 347-359

Author(s):

Manfred Hintermair ◽

Désirée Korneffel

Keyword(s):

Executive Functions ◽

Strengths And Difficulties Questionnaire ◽

Behavior Rating ◽

Exekutive Funktionen ◽

Psychosoziale Entwicklung ◽

Behavior Rating Inventory ◽

Strengths And Difficulties

Fragestellung: Da im Zuge inklusiver Bestrebungen immer mehr hörgeschädigte Kinder eine allgemeine Schule besuchen werden, gilt es, relevante entwicklungspsychologische Voraussetzungen hierfür genauer zu betrachten. In einer Studie wurden deshalb sozial-emotionale Probleme hörgeschädigter Kinder an allgemeinen Schulen im Zusammenhang mit möglichen Problemen in der Entwicklung exekutiver Funktionen und der kommunikativen Kompetenz diskutiert. Methodik: Eine Stichprobe von 69 Schülern wurde mit einer deutschen Version des «Behavior Rating Inventory of Executive Functions (BRIEF)», einer Kurzskala zur Erfassung der kommunikativen Kompetenz sowie dem Strengths and Difficulties Questionnaire untersucht. Die Daten wurden mit einer Normierungsstichprobe verglichen, weiter wurden korrelative und regressionsanalytische Zusammenhänge der Variablen berechnet. Ebenso wurden Zusammenhänge der exekutiven Funktionen mit soziodemographischen Variablen analysiert. Ergebnisse: Die Ergebnisse zeigen, dass in fast allen Bereichen exekutiver Funktionen die hörgeschädigten Kinder mehr Probleme aufweisen als die Kinder der hörenden Normierungsstichprobe und die Prävalenzrate durchschnittlich ca. dreimal höher ist. Der Index für verhaltensregulierende exekutive Funktionen erweist sich neben dem Geschlecht am besten zur Vorhersage sozial-emotionaler Probleme. Schlussfolgerungen: Für die pädagogische Praxis ergibt sich, dass hörgeschädigte Schüler an allgemeinen Schulen in Bezug auf ihre psychosoziale Entwicklung von einem pädagogischen Konzept profitieren, das neben der Förderung sprachkommunikativer Kompetenzen auch auf die Stärkung von Selbstkontrolle und Selbstwirksamkeit der Kinder fokussiert.

Download Full-text

Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000422 ◽

2020 ◽

Vol 228 (4) ◽

pp. 244-253 ◽

Cited By ~ 1

Author(s):

Sonja Kälin ◽

Claudia M. Roebers

Keyword(s):

Working Memory ◽

Executive Functions ◽

Cognitive Processes ◽

Higher Order ◽

Kindergarten Children ◽

Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

Download Full-text

Effects of Fatigue on Cognitive Performance in Long-Duration Simulated Flight Missions

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000191 ◽

2020 ◽

Vol 10 (2) ◽

pp. 82-93

Author(s):

Eduardo Rosa ◽

Ola Eiken ◽

Mikael Grönkvist ◽

Roger Kölegård ◽

Nicklas Dahlström ◽

...

Keyword(s):

Executive Functions ◽

Task Performance ◽

Cognitive Performance ◽

Cognitive Tasks ◽

Fatigue Index ◽

Fighter Aircraft ◽

Long Duration ◽

Metacognitive Accuracy

Abstract. Fighter pilots may be exposed to extended flight missions. Consequently, there is increasing concern about fatigue. We investigated the effects of fatigue and cognitive performance in a simulated 11-hr mission in the 39 Gripen fighter aircraft. Five cognitive tasks were used to assess cognitive performance. Fatigue was measured with the Samn–Perelli Fatigue Index. Results showed that performance in the non-executive task degraded after approximately 7 hr. Fatigue ratings showed a matching trend to the performance in this task. Performance in tasks taxing executive functions did not decline. We interpreted that fatigue can be overridden by increased attentional effort for executive tasks but not for non-executive components of cognition. Participants underestimated their performance and metacognitive accuracy was not influenced by fatigue.

Download Full-text