Lesson 9 -Executive function

Question 1

What are executive functions?

Answer 1

The basic cognitive processes that underpin complex, goal-oriented behaviour
seen in prefrontal cortex

Question 2

When are executive functions used?

Answer 2

When learning a new skill or carrying out a complex task eg doing something difficult or dangerous

Question 3

What do EFS complement?

Answer 3

Our automatic cognitive processes
They are our domain general processes - can be used in lots of different contexts, contrasting with domain-specific processes which are only useful in specific contexts

Question 4

What are the basic executive functions?

Answer 4

Working memory, inhibition, cognitive flexibility

Question 5

What does working memory help us to store?

Answer 5

Information temporarily
manipulate info
maintain and update task goals
remember what order we should do tasks in

Question 6

What is inhibitory control?

Answer 6

(executive function)
stops an ongoing or habitual response
suppresses distractions so that goal appropriate behaviour can be produced

Often required when trying to overcome habits we are trying to change

Question 7

What is cognitive flexibility?

Answer 7

Ability to change and update goal - oriented behaviour in response to changes in our goals or in the env

Question 8

When did the notion of EFs arise

Answer 8

As a way of characterising the performance deficits we see in patients with brain damage
linked to deficits arising from damage to the frontal lobes

Question 9

What is the Stroop Effect?

Answer 9

naming colours - slower process than reading

use inhibitory control to name the correct colour

Question 10

What can develop due to impairments in Executive functions?

Answer 10

Depression; bipolar disorder; schizophrenia; SUD; frontal lobe injury

Question 11

Which disorders can have poor executive function?

Answer 11

ADHD; Autism spectrum conditions; fragile X syndrome

Question 12

What part of the skills children need are executive function a part of?

Answer 12

Self regulation (control behaviour so they can achieve difficult / complex tasks)

Question 13

What are the parts of working memory?

Answer 13

Storage and Manipulation

can be assessed in children as young as 2 yrs
Allows us to keep on task and to perform well on it. allows for control and coordination of complex, goal oriented behaviour

Question 14

What is storage?

Answer 14

repeat back the following letters ….
storing and retrieving info

Question 15

What is manipulation?

Answer 15

Repeat back the following letters in reverse order
storing and changing retrieved info

Question 16

How can you test Working memory in 2 year olds?

Answer 16

Spin the Pots
6 STICKERS HIDDEN IN POTS, 2 POTS ARE EMPTY
pots are spun around and child looks for sticker, then tray is covered and spun around again
continues until child finds the stickers

Question 17

How to test working memory in 4 year olds?

Answer 17

Verbal Working Memory: Backword word span

Children are shown pictures one at a time of unrelated objects (every day ones) and they have to repeat them backwards order

Question 18

How can you test working memory in 8 year olds?

Answer 18

updating:2-back task 6 4 9 6 2

Question 19

What happens with children w poor working memory in tasks?

Answer 19

struggle w tasks
When WM gets overloaded info needed to guide the activity gets lost and Children abandon or guess the task

Question 20

On developmental stroop tasks what are children told?

Answer 20

How to respond
tasks have multiple trials, and follow a specific rule structure
IF YOU SEE A THEN SAY B
IF YOU SEE B THEN SAY A

child has to remember 2 rules and inhibit the tendency to make the response that matches the stimuli
so inhibitory control is needed

Question 21

What can poor inhibitory control make it hard for children to do?

Answer 21

Think before they act - sometimes theyll go w the first impulse that comes to mind

may not show what we are really capable of

Question 22

What is Cognitive Flexibility and how do you measure it?

Answer 22

Measure CF thru DCCS tasks (Dimension Change Card Sort Task)

Question 23

What is the DCCS task?

Answer 23

Dimension Change Card Sort Task

children see 2 targets and must match the other cards to them
first by one dimension, then the other

when asked to switch rules, they fail and keep sorting by the old rule - they perseverate (prolong an action) which is A CLASSIC BREAKDOWN OF COGNITIVE CONTROL

Question 24

What is the breakdown of cognitive control seen in the DCCS task?

Answer 24

Dissociation between the child’s knowledge and their behaviour
The child can report what they should be using but cant do it
this happens w child w POOR working memory child w better working memory can use rules correctly

Question 25

What is the shape school task?

Answer 25

Characters who are ready to play outside look happy; those who aren’t ready yet look sad

*Characters wearing hats are named after their shape; characters without hats are named after their colour

*Children are asked simply to name the characters that are ready to play outside

Following a rule , switching rules, inhibiting a response, ignoring distractors , using rules hierarchically

Question 26

Why are EFs are vital for regulating behaviour in the classroom…

Answer 26

for maintaining and directing focus…

*…and for interacting with teachers and peers

Question 27

Simultaneously using EFs in different ways can introduce additional difficulties…

Answer 27

due to the need to coordinate functions and to prioritise different goals

Question 28

Working memoryandinhibitory control are associated with better maths performance in children what age?

Answer 28

6-8

Question 29

What 3 reasoning kinds do executive functions also play an important part in?

Answer 29

Counterfactual reasoning

Mental-state reasoning

Symbolic reasoning