I. THE EMERGENCE OF EXECUTIVE FUNCTION
I. THE EMERGENCE OF EXECUTIVE FUNCTION
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DOI：
10.1002/mono.12095
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发表时间：
2014-06-01
影响因子：
9.5
通讯作者：
Spencer, John P.
中科院分区：
文献类型：
--
作者：
Wiebe, Sandra A.;Morton, J. Bruce;Spencer, John P.
This chapter discusses early childhood development and the organization of cognition. The period between 2 and 5 years is particularly dramatic, including the transition into formal schooling, the acquisition of language and mathematical abilities, learning to take the perspective of others in social interactions, and learning to appropriately adapt behavior across different contexts. This developmental period is also marked by dramatic changes in executive function (EF). EF is an umbrella term that refers to the processes that allow individuals to rise above the exigencies of the environment, habits, or internally prepotent behaviors to behave in a contextually appropriate and goal-driven manner. Critically, individual differences in EF early in development can produce long-lasting effects. Data show that enhancing EFs in early development can enhance school performance and reduce the prevalence of psychopathology. Early theories of EF proposed that the emergence of cognitive flexibility reflected developmental changes in a central executive system—a central resource that controls other aspects of cognition. Factor analytic models suggest, however, that cognitive control and flexibility do not reflect the operation of a single resource. Rather, EF has multiple distinct components. Generally, EF is thought to involve the inhibition or suppression of irrelevant information or inappropriate actions, the stable maintenance or representation of information in working memory over time in a way that prevents interference or distraction, and the flexible updating or switching of cognitive processes to meet new goals.(PsycINFO Database Record (c) 2016 APA, all rights reserved)
