Executive Functions

Question 1

When do we use executive functions

Answer 1

In non-routine or novel situations

When a habitual or salient response needs to be overcome

Question 2

Executive functions

Answer 2

Working memory:

• store information temporarily
• manipulate information
• maintain and update our task goals
• remember what order we should do tasks in

Inhibition:

• stopping an ongoing or habitual response, suppressing distractors
• goal-appropriate behaviour can be produced

Cognitive flexibility:

• change and update goals-oriented behaviour
• response to changes in our goal or environment

Question 3

Stroop task

Answer 3

Read automatically, naming colours slower

-incorrect response must be inhibited

Question 4

A not B task EFs

Answer 4

Inhibit incorrect tendency

Reflective, controlled behaviour becomes increasingly common after 3 years

Question 5

Working memory in 2 year olds

HUGHES & ENSOR (2007)

Answer 5

6 stickers hidden in pots, 2 empty
Tray covered with sheet and spun around

Child looks for sticker in pot, tray covered again and spun around

Continues until finds sticker

Question 6

Working memory in 4 year olds

CARLSON ET AL (2002)

Answer 6

Children shown pictures one at a time of unrelated everyday objects

Recall in backwards order

Increase span —> how many can they repeat

Question 7

Working memory in 8 year olds

Answer 7

Remember series of letters or digits presented individually

When number or digit appears that is the same as one which appeared two items back, state

Question 8

Poor working memory

Answer 8

Struggle to cope with unstructured activities

WhI n working memory becomes overloaded, information gets lost

Children guess or abandon task

Question 9

Stroop like tasks

Answer 9

Reading not automatic processes

Day/night task:

• shown photo of day, say “night”
• shown photo of night, say “day”
• inhibit automatic tendencies
• 3yr old take twice as long as 5yr old

Question 10

Dimension change card sort task

ZELAZO (2006)

Answer 10

Two cards, different colour and shape
Match shapes together, match colours together

3yrs- sort initial rude
4yrs- switch from one rule to another

Question 11

Shape school

ESPY (2006)

Answer 11

Rule use
Rule switching
Inhibition
Resistance to interference 
Using rules hierarchically 

If wearing hat, name is shape
If not wearing hat, name is colour

Ready to play outside= happy face

Question 12

EF in classroom

Answer 12

Vital for regulating behaviour, maintaining and directing focus, interacting with teachers and peer

Language:
-WM important for vocabulary acquisition

Math:
-WM and inhibitory control= better maths performance