1st Edition
Promoting Regulation and Flexibility in Thinking Development of Executive Function
This concise guide introduces the importance of executive function for social and emotional well-being and effective learning. It clearly explains the research that underpins important topics such as working memory, organization, self-regulation, attention and cognitive flexibility, and how they apply to the real-world settings in which we work with children, adolescents, and families. This engaging book offers knowledge and strategies for improving executive function together with an understanding of its relevance for diverse populations.
The authors use the most current research to provide an overview of what executive function is, how it develops, and how it works in coordination with other developmental factors to promote regulation and flexibility in thinking. Chapters contain detailed information about the biological and physiological foundations for brain development and emotion regulation, as well as advances in cognition, emotion, and social relationships. Making the research accessible to all with evidence-based writing and theory-to-practice applications, the book provides applications with career contexts and interviews and case studies that bring the book to life.
Designed to introduce professionals, advocates, and parents to the importance of executive function in human development, this book is for all those working with children and young people. It will also be of interest as an introductory text for those new to the field or as a way to learn to apply developmental principles in practice.
Foreword
Preface
Introduction
Chapter 1: Executive function and human development: Control, biology, and regulation
· What is Executive Function?
Inhibition
Working Memory
Cognitive Flexibility
· Theoretical Approaches and the Role of EF in Human Development
Information Processing
Systems Theories
· Biological Foundations of EF
Genes and EF
General Terms
Genetic Contributions to EF
Brain Development and EF
Neurons
Synapses
Experience-Expectant Synaptogenesis
Experience-Dependent Synaptogenesis
Development of the Prefrontal Cortex
Functionality of Neurotransmitters
Changes in Gray Metter
Increased White Matters
Connectivity of Brain Regions
· Contextual Foundations of Human Development
Individual Differences
Theory to Practice Box: Vision and EF
EF Applied: Autism Spectrum Disorder Research and Advocacy
Assets and Protective Factors
Interview Box: Chatting with a Parent of a Child with Autism Spectrum Disorder
Context: Families, Communities, and Culture
Wealth
Nutrition
Household Stability and Parenting
· Using EF to Understand Human Development and Real Humans
Careers and Fostering EF in Children and Adolescents
Specific Applications of this Knowledge to Careers Serving Children, Youth, and Families
· Summary
· Further Resources
Chapter 2: Thinking, Learning, and Development of Executive Function
· What is Cognitive Development and How is it Related to EF?
Humans Play an Active Role in their Cognitive Development
Cognitive Development Can Change Both Abruptly and Gradually
· Biology, EF, and Foundations for Development
Gene expression
Brain development
Proliferation
Migration
Differentiation and Synaptogenesis
· Specific Domains of Cognitive Development
Perception
EF and Perception
Intersensory Integration
Challenges to Integration
· Case Study Box: EF, Perception, and Behavior in the Home
Representation
Representation Can Take Many Different Forms
Simple Representation
Representational Insight
Theory to Practice Box: Can children differentiate appearance from reality?
Cross-Cultural Understandings of Representation
Memory
Explicit Memory
Sensory and Working Memory
Central Executive of Working Memory
Support Systems of Working Memory
Brain development in Working Memory
Putting it all Together: Development of Episodic Memory
Implicit Memory
Entering Implicit Memory
Brain Development
Language
Language Learning and EFs
EFs and Interrelationship between Language and Thought
EFs and Literacy Development
Reading
Writing
Language and EFs in Action: Bilingualism
· Linking to Theories and Concepts
· Variations in Cognition and EF
Individual Differences
Case Study Box: ADHD in the Classroom
Environment
Household Chaos
Stress and Trauma
· Careers and EF
· Summary
· Further Resources
Chapter 3: Foundations for Emotional Development and Regulation
· What is Emotional Development and Regulation?
Universality in Basic Human Emotions
Biologically Based Individual Differences in Emotion Expression and Processing
Adaptation to a Context by a Biological Being
Emotional Processing is Intertwined with Cognitive Development
· Physiology of Emotion
Appraisal
Reactivity
Chronic Stress
· Specific Foundations of Emotional Development
Temperament
Reactivity and Behavioral Inhibition
Environmental Context of Temperament
Temperament and Behavioral Control
Self-Regulation
Inhibitory Control and Prefrontal Cortex
Anger and Aggression
Interview Box: EF and Classroom Behavior
Early Interactions and Relationships
Attunement and Dyadic Interactions
Attachment
Foundational Terms for Attachment
Physiological and Emotion Reactivity
Brain Structure and Function
· Contextual Foundations of Emotional Development
Emotion and Reactivity
Attachment
· Careers and EF
· Summary
· Further Resources
Chapter 4: Social Cognition and EF: The Interface between Cognitive and Social-Emotional Development
What is Social Cognition and How is it Related to EF?
Agency Shapes Social Cognition
Biology and Experiences Work Together in Social Cognitive Development
Specific Domains of Social Cognitive Development
Understanding of the Self
Role of Representational Skills
Self-Awareness
Identity
Awareness of Others
Perspective Taking
Theory to Research Box: False Belief Understanding
Delay of Gratification
Empathy
Peer Relationships
Contextual Foundations of Social Cognitive Development
Autism Spectrum Disorder, EF, and Social Cognition
Interview Box: Social Cognition and Emerging Adulthood
Home, EF, and Social Cognition
Careers and EF
Summary
Further Resources
Chapter 5: Applications of EF within careers that involve direct work with children, adolescents, and families
· Theoretical Model for Application
Context
Person
Process
Time
· Executive Function and Proximal Processes in Real World Professions
Education
Early Childhood Education
Elementary and Secondary Education
Higher Education
Interview Box: School Administration as a Microsystem
Mental Health
Social Services
Counseling
Government and Law
Children as Victims or Witnesses
Minors as Perpetrators
THEORY TO PRACTICE BOX: Trauma Informed Care and Human Development
Physical Health and Care
Medical Settings
Therapeutic Settings
Home
Caregivers and Families
Engaging with Local Opportunities
· Linking Concepts to Real People
· Summary
· Further Resources
Chapter 6: Advocating for developmentally appropriate policy, outreach, and well-being
· Theory and Context Revisited
· Interview Box: Policy, Funding, and Language
· Supporting Executive Function in the Real World
Macrosystem Influencing EF: Role of Society
Language and Cognition, EF, and Values in Society
Regulation, EF, and Values in Society
Relationships, EF, and Values in Society
Exosystem Influencing EF: Role of Indirect Effects
Education
Mental Health
Government and Law
Theory to Practice Box: Teens, Stereotypes, and the Legal System
Physical Health and Care
Home
· Full Circle of Bidirectionality: The Person can Change the Culture
Diversity, Equity, and Policy
Taking a Global Perspective
Example of Resistance: Dr. Martin Luther King, Jr.
· Linking These Concepts to Real People
· Summary
· Further Resources
References
Biography
Kristen M. Weede Alexander is a Child and Adolescent Development Professor at California State University, Sacramento. She received her Ph.D. in Human Development from the University of California, Davis in 2002 and her current research interests are in stress, coping, and memory in context.
Karen M. Davis O’Hara serves as the Executive Dean of Sierra College (Nevada County Campus), having formerly been a Professor of Child Development and administrator in the College of Education at California State University, Sacramento. She received her Ph.D. in Human Development from University of California, Davis, and her research focuses on emotion regulation.
