Rethinking executive function development

Doebel, Sabine

doi:10.31234/osf.io/au9rn

Cited by 4 publications

(3 citation statements)

References 65 publications

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“… Monsell et al, 2000 ; Reeck & Egner, 2015 ). Furthermore, theoretical considerations suggest that at least some of the processes underlying psychological flexibility might be context-specific ( Braem & Egner, 2018 ) or related to superordinate goals of the individual ( Doebel, 2019 ), which is not accounted for in the present work and thus could be addressed in future studies. A comprehensive model of psychological flexibility should address these methodological and theoretical aspects and aim at incorporating also other facets of dynamic, contextually adaptive behavior not addressed in the present study.…”

Section: Discussionmentioning

confidence: 96%

Cognitive, Affective, and Feedback-Based Flexibility – Disentangling Shared and Different Aspects of Three Facets of Psychological Flexibility

Kraft

Rademacher

Eckart

et al. 2020

Journal of Cognition

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Cognitive flexibility-the ability to adjust one ́s behavior to changing environmental demands-is crucial for controlled behavior. However, the term 'cognitive flexibility' is used heterogeneously, and associations between cognitive flexibility and other facets of flexible behavior have only rarely been studied systematically. To resolve some of these conceptual uncertainties, we directly compared cognitive flexibility (cue-instructed switching between two affectively neutral tasks), affective flexibility (switching between a neutral and an affective task using emotional stimuli), and feedback-based flexibility (non-cued, feedback-dependent switching between two neutral tasks). Three experimental paradigms were established that share as many procedural features (in terms of stimuli and/or task rules) as possible and administered in a pre-registered study plan (N = 100). Correlation analyses revealed significant associations between the efficiency of cognitive and affective task switching (response time switch costs). Feedback-based flexibility (measured as mean number of errors after rule reversals) did not correlate with task switching efficiency in the other paradigms, but selectively with the effectiveness of affective switching (error rate costs when switching from neutral to emotion task). While preregistered confirmatory factor analysis (CFA) provided no clear evidence for a shared factor underlying the efficiency of switching in all three domains of flexibility, an exploratory CFA suggested commonalities regarding switching effectiveness (accuracy-based switch costs). We propose shared mechanisms controlling the efficiency of cue-dependent task switching across domains, while the relationship to feedback-based flexibility may depend on mechanisms controlling switching effectiveness. Our results call for a more stringent conceptual differentiation between different variants of psychological flexibility.

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Section: Discussionmentioning

confidence: 96%

Cognitive, Affective, and Feedback-Based Flexibility – Disentangling Shared and Different Aspects of Three Facets of Psychological Flexibility

Kraft

Rademacher

Eckart

et al. 2020

Journal of Cognition

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“…An influential account indicates that cognitive control consists of three distinct (yet related) factors of inhibition, attentional shifting, and working-memory updating (Miyake & Friedman, 2012;Miyake et al, 2000; but see, Doebel, 2020). Despite its widespread appeal, however, there is growing sense that cognitive control (or executive function) might be indistinguishable from general intelligence or the broad abilities (e.g., processing speed, memory) that comprise general intelligence (Conway, Kane, & Engle, 2003;Engelhardt et al, 2016;Jewsbury, Bowden, & Strauss, 2016).…”

mentioning

confidence: 99%

Integrating Models of Self-Regulation

Inzlicht

Werner

Briskin

et al. 2021

Annu. Rev. Psychol.

301

220

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Self-regulation is a core aspect of human functioning that helps facilitate the successful pursuit of personal goals. There has been a proliferation of theories and models describing different aspects of self-regulation both within and outside of psychology. All of these models provide insights about self-regulation, but sometimes they talk past each other, make only shallow contributions, or make contributions that are underappreciated by scholars working in adjacent areas. The purpose of this article is to integrate across the many different models in order to refine the vast literature on self-regulation. To achieve this objective, we first review some of the more prominent models of self-regulation coming from social psychology, personality psychology, and cognitive neuroscience. We then integrate across these models based on four key elements—level of analysis, conflict, emotion, and cognitive functioning—specifically identifying points of convergence but also points of insufficient emphasis. We close with prescriptions for future research. Expected final online publication date for the Annual Review of Psychology, Volume 72 is January 5, 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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“…Executive function (EF), an advanced cognitive control process that includes working memory, response inhibition, and cognitive exibility, is responsible for planning, organizing, controlling, and regulating an individual's behavior to achieve a goal and plays an important role in the development of reading skills [3] . EF de cits are likewise a fundamental neuropsychological mechanism of ADHD [4] .…”

Section: Introductionmentioning

confidence: 99%

Effects of executive function deficits on Chinese reading ability in ADHD patients

Wei,

zhang

2024

Preprint

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Objective:To explore the factors affecting the Chinese reading abilities of patients with attention deficit hyperactivity disorder (ADHD) and to provide a basis for the intervention of comorbid Chinese reading disorders in ADHD. Methods:Following the ICD-10 standards, 160 ADHD patients were included in the study, divided into an ADHD group (80 cases) and an ADHD+RD (Reading Disorder) group (80 cases). All participants completed neuropsychological tests such as verbal working memory tasks, visual spatial working memory tasks, and response inhibition tasks. Parents completed the Swanson, Nolan, and Pelham-IV questionnaire (SNAP-IV) and the Dyslexia Checklist for Chinese Children (DCCC). Results: Patients with ADHD + RD demonstrated more significant deficits in executive functions such as working memory and response inhibition. Controlling for the influences of fixed ADHD symptoms, defects in visual spatial working memory and response inhibition had a significant predictive effect on the reading abilities of children with ADHD. Conclusion: The reading process demands a high level of cognitive executive function, especially in tasks involving linguistic and textual processing, where modulation of working memory, response inhibition, and flexibility are needed. For patients with ADHD comorbid with Chinese reading disorders, besides managing core ADHD symptoms, it may be worth considering a focus on strengthening training in working memory.

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Rethinking executive function development

Cited by 4 publications

References 65 publications

Cognitive, Affective, and Feedback-Based Flexibility – Disentangling Shared and Different Aspects of Three Facets of Psychological Flexibility

Cognitive, Affective, and Feedback-Based Flexibility – Disentangling Shared and Different Aspects of Three Facets of Psychological Flexibility

Integrating Models of Self-Regulation

Effects of executive function deficits on Chinese reading ability in ADHD patients

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