
Contents
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Key Points Key Points
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Introduction Introduction
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Components of Executive Function Components of Executive Function
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Development of Prefrontal Cortex in Childhood Development of Prefrontal Cortex in Childhood
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Hot (Socioaffective) Executive Function Hot (Socioaffective) Executive Function
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Age-Related Changes in Executive Function Age-Related Changes in Executive Function
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Atypical Development of Executive Function Atypical Development of Executive Function
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Measurement Issues Measurement Issues
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Theories and Mechanisms of Development Theories and Mechanisms of Development
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Individual Differences Individual Differences
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Cognitive and Academic Outcomes Cognitive and Academic Outcomes
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Socioemotional Outcomes Socioemotional Outcomes
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Long-Term Outcomes Long-Term Outcomes
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Influences on Executive Function Influences on Executive Function
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Socioeconomic Status Socioeconomic Status
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Gender Gender
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Language Language
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Symbolism and Psychological Distancing Symbolism and Psychological Distancing
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Culture Culture
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Caregiving Caregiving
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Genetics Genetics
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Sleep Sleep
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Motor Development Motor Development
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Training Executive Function Training Executive Function
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Summary and Future Directions Summary and Future Directions
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Questions for Future Research Questions for Future Research
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Acknowledgment Acknowledgment
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References References
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25 Executive Function
Get accessStephanie M. Carlson, Institute of Child Development, University of Minnesota
Philip David Zelazo, Ph.D., is the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota. His research has been recognized by numerous awards and honors, he serves on several editorial boards (e.g., Child Development; Emotion; Development and Psychopathology), and he is currently the President of the Jean Piaget Society. In 2007, he was the lead Editor of The Cambridge Handbook of Consciousness.
Susan Faja, Center on Human Development and Disability, University of Washington, Seattle, WA; Center for Autism Research, Philadelphia, PA
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Published:16 December 2013
Cite
Abstract
Executive function (EF) refers to the set of neurocognitive skills involved in goal-directed problem solving, including working memory, inhibitory control, and set shifting/flexibility. EF depends importantly upon neural networks involving prefrontal cortex, and continues to improve into early adulthood, although major advances in EF occur during the preschool period. Individual differences in EF are increasingly recognized as a key predictor of long-term cognitive and social developmental outcomes. Research suggests that EF is influenced by both distal and proximal factors in development (e.g., socioeconomic status, culture, language, caregiving, gene–environment interactions, and sleep). Importantly, EF can be trained, with corresponding changes to brain structure and function. In this chapter, we review the structure of EF, including “hot EF” (EF in motivationally significant contexts), age-related changes, atypical development, measurement issues, theories of underlying mechanisms, outcomes associated with EF, influences on EF development, and the recent emergence of training studies.
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