Executive function - RICHMOND

Question 1

 Three components of EF

Answer 1

• Working memory
• Inhibition
• Cognitive flecibility

Question 2

 Measurements of EF

Answer 2

• NIH Toolbox DCS test

Question 3

 Cautious about delayed gratifaction tasks as predictors of long term dev outcome

Answer 3

• Delayed grat
o Kids  more intpersonally component, better concentration, self control, frustration tolerenace, higher IQ and academic
o Adults  physical health, less substance abuse, higher SES, less criminal aconvcition
• Could be influenced by experience
o E.g. colouring pencil examples

Question 4

 Challenges of whether EF skills can be trained

Answer 4

• 90% of preschool classroom time dedicated to developing EF
• measured tasks were completely different to what they learnt at school, important as its not a knowledge of transfer
• Outperform those in traditional classrooms

Question 5

 Watts et al 2018

Answer 5

• With mothers who had not completed college- an additional minute waited at age 4 predicted a gain of approximately one tenth of a standard deviation in achievement at age 15
• was reduced by two thirds in the presence of controls for family background, early cognitive ability, and the home environment
• Most of the variation in adolescent achievement came from being able to wait at least 20 s.
• Associations between delay time and measures of behavioral outcomes at age 15 were much smaller and rarely statistically significant.

Question 6

 Experiment

Answer 6

• More broad cognitive and behavioural abilities
• Prev study had a 7 min cap  no cap to better measure higher SES
• Other ways to delay gratification, what if they don’t like marshmallows, more severe consequences
• Test IQ