The EFs are a group of processes that are involved when a person is managing resources with the aim of achieving specific goals. They are “neurologically-based skills that involve self-regulation and mental control” (Bailey 123). EFs contribute significantly when an individual is needed to concentrate and pay attention to particular topics or processes. When people rely on instincts, there are high chances that they will be ill-advised or collect insufficient information. EFs are categorized into three core groups that include inhibition, working memory, and cognitive flexibility. Inhibition is also referred to as inhibitory controls, and it includes self-control. It is linked to the ability of a person to control behavior. It takes into consideration the interference control which is a mechanism that helps people to develop a cognitive inhibition and selective attention. The working memory and cognitive flexibility are also referred to as a mental set of shifting or mental adaptability. They are linked to the ability of a person to be creative. EFs are necessary skills that are required to ensure that an individual is mentally and physically healthy. They are vital in school life for the kids, and they also help in social, cognitive and psychological development.
Inhibitory Control
It is one of the core EFs, and it is involved in helping people control their thought, behaviors, and emotion. It helps individuals in overriding strong external lures or predispositions and enables them to perform specific actions in an appropriate manner. It contributes significantly to making it possible for people to adapt to changes, choose the way they react to stimuli and behave properly. The EF hence impacts people’s intelligence through helping them develop ability to stop a particular behavior and thoughts at the right time (Diamond and Ling 36)
Working Memory (WM)
It is a core EF that is significantly involved when a person wants to hold information in mind and mentally work with it. It helps people to work with the details that are not perpetually present. WM is essential when individuals want to make sense of anything that develops over a given period. The fact is that people are required to hold in mind the events that took place earlier and relate them to what will happen later. It is not possible for people to reason without WM. It hence helps individuals to be creative though remembering their past and use future hopes to plan and to make decisions (Diamond and Ling 44).
Cognitive Flexibility
Cognitive flexibility “builds on the inhibitory control and working memory” (Carriedo et al. 669). Its most important aspects include helping people to spatially or interpersonally change their point of views. Individuals need inhibition skills to change their perspectives. They also require previous or activate a different perspective that they load into WM. Another aspect of cognitive flexibility is its ability to change people’s ways of thinking. For instance, in case the method that is employed to solve a problem fails, an individual can either come up with a new strategy of addressing it or apply a different approach.
Using Knowledge of EF in Child Development
Executive functions can impact the daily life of children and can be used in understanding their behavior during development. The knowledge of inhibitory control can be applied in that kids that have weak impulse control are likely to be involved in risky behaviors. Children with poor emotional control will always overreact to situations and critics. Kids that have rigid thinking get frustrated when thinking about an issue from a different perspective. Children with weak WM face challenges when they are trying to remember directions or when repeating an activity (Carriedo et al. 674).
Works Cited
Bailey, Charles E. “Cognitive Accuracy, and Intelligent Executive Function in the Brain and Business.” Annals of the New York Academy of Sciences 1118.1 (2007): 122-141
Carriedo, Nuria, et al. “Development of the Updating Executive Function: From 7-Year-Olds to Young Adults.” Developmental Psychology 52.4 (2016): 666-678.
Diamond, Adele, and Daphne S. Ling. “Conclusions about Interventions, Programs, and Approaches for Improving Executive Functions That Appear Justified and Those That, Despite Much Hype, Do Not.” Developmental Cognitive Neuroscience 18.Flux Congress 2014 (2016): 34-48