Executive Functions after Age 5: Changes and Correlates.
Executive Functions after Age 5: Changes and Correlates.
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5岁以后的执行功能：变化和相关。
DOI：
10.1016/j.dr.2009.05.002
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发表时间：
2009-09-01
影响因子：
6.6
通讯作者：
Jones, Lara L.
中科院分区：
文献类型：
--
作者：
Best, John R.;Miller, Patricia H.;Jones, Lara L.
关于童年执行功能（EF）的研究和理论不成比例地集中在学龄前儿童身上。这篇综述文章概述了在整个童年，甚至整个生命周期检查EF的重要性。首先，检查EF在年龄较大的儿童可以解决的问题，EF是否是一个单一的结构。EF各组成部分之间的关系，特别是当他们被招募执行复杂任务时，似乎在发展过程中发生变化。第二，EF的大部分发展，特别是工作记忆，转移和计划，发生在5岁之后。第三，EF研究的重要应用涉及学龄儿童的EF在学校表现的各个方面的作用，以及社会功能和情绪控制。未来的研究需要检查一个更完整的发展跨度，从幼儿到成年后期，以充分解决发展问题。
Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The relations among the EF components, particularly as they are recruited for complex tasks, appear to change over the course of development. Second, much of the development of EF, especially working memory, shifting, and planning, occurs after age 5. Third, important applications of EF research concern the role of school-age children’s EF in various aspects of school performance, as well as social functioning and emotional control. Future research needs to examine a more complete developmental span, from early childhood through late adulthood, in order to address developmental issues adequately.
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