Pub Date : 2021-06-30DOI: 10.1093/oso/9780198863564.003.0004
H. S. Clair-Thompson, Yu Wen
Executive functions (EFs) are a range of goal-directed cognitive abilities. According to one approach, suggested by according to one approach, there are three main EFs; inhibition, shifting, and updating of working memory. EFs are important, in part because of their ability to predict clinical, educational, and functional outcomes. However, EFs have been assessed using a range of cognitive tasks and behavioural rating measures. This chapter will provide an overview of a range of executive function assessments used to assess EFs in childhood, with a focus on inhibition, shifting, and updating of working memory. It will consider the measurement properties of these tools, including data relating to reliability and validity. The measures will then be considered in terms of their suitability for different purposes and in relation to their use with children of different ages and abilities.
{"title":"Assessment of Executive Functions in Children","authors":"H. S. Clair-Thompson, Yu Wen","doi":"10.1093/oso/9780198863564.003.0004","DOIUrl":"https://doi.org/10.1093/oso/9780198863564.003.0004","url":null,"abstract":"Executive functions (EFs) are a range of goal-directed cognitive abilities. According to one approach, suggested by according to one approach, there are three main EFs; inhibition, shifting, and updating of working memory. EFs are important, in part because of their ability to predict clinical, educational, and functional outcomes. However, EFs have been assessed using a range of cognitive tasks and behavioural rating measures. This chapter will provide an overview of a range of executive function assessments used to assess EFs in childhood, with a focus on inhibition, shifting, and updating of working memory. It will consider the measurement properties of these tools, including data relating to reliability and validity. The measures will then be considered in terms of their suitability for different purposes and in relation to their use with children of different ages and abilities.","PeriodicalId":117445,"journal":{"name":"Executive Functions and Writing","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128326459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.1093/oso/9780198863564.003.0003
S. Graham
Executive control represents an interaction between social context and the mental and physical actions of writers. This chapter addresses this interactive premise as it applies to executive control in writing by illustrating how this operates theoretically through the lens of the Writer(s)-within-Community model. This model proposes that the community in which writing takes place and the cognitive capabilities and resources of those who create it simultaneously and reciprocally influence writing. The multiple ways in which context and individual capabilities interact to shape and constrain the use of executive control in writing are examined.
{"title":"Executive Control and the Writer(s)-Within-Community Model","authors":"S. Graham","doi":"10.1093/oso/9780198863564.003.0003","DOIUrl":"https://doi.org/10.1093/oso/9780198863564.003.0003","url":null,"abstract":"Executive control represents an interaction between social context and the mental and physical actions of writers. This chapter addresses this interactive premise as it applies to executive control in writing by illustrating how this operates theoretically through the lens of the Writer(s)-within-Community model. This model proposes that the community in which writing takes place and the cognitive capabilities and resources of those who create it simultaneously and reciprocally influence writing. The multiple ways in which context and individual capabilities interact to shape and constrain the use of executive control in writing are examined.","PeriodicalId":117445,"journal":{"name":"Executive Functions and Writing","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121518679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.1093/oso/9780198863564.003.0011
G. McCloskey
Narrow definitions of executive function (EF) are contrasted with a broad perspective on executive control that compares Olive’s description of executive control of the writing process and Graham’s Writing within Communities (WWC) model with the Holarchical Model of Executive Control (HMEC). Assessment of EFs is discussed within the context of writing tasks rather than a domain-general perspective. Examples are provided demonstrating a cascading production analysis method for comparing norm-referenced writing test subtest scores to identify cascading production decrements. The evidence-based self-regulated strategy development (SRSD) approach to strengthening executive control to improve writing is compared to a generalized approach to strengthening executive control for multiple purposes derived from the HMEC and EF intervention research reviews. The chapter closes with a brief commentary on the past, present and future of researching and applying broad and narrow perspectives on strengthening executive control to help improve writing skills.
