Not All Executive Functions Are Related to Intelligence

By Naomi P. Friedman, Akira Miyake, R. Corley, S. Young, J. Defries, J. Hewitt. Psychology Science, 2006

1,288 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/24e2e553e6b52d7b9b6947cb51c2fcbcc875eec4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Klaus Oberauer
2. W. Bruine de Bruin
3. F. Del Missier
4. Timo Mäntylä
5. Naomi P. Friedman
6. Akira Miyake
7. C. Domitrovich
8. W. Keith Campbell

In Cognitive Neuroscience

1. Klaus Oberauer
2. Adam Chuderski
3. Nash Unsworth
4. R. Engle
5. W. Bruine de Bruin
6. F. Del Missier
7. Timo Mäntylä
8. Naomi P. Friedman

In Experimental and Cognitive Psychology

1. Adam Chuderski
2. Klaus Oberauer
3. R. Engle
4. Nash Unsworth
5. Claudia M. Roebers
6. W. Bruine de Bruin
7. F. Del Missier
8. Timo Mäntylä

Citations in the corpus

• The Relationship Between Working Memory Capacity and Executive Functioning: Evidence for a Common Executive Attention Construct (2010, methodology): “Some have taken the approach of administering several measures of each of several distinct EF tasks to create distinct EF factors (e.g., Friedman et al., 2008; Hedden & Yoon, 2006; Miyake et al., 2000), whereas others have administered several measures of EF (or frontal) tasks to create a single EF…”
• The differentiation of executive functions in middle and late childhood: A longitudinal latent-variable analysis (2014, background): “Although working memory/updating has often been found to be a predictor of intelligence in adults (Ackerman et al., 2005; Friedman et al., 2006), Demetriou et al. (2014) proposed a cyclic theory of the development of intelligence, where working memory and processing speed alternate as major…”
• The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions (2012, positive): “The diversity of EFs is further supported by the observation that the three EFs differentially relate to other measures, such as well-known neuropsychological tests of frontal-lobe functioning (Miyake et al., 2000) and IQ (Friedman et al., 2006).”
• The Elusive Nature of Executive Functions: A Review of our Current Understanding (2007, background): “This idea, however, has been challenged by researchers who propose that there exists a distinction between psychometric g and executive functions (Ardila et al. 2000b; Crinella and Yu 2000; Friedman et al. 2006) and that although the function of updating seems to be moderately related to intelligenc”
• An opportunity cost model of subjective effort and task performance (2013, neutral): “Neuroanatomical specialization is broadly consistent with the behavioral evidence for separable components of executive control (Friedman & Miyake 2004; Friedman et al. 2006; Miyake et al. 2000).”
• Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years (2008, background): “Tymms (1999) referred to these as “general developed abilities,” which includes skills (at school entry) such as letter recognition, spelling, and phonemic awareness as precursors to reading, and number recognition, magnitude understanding, and counting as precursors to mathematics (see Geary, Hamso”
• Individual differences in executive functions are almost entirely genetic in origin. (2008, background): “In conclusion, the current research has demonstrated that the unity and diversity of executive functions—a pattern that has been shown repeatedly in prior phenotypic studies of executive functions (e.g., Duncan et al., 1997; Friedman et al., 2006; Hedden & Yoon, 2006; Miyake et al., 2000; van der Sl”
• Working memory updating involves item-specific removal (2014, methodology): “Previous investigations of WM updating, using traditional WM updating tasks, focused either on the effectiveness of WM updating (e.g., Friedman et al., 2006) or its overall duration (Artuso & Palladino, 2011; Kessler & Meiran, 2008).”
• 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): “Differentiation into more distinct factors appears to occur later in development (Friedman et al., 2006; Friedman et al., 2008; Huizinga, Dolan, & van der Molen, 2006; Miyake et al., 2000).”