Executive Function in Typical and Atypical Development

By Philip David Zelazo, Ulrich Müller,. 2010

1,148 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/022a96e4b15917cbfe4f25c447e8a097a076c9c7

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In Cognitive Neuroscience

In Developmental and Educational Psychology

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Citations in the corpus

Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology (2016, neutral): “The most widely used formulation in a developmental context is ‘hot’ versus ‘cool’ EF (Zelazo & Carlson, 2012; Zelazo & Muller, 2002).”
Mindfulness and Inhibitory Control in Early Adolescence (2012, background): “EF skills are age-related, with improved performance being found on tasks assessing executive control from childhood and adolescence (e.g., Davidson et al., 2006; Zelazo & Müller, 2002), reaching a peak in early adulthood (e.g., Diamond, 2002; DeLuca et al., 2003).”
Relations among peer acceptance, inhibitory control, and math achievement in early adolescence (2013, background): “…– working memory and cognitive flexibility – inhibitory control skills play a crucial role in everyday activities and functioning such as planning, holding, and managing multiple goals, and maintaining cognitive flexibility (Davidson, Amso, Cruess Anderson, & Diamond, 2006; Zelazo & Müller, 2002).”
Reassessing Emotion Regulation (2008, background): “…(Prencipe & Zelazo, 2005; Thompson, Barresi, & Moore, 1997), deliberately control impulsive behavior (Jones, Rothbart, & Posner, 2003), use higher order rule systems for decision making (Zelazo & Mueller, 2002), and achieve higher levels of explicit emotional awareness (Lane & McRae, 2004).”
The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways. (2014, background): “That is, EF skills start developing in children as early as the end of the first year (Rueda, Posner, & Rothbart, 2005), followed by substantial developmental growth in EF during the preschool years (Welsh, Nix, Blair, Bierman, & Nelson, 2010; Zelazo & Müller, 2002).”
The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, background): “Research has consistently shown that children experience dramatic changes in cognitive ability that are particularly pronounced during the preschool years (Carlson, 2005; Clements, 2000; Diamond, 2006; Zelazo & Müller, 2010).”
Self-and Social-Regulation Social Interaction and the Development of Social Understanding and Executive Functions (2009, background): “…2:49:32 PM 7 The concept of “executive function,” which has broadly referred to the psychological processes involved in the conscious control of action and thought (Anderson, 1998; Zelazo & Müller, 2002), has come to occupy a central place in the study of cognition and cognitive development.”