{"title":"Broader Approaches to Defining, Assessing, and Strengthening Executive Control in Writing","authors":"G. McCloskey","doi":"10.1093/oso/9780198863564.003.0011","DOIUrl":"https://doi.org/10.1093/oso/9780198863564.003.0011","url":null,"abstract":"Narrow definitions of executive function (EF) are contrasted with a broad perspective on executive control that compares Olive’s description of executive control of the writing process and Graham’s Writing within Communities (WWC) model with the Holarchical Model of Executive Control (HMEC). Assessment of EFs is discussed within the context of writing tasks rather than a domain-general perspective. Examples are provided demonstrating a cascading production analysis method for comparing norm-referenced writing test subtest scores to identify cascading production decrements. The evidence-based self-regulated strategy development (SRSD) approach to strengthening executive control to improve writing is compared to a generalized approach to strengthening executive control for multiple purposes derived from the HMEC and EF intervention research reviews. The chapter closes with a brief commentary on the past, present and future of researching and applying broad and narrow perspectives on strengthening executive control to help improve writing skills.","PeriodicalId":117445,"journal":{"name":"Executive Functions and Writing","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115595930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.1093/oso/9780198863564.003.0006
S. Hooper, Lara-Jeane Costa, Edmund Fernandez, A. Barker, Courtney Valdes, Stephanie R. Catlett, Melissa B. Green
In this chapter we provide an overview of what is known and unknown about the relationships between executive functions (EF) and written expression in children and adolescents, with an emphasis on evidence-based developmental associations and dissociations between various EF and writing skills in children and adolescents. We provide an overview of several key models of EF that are applicable to written expression, highlighting critical aspects of these models with respect to their importance for writing skills. What is known and unknown about the relationships between selected EF and writing skills for children and adolescents also is described. Based on these evidence-based findings, important associations and disassociations are underscored—when either suspected or supported by the available empirical literature. Finally, the chapter concludes with targeted directions for future research into advancing our understanding of these relationships across the paediatric developmental spectrum.
{"title":"Executive Functions and Writing Skills in Children and Adolescents","authors":"S. Hooper, Lara-Jeane Costa, Edmund Fernandez, A. Barker, Courtney Valdes, Stephanie R. Catlett, Melissa B. Green","doi":"10.1093/oso/9780198863564.003.0006","DOIUrl":"https://doi.org/10.1093/oso/9780198863564.003.0006","url":null,"abstract":"In this chapter we provide an overview of what is known and unknown about the relationships between executive functions (EF) and written expression in children and adolescents, with an emphasis on evidence-based developmental associations and dissociations between various EF and writing skills in children and adolescents. We provide an overview of several key models of EF that are applicable to written expression, highlighting critical aspects of these models with respect to their importance for writing skills. What is known and unknown about the relationships between selected EF and writing skills for children and adolescents also is described. Based on these evidence-based findings, important associations and disassociations are underscored—when either suspected or supported by the available empirical literature. Finally, the chapter concludes with targeted directions for future research into advancing our understanding of these relationships across the paediatric developmental spectrum.","PeriodicalId":117445,"journal":{"name":"Executive Functions and Writing","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131461824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.1093/oso/9780198863564.003.0002
M. Willoughby, Kesha N. Hudson
Executive functions (EF) are domain general cognitive processes that contribute to individual learning, problem solving, and planning across the lifespan. Multidisciplinary interest in EF skills stems from their broad relevance to functionally important outcomes. However, this multidisciplinary interest in EF has also resulted in a large literature that is not internally consistent. In this chapter, we characterize historical shifts in the conceptualization and definition of EF skills. We describe quantitative and qualitative aspects of developmental change in EF skills. Finally, we highlight discrepancies that exist between current measurement approaches. The inconsistencies and discrepancies that we highlight are not surprising given the maturity of the EF literature. By drawing attention to these issues, we aim to provide readers a broad vantage from which they can critically evaluate the other chapters in this volume.
{"title":"Current Issues in the Conceptualization and Measurement of Executive Function Skills","authors":"M. Willoughby, Kesha N. Hudson","doi":"10.1093/oso/9780198863564.003.0002","DOIUrl":"https://doi.org/10.1093/oso/9780198863564.003.0002","url":null,"abstract":"Executive functions (EF) are domain general cognitive processes that contribute to individual learning, problem solving, and planning across the lifespan. Multidisciplinary interest in EF skills stems from their broad relevance to functionally important outcomes. However, this multidisciplinary interest in EF has also resulted in a large literature that is not internally consistent. In this chapter, we characterize historical shifts in the conceptualization and definition of EF skills. We describe quantitative and qualitative aspects of developmental change in EF skills. Finally, we highlight discrepancies that exist between current measurement approaches. The inconsistencies and discrepancies that we highlight are not surprising given the maturity of the EF literature. By drawing attention to these issues, we aim to provide readers a broad vantage from which they can critically evaluate the other chapters in this volume.","PeriodicalId":117445,"journal":{"name":"Executive Functions and Writing","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134191001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：