Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity

By Philip David Zelazo, Stephanie M. Carlson. 2012

1,283 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/5f6e2cb6edda9eec2673abdfe8ec7df482377d0c

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Citations in the corpus

Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children (2019, background): “Executive functioning and early mathematics Executive functioning (EF) develops most rapidly during the preschool years (Carlson, 2005; Zelazo & Carlson, 2012), and some components of EF have been distinguished early in childhood (Blair & Razza, 2007; Chung & McBride-Chang, 2011; Prager, Sera, &…”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “…(e.g., Ryan & Deci, 2000); cognitive development and problem solving (e.g., Losel & Farrington, 2012); self-regulation and executive function (e.g., Zelazo & Carlson, 2012); meaning making (Frankl, 1959; McLean & Pratt, 2006; Park, 2010); and positive perspectives on the self and future (e.g.,…”
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).”
Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding (2015, background): “…analyses to specify the nature of this important relation across development, especially during periods of rapid reorganization of the prefrontal cortex in early and middle childhood and the transition to adolescence (Diamond & Lee, 2011; Kray & Ferdinand, 2013; Zelazo & Carlson, 2012).”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Although maturation is important for the development of EF, the brain shows remarkable anatomical and functional plasticity, especially in periods of rapid growth (V. Anderson et al., 2008; McEwen & Morrison, 2013; Zelazo & Carlson, 2012).”
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “Research on self-regulation focusing on executive functioning consistently finds support for age-related differentiation processes (Zelazo & Carlson, 2012).”
The role of prefrontal cortex in cognitive control and executive function (2021, background): “Hot CC can also be measured with tasks that do not have a cool analogue, such as gambling tasks and delay of gratification tasks [50, 51] (Fig.”
Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial (2015, background): “A metaanalysis of school-based social and emotional learning (SEL) programs provided evidence that such programs can develop the skills and outcomes of interest in the present study—social and emotional competencies and their influence on well-being and academic success (Durlak et al., 2011).”
Pathways to Integrated Resilience Science (2015, background): “Other data implicate the preschool years as a period of high plasticity and high potential return on investment, when there appears to be rapid development in self-regulation skills and the brain systems that support those skills (Zelazo & Carlson, 2012).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “Hot EF involves the processes that operate in motivationally and emotionally significant situations, while cool EF involves the processes that operate in more affectively neutral contexts (Zelazo and Carlson 2012).”