Executive function: Reflection, iterative reprocessing, complexity, and the developing brain

By Philip David Zelazo. 2015

408 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b8c9ed6058aa902c6dc16c9d038944a752376764

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Drivers of human development: How relationships and context shape learning and development1 (2020, background): “information and re-appraising of prior knowledge and experience is thought to be necessary for the development of executive functions and to reduce cognitive load and can be encouraged through intentional instructional practices (Zelazo, 2015).”
Developing together: The role of executive function and motor skills in children’s early academic lives (2019, positive): “…that EF includes the cognitive processes that children need to pay attention and switch focus when needed (cognitive flexibility), remember instructions (working memory), and demonstrate self-control (inhibitory control) (Best & Miller, 2010; Zelazo, 2015; Zelazo, Blair, & Willoughby, 2016).”
Executive function in the first three years of life: precursors, predictors and patterns (2016, background): “…language appears itself to play a role in EF, both as a means of regulation and through strengthening representations in working memory, meaning that language skills may influence performance even when instructions are entirely non-verbal (Barkley, 1997; Miller & Marcovitch, 2011; Zelazo, 2015).”
Theories of cognitive development: From Piaget to today (2015, background): “Executive functions, domain-general-developmental changes and training effects The development of the executive functions identified by Carey et al. (2015) as the motor of domaingeneral changes is directly addressed by Philip Zelazo (2015) in his article.”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “More broadly, self-regulation skills are associated with greater engagement in school, increased likelihood of graduating from college, and better health and wealth in adulthood (e.g., Zelazo, 2015).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “Zelazo (2015) noted that the situations in which top-down regulation through EF is necessary vary on a continuum from purely cognitive challenges (calling for “cool EFs”) to motivationally significant situations (calling for “hot EFs”).”