Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed

Frontiers in Psychology

Rebecca Gordon¹ 

关键词: executive function;    working memory;    academic achievement;    processing speed;    updating;    attention;    inhibition;    task-switching;   

DOI  :  10.3389/fpsyg.2018.00582

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

Executive function (EF) is an umbrella term for a set of cognitive constructs required when routine behavior is insufficient to achieve a known goal; in such cases, executive control of attention is required (Norman and Shallice, 1980/1986). There is much evidence that this effortful attentional resource is limited (e.g., Schmeichel, 2007), and is used in prioritizing behavior, inhibiting irrelevant or inappropriate actions, maintaining information in short-term memory, filtering out irrelevant stimuli, and switching attention between tasks or rules (Diamond, 2006). Research generally considers task-switching, inhibition and updating1 to be the core EFs (e.g., Miyake et al., 2000). As such, studies investigating the structure of EFs in children have typically examined these three constructs (e.g., Huizinga et al., 2006; van der Ven et al., 2013).

【 授权许可】

CC BY