Educating executive function.
Educating executive function.
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DOI：
10.1002/wcs.1403
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发表时间：
2017-01
影响因子：
3.9
通讯作者：
Blair, Clancy
中科院分区：
文献类型：
--
作者：
Blair, Clancy
执行功能是帮助推理，计划，解决问题和管理生活的思维技能。这些技能背后的大脑区域与许多不同大脑区域的活动相互关联并受到其影响，其中一些与情绪和压力有关。压力特异性联系的一个后果是，当刺激太高，我们压力过大时，帮助我们组织思维的执行功能往往会被破坏，或者当我们无聊和昏昏欲睡时，刺激太低。鉴于他们在推理以及管理压力和情绪方面的核心作用，科学家们进行了研究，主要是成年人，以确定执行功能是否可以通过训练来改善。总的来说，结果表明，他们可以，部分通过基于计算机的视频游戏类活动。然而，关于这种基于计算机的培训所带来的更广泛、更普遍的好处的证据好坏参半。因此，科学家们推断，如果在执行功能的神经回路正在发育的非常年幼的儿童中早期实施训练，那么训练将具有更广泛的益处，并且如果嵌入儿童的日常活动中，那么训练将是最有效的。然而，这项研究产生的证据也是好坏参半。总之，关于执行功能训练还有很多东西要学。然而，毫无疑问，对这一重要课题的持续研究将产生有关认知发展的宝贵信息。
Executive functions are thinking skills that assist with reasoning, planning, problem solving, and managing one’s life. The brain areas that underlie these skills are interconnected with and influenced by activity in many different brain areas, some of which are associated with emotion and stress. One consequence of the stress-specific connections is that executive functions, which help us to organize our thinking, tend to be disrupted when stimulation is too high and we are stressed out, or too low when we are bored and lethargic. Given their central role in reasoning and also in managing stress and emotion, scientists have conducted studies, primarily with adults, to determine whether executive functions can be improved by training. By and large, results have shown that they can be, in part through computer-based videogame-like activities. Evidence of wider, more general benefits from such computer-based training, however, is mixed. Accordingly, scientists have reasoned that training will have wider benefits if it is implemented early, with very young children as the neural circuitry of executive functions is developing, and that it will be most effective if embedded in children’s everyday activities. Evidence produced by this research, however, is also mixed. In sum, much remains to be learned about executive function training. Without question, however, continued research on this important topic will yield valuable information about cognitive development.
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影响因子：
34.7
作者：
Arnsten, Amy F. T.
通讯作者：
Arnsten, Amy F. T.
影响因子：
3.7
作者：
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通讯作者：
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DOI：
10.1073/pnas.1011043107
发表时间：
2010-08-31
影响因子：
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DOI：
10.1073/pnas.0801268105
发表时间：
2008-05-13
影响因子：
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作者：
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通讯作者：
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影响因子：
22.4
作者：
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