Executive Functions after Age 5: Changes and Correlates

Autor/inn/en	Best, John R.; Miller, Patricia H.; Jones, Lara L.
Titel	Executive Functions after Age 5: Changes and Correlates
Quelle	In: Developmental Review, 29 (2009) 3, S.180-200 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-2297
DOI	10.1016/j.dr.2009.05.002
Schlagwörter	Research Needs; Children; Short Term Memory; Cognitive Development; Neurological Organization; Brain; Age Differences; Child Development; Developmental Stages; Academic Achievement; Social Development; Emotional Development; Adults + Suchen Sie Ihr Suchwort? Forschungsbedarf; Child; Kind; Kinder; Kurzzeitgedächtnis; Kognitive Entwicklung; Gehirn; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Schulleistung; Soziale Entwicklung; Gefühlsbildung
Abstract	Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The relations among the EF components, particularly as they are recruited for complex tasks, appear to change over the course of development. Second, much of the development of EF, especially working memory, shifting, and planning, occurs after age 5. Third, important applications of EF research concern the role of school-age children's EF in various aspects of school performance, as well as social functioning and emotional control. Future research needs to examine a more complete developmental span, from early childhood through late adulthood, in order to address developmental issues adequately. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10