The construction of integrative approaches in the study of the development of executive functions

Main Article Content

Sebastián Javier Lipina
María Soledad Segretín

Abstract

Executive Functions is a psychological construct of multidimensional nature, based on different models that try to account for the basic processes that compose them. A common idea to all the conceptual perspectives that address the study of this construct is the notion that executive functions refer to psychological processes deliberately used to guide behavior to a goal, particularly in novel situations... (Technical Ed. Note: follows, only first paragraph excerpt is presented, as there is no abstract).

Downloads

Download data is not yet available.

Article Details

How to Cite
Lipina, S. J., & Segretín, M. S. (2015). The construction of integrative approaches in the study of the development of executive functions. Argentinean Journal of Behavioral Sciences, 7(1). https://doi.org/10.32348/1852.4206.v7.n1.10708
Section
Editorials
Author Biography

Sebastián Javier Lipina, Centro de Educación Médica e Investigaciones Clínicas “Norberto Quirno”. Unidad de Neurobiología Aplicada

Consejo Nacional de Investigaciones Científicas y Técnicas

References

Allan, N.P., Hume, L.E., Allan, D.M., Farrington, A.L., & Lonigan, C.J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A Meta-Analysis. Developmental Psychology, 50, 2368-2379.

Ardila, A. (2013). Development of metacognitive and emotional executive functions in children. Applied Neuropsychology: Child, 2, 82-87.

Banich, M.T. (2009). Executive function. The search for an integrated account. Current Directions in Psychological Science, 18, 89-94.

Bernier, A., Beauchamp, M.H., Bouvette-Turcot, A.A., Carlson, S.M., & Carrier, J. (2013). Sleep and cognition in preschool years: Specific links to executive functioning. Child Development, 84, 1542-1553.

Best, J.R., & Miller, P.H. (2010). A developmental perspective on executive function. Child Development, 81, 1641-1660.

Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8, 36-41.

Bunett, A.C., Scratch, S.E, & Anderson, P.J. (2013). Executive function outcome in preterm adolescents. Early Human Development, 89, 215-220.

Buss, A.T., & Spencer, J.P. (2014). The emergent executive: A dynamic field theory of the development of executive function. Monographs of the Society of Research in Child Development, 79, 1-103.

Deater-Deckard, K. (2014). Family matters: Intergenerational and interpersonal processes of executive function and attentive behavior. Current Directions in Psychological Science, 23, 230-236.

Devine, R.T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85, 1777-1794.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959-964.

Garon, N., Bryson, S.E., & Smith, I.M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31-60.

Ghassabian, A., Henrichs, J., & Tiemeier, H. (2014). Impact of mild thyroid hormone deficiency in pregnancy on cognitive function in children: Lessons from the Generation R Study. Best Practices in Research of Clinical Endocrinology and Metabolism, 28, 221-232.

Goldin, A.P., Hermida, M.J., Shalom, D.E., Elias Costa, M., Lopez-Rosenfeld, M., Segretin, M.S., et al. (2014). Far transfer to language and math of a short software-based gaming intervention. Proceedings of the National Academy of Sciences USA, 111, 6443-6448.

Hackman, D.A., & Farah, M.J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13, 65-73.

Hughes, C. (2011). Changes and challenges in 20 years of research into the development of executive functions. Infant and Child

Development, 20, 251-271.

Hsu, N.S., & Jaeggi, S.M. (2013). The emergence of cognitive control abilities in childhood. Current Topics in Behavioral Neuroscience, 16, 149-166.

Jain, G., Mahendra, V., Singhal, S., Dzara, K., Pilla, T.R., Manworren, R., et al. (2014). Long-term neuropsychological effects of opioid use in children: A descriptive literature review. Pain Physician, 17, 109-118.

Jiao, J., Li, Q., Chu, J., Zeng, W., Yang, M., & Zhu, S. (2014). Effect of n-3 PUFA supplementation on cognitive function throughout the life span from infancy to old age: A systematic review and meta-analysis of randomized controlled trials. American Journal of Clinical Nutrition, 100, 1422-1436.

Karbach, J., & Unger, K. (2014). Executive control training from middle childhood to adolescence. Frontiers in Psychology, 5, doi: 10.3389/fpsyg.2014.00390.

