Executive Functions: What are they Good for? A Perspective from Intervention Research
Executive Functions: What are they Good for? A Perspective from Intervention Research
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DOI：
10.1111/mbe.12371
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发表时间：
2023-06-19
影响因子：
1.8
通讯作者：
Barnes，Marcia A.
中科院分区：
文献类型：
--
作者：
Barnes，Marcia A.
由于执行功能缺陷(EFS)是大多数神经发育障碍的特征，因此质疑EFS对于理解学习障碍的价值是恰当的。提出了两种类型的研究--测试EFS是否具有适度的治疗效果，以及测试EFS和学习技能之间的影响方向--以支持EFS在干预背景下对学习障碍的研究是有用的这一观点。阅读和数学干预研究中的调节效应表明，将EFS视为不仅是人的属性，而且是干预措施，对于理解治疗效果和设计更有效的干预措施非常重要。一项比较数学应用题解决干预措施和EF干预措施的实验研究为工作记忆和数学应用问题解决的双向发展提供了证据。提出了未来实验研究的方向，系统地和更快速地研究学习障碍个体的学习能力和学习能力的增长。
Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies—those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills—are presented to support the idea that EFs are useful for the study of learning disabilities in the context of intervention. Moderator effects in reading and math intervention studies suggest that considering EFs to be properties of not only persons, but also interventions is important for understanding treatment effects and for designing more effective interventions. An experimental study comparing math word problem solving interventions and EF interventions provides evidence for bidirectional development of working memory and math word problem solving. Directions for future experimental research that systematically and more rapidly investigate growth in EFs and academic skills in individuals with learning disabilities are presented.