Conceptualization and Operationalization of Executive Function

Baggetta, Peter; Alexander, Patricia A.

doi:10.1111/mbe.12100

Cited by 257 publications

(265 citation statements)

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“…This system is one of the most widely used test batteries for assessing executive functions [45], with retest reliabilities ranging from .62 to .80 [46]. Sensitivity to distinguish clinical from control groups has been shown [46].…”

Section: Methodsmentioning

confidence: 99%

Acute Cognitively Engaging Exergame-Based Physical Activity Enhances Executive Functions in Adolescents

et al. 2016

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The study aimed to elucidate the influence of cognitive engagement comprised in an acute bout of exergame-based physical activity on executive functions (inhibition, cognitive flexibility) in adolescents. Therefore, the level of cognitive engagement and the intensity of physical activity were systematically varied across three experimental conditions. Sixty-five healthy male adolescents (13–16 years) were randomly assigned to one of three conditions: (a) physical activity with high levels of cognitive engagement during active video gaming, (b) physical activity with low levels of cognitive engagement during active video gaming, (c) sedentary with low levels of cognitive engagement during passive video watching. Manipulation checks, including subjective and objective operationalizations of cognitive engagement, were applied. Executive functions were assessed before and after each condition using the D-KEFS design fluency test. Results showed that cognitive engagement, operationalized by subjects’ ratings and heart rate variability, differed between conditions. The physical activity condition with a high level of cognitive engagement resulted in significantly better performance in cognitive flexibility compared to conditions with low levels of cognitive engagement. Regarding benefits for executive functions in male adolescents, the results indicate that acute physical activity with high cognitive engagement could be more efficient than physical activity of the same intensity with low cognitive engagement. Even though further evidence is needed, these results extend previous research and suggest a methodological approach for measuring cognitive engagement.

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Section: Methodsmentioning

confidence: 99%

Acute Cognitively Engaging Exergame-Based Physical Activity Enhances Executive Functions in Adolescents

et al. 2016

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“…Such characteristics are valued for college students working to succeed in their studies and to do well in career pursuits. Indeed, ‘examination of the literature on executive function leaves little doubt this domain of cognitive control and behavioural regulation is involved in numerous aspects of academics and everyday life’ (Baggetta & Alexander, ; p. 10).…”

Section: Mapping the Neurobiological And Cognitive Landscape For Collmentioning

confidence: 99%

Individual differences in college‐age learners: The importance of relational reasoning for learning and assessment in higher education

Alexander

2019

Brit J of Edu Psychol

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Background The term individual differences refers to the physical, behavioral, cognitive, social, and emotional attributes that make each human unique. Late adolescence to young adulthood represents a time of significant neurobiological and cognitive transformations that contribute further to human variability. Those transformations include an increase in the white matter of the brain accompanied by an increased capacity for higher‐order thinking, reasoning, decision‐making, and selfcontrol. These capacities fall under the category of executive functions. Aim The purpose of this article is to overview one particular executive function, relational reasoning; to consider its significance to college students’ learning and performance; and to argue for its inclusion in assessment programs within higher education. Research summary Relational reasoning can be defined as the ability to discern meaningful patterns within any informational stream. Through an orchestrated program of research, four forms of relational reasoning have been identified that reflect perceived similarities (analogical), discrepancies (anomalous), contradictions (antinomous), and contrasts (antithetical). These four forms have been documented in studies of doctors diagnosing cases, science and mathematics teachers providing instruction, and engineering students designing new products. These manifestations have also formed the structure of formal measures of relational reasoning that have been shown to be psychometrically sound indicators of this executive function. Conclusions and implications This article closes with an argument for the inclusion of relational reasoning in performance assessments designed for higher education. Consistent with views of competence as a continuum, it is argued that this inclusion should encompass the measurement of relational reasoning both as an underlying general competence and as a component of domain‐specific performance.

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“…Dada la complejidad funcional de este constructo, es necesario encontrar conceptualizaciones comunes del término promotoras del pensamiento crítico (Alexander, 2014), para lo que es preciso que se reúnan investigadores de diversas disciplinas como la neurociencia cognitiva, la psicología evolutiva, la psicología de la educación y la pedagogía en el estudio de la funcionalidad ejecutiva, el aprendizaje y el rendimiento académico (Baggetta y Alexander, 2016;García-García, 2008).…”

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Rendimiento Académico según Distintos Niveles de Funcionalidad Ejecutiva y de Estrés Infantil Percibido

Suárez-Riveiro

Martínez-Vicente

Barroso³

2019

Psicología Educativa

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While there are multiple variables that influence learning and academic achievement, current research considers executive functions and daily stress to be essential. The general aim of this study was to examine how variables pertaining to executive functions and childhood stress relate to academic achievement, obtaining information from 649 primary school students for this purpose. Three groups (low-medium-high) were formed according to levels of executive functioning and levels of childhood stress. The results showed significant differences in academic achievement between high and medium-low groups, both in executive functions and in overall stress. We conclude with a call for programs that improve executive functioning, as well as psychoeducational interventions that promote acquisition and development of coping strategies to manage stressful situations, with the ultimate purpose of improving academic achievement.

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Conceptualization and Operationalization of Executive Function

Cited by 257 publications

References 182 publications

Acute Cognitively Engaging Exergame-Based Physical Activity Enhances Executive Functions in Adolescents

Acute Cognitively Engaging Exergame-Based Physical Activity Enhances Executive Functions in Adolescents

Individual differences in college‐age learners: The importance of relational reasoning for learning and assessment in higher education

Rendimiento Académico según Distintos Niveles de Funcionalidad Ejecutiva y de Estrés Infantil Percibido

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