Khan, N.A., & Hillman, C.H. (2014). The relation of childhood physical activity and aerobic fitness to brain function and cognition: A review. Pediatric Exercise Science, 26, 138-146.

Koziol, L.F., & Lutz, J.T. (2013). From movement to thought: The development of executive function. Applied Neuropsychology: Child, 2, 104-115.

Kuhnle, C., Hofer, M., & Kilian, B. (2012). Self-control as predictor of school grades, life balance, and flow in adolescents. British Journal of Educational Psychology, 82, 533-548.

Landry, S.H., Zucker, T.A., Taylor, H.B., Swank, P.R., Williams, J.M., Crawford, A., et al. (2014). Enhancing early childcare quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50, 526-541.

LeCuyer, E.A., & Zhang, Y. (2015). An integrative review of ethnic and cultural variation in socialization and children´s self-regulation. Journal of Advanced Nursery, 71, 735-750.

Lee, K., Bull, R., Ho, R.M.H. (2013). Developmental changes in executive functioning. Child Development,

Lipina, S.J., & Colombo, J.A. (2009). Poverty and brain development during childhood. An approach from cognitive psychology and neuroscience. Washington DC: American Psychological Association.

Lipina, S.J., & Segretin, M.S. (2015). Strengths and weakness of neuroscientific investigations of childhood poverty: Future directions. Frontiers in Human Neuroscience, 2, doi: 10.3389/fnhum.2015.00053.

Lipina, S.J., Segretin, S., Hermida, J., Prats, L., Fracchia, C., López-Camelo, J.S., et al. (2013). Linking childhood poverty and cognition: Environmental mediators of non-verbal executive control in an Argentine sample. Developmental Science, 16, 697-707.

Miller, A.L., Lee, H.J., & Lumeng, J.C. (2015). Obesity-associated biomarkers and executive function in children. Pediatric Research, 77, 143-147.

Moriguchi, Y. (2014). The early development of executive function and its relation to social interaction: A brief review. Frontiers in Psychology, 4, doi:10.3389/fpsyg.2014.00388.

Otero, T.M., Barker, L.A., & Naglieri, J.A. (2014). Executive function treatment and intervention in schools. Applied Neuropsychology: Child, 3, 205-214.

Raver, C.C., McCoy, D.C., Lowenstein, A.E., & Pess, R. (2013). Predicting individual differences in low-income´s executive control from early to middle childhood. Developmental Science, 16, 394-408.

Segretin, M.S., Lipina, S.J., Hermida, M.J., Sheffield, T.D., Nelson, J.M., Espy, K.A., et al. (2014). Predictors of cognitive enhancement after training in preschoolers from diverse socioeconomic backgrounds. Frontiers in Psychology, 3, doi: 10.3389/fpsyg.2014.00205.

Sheese, B., & Lipina, S.J. (2011). Funciones ejecutivas: Consideraciones sobre su evaluación y el diseño de intervenciones orientadas a optimizarlas. Capítulo 12 en La pizarra de Babel. Puentes entre neurociencia, psicología y educación (Eds. S.J. Lipina, M. Sigman). Buenos Aires: Libros del Zorzal.

Sirois, S., Spratling, M., Thomas, M.S., Westermann, G., Mareschal, D., & Johnson, M.H. (2008). Précis of neuroconstructivism: How the brain constructs cognition. Behavioural and Brain Sciences, 31, 321-331.

Tang, Y.Y., Yang, L., Leve, L.D., & Harold, G.T. (2012). Improving executive function and its neurobiological mechanisms through a mindfulness-based intervention: Advances within the field of developmental neuroscience. Child Development Perspectives, 6, 361-366.

Treitz, F., Heyder, K., & Daum, I. (2007). Differential course of executive control changes during normal aging. Aging, Neuropsychology, and Cognition, 14, 370-393.

Turnbull, K., Reid, G.J., Morton, J.B. (2013). Behavioral sleep problems and their potential impact on developing executive function in children. Sleep, 36, 1077-1084.

Wass, S.V. (2015). Applying cognitive training to target executive functions during early development. Child Neuropsychology, 21, 150-166.

Wasserman, T., & Wasserman, L.D. (2013). Toward and integrated model of executive functioning in children. Applied Neuropsychology: Child, 2, 88-96.