Executive functions

Question 1

What are executive functions

Answer 1

Basic cognitive processes that singly or in concert, underpin complex, goal-oriented behaviour

Question 2

When do we use executive functions

Answer 2

We use executive functions when we’re learning a new skill, carrying out a complex task, doing something difficult, or dangerous

Question 3

What are exectuvie functions

Answer 3

domain-general processes - they can be used in lots of different contexts
That contrasts with domain-specific processes, which are only useful in very specific contexts

Question 4

What is working memory

Answer 4

• Is the most basic of the executive functions, and helps us to
  Store information temporarily
  Manipulate information
  Maintain and update our task goals
  Remember what order we should do tasks in

Question 5

What is inhibitory control

Answer 5

• The executive function. Responsible for stopping an ongoing or habitual response
  
  • Or for supressing distractions
  • So that goal appropriate behaviour can be produced
    Often required when we’re trying to overcome habits that we’re trying to change
  • Don’t have a cigarette first thing before lunchtime
  • Don’t buy chocolate biscuits every time you go shopping

Question 6

What is cognitive flexibility

Answer 6

• Is the ability to change and update goal-oriented behaviour
  
  • In response to changes in our goals
  • Or in the environment

Question 7

EFs and complex tasks

Answer 7

• Efs enable us to keep track of what we should be doing, and in what order we should be doing it
  
  • To overcome distracting information or interfering response tendencies
    And to monitor and adapt our behaviour as required

Question 8

Example of EF impairmnets

Answer 8

• Depression;bipolar disorder, schizophrenia, substance abuse, frontal lobe injury
  And during development
  
  • ADHD, Autism spectrum conditoins, fragile X syndrome
    Banich 2009

Question 9

What does working memory allow for

Answer 9

Working memory allows for the control and co-ordination of complex, goal-oriented behaviour
It keeps us both on task, and allows us to perform well on that task
Note - working memory is not the same as memory

Question 10

What is the measure of cognitive flexibility

Answer 10

DCCS task - dimension change sort task

Question 11

CF in the early school years

Answer 11

When you ask children to switch from one rule to another, 2 year olds tend to respond randomly
3 year olds perseverate with the old rule
4 year olds switch to the new rule
6 year olds can switch freely from one rule to another and back (Marcovitch et al 2007, Carroll et al 2016)

Adults make virtually no ererors

Question 12

Combining EFs

Answer 12

Depending on the situation, we may need to deploy single Efs, or to use Efs in combination
Simultaneously using Efs in different ways can introduce additional difficulties
Due to the need to coordinate functions and to prioritise different goals

Question 13

EFs and literacy

Answer 13

4 year olds with better working memory understand complex sentences better
WM is important for vocabulary acquisition
4 year olds with better WM learned new labels for toys faster than children with poor WM

Question 14

EFs and academic achievment

Answer 14

• Working memory at age 4 predicts reading and writing skills at age 6, independent of SES
  
  • Working memory at age 5 was a better predicotr of ltieracy and numeracy at age 11 than IQ
    EF skills in 7 to 8 year olds predict maths achievment, even after controlling for vocabulary