Changes and Challenges in 20 Years of Research Into the Development of Executive Functions
Changes and Challenges in 20 Years of Research Into the Development of Executive Functions
复制标题
DOI：
10.1002/icd.736
复制
发表时间：
2011-05-01
影响因子：
2.2
通讯作者：
Hughes, Claire
中科院分区：
文献类型：
--
作者：
Hughes, Claire
本文回顾了20年来执行功能的发展研究，提供了一个广泛的笔触画面，涉及多个问题，包括：（i）从典型和非典型群体的研究结果，从婴儿期到青春期;（ii）评估工具和统计分析的进展;（iii）执行功能与其他认知系统之间的相互作用（iv）整合认知和神经科学对执行功能的观点;及（v）对EF有正面影响（例如训练/介入计划、父母支持）或负面影响（例如虐待、忽视、脑外伤）的环境因素。在这次审查中出现的几个主题中，有两个特别重要;这些主题涉及需要采用发展的观点，以及研究社会对EF的影响对干预工作的潜在重要性。具体而言，该综述强调了发展的连续性（例如EF的相关性）和对比（例如EF及其神经基质的性质），并呼吁研究比较不同群体（例如自闭症儿童与ADHD儿童）的EF发展轨迹。此外，以家庭为基础的研究和随机对照试验的结果，以学校为基础的干预措施强调环境对EF的影响的重要性，因此支持干预措施的发展，以促进EF，从而提高儿童的学业和社会成果。版权所有（C）2011约翰威利父子有限公司
This review of 20 years of developmental research on Executive Functions (EF) offers a broad-brushstroke picture that touches on multiple issues including: (i) findings from typical and atypical groups, from infancy to adolescence; (ii) advances in assessment tools and in statistical analysis; (iii) the interplay between EF and other cognitive systems (e.g. those involved in children's developing understanding of mind, and in their processing of reward signals); (iv) integration of cognitive and neuroscience perspectives on EF; and (v) environmental factors that have either a positive influence (e.g. training/intervention programmes; parental scaffolding) or a negative influence (e.g. maltreatment, neglect, traumatic brain injury) on EF. Of the several themes to emerge from this review, two are particularly important; these concern the need to adopt developmental perspectives and the potential importance for intervention work of research on social influences on EF. Specifically, the review highlights both developmental continuities (e.g. in the correlates of EF) and contrasts (e.g. in the nature of EF and its neural substrates) and calls for research that compares developmental trajectories for EF in different groups (e.g. children with autism versus ADHD). In addition, findings from both family-based research and randomized controlled trials of school-based interventions highlight the importance of environmental influences on EF and so support the development of interventions to promote EF and hence improve children's academic and social outcomes. Copyright (C) 2011 John Wiley & Sons, Ltd.