A Developmental Perspective on Executive Function
2010/11/01 by John R Best, John R. Best, Patricia H Miller +1 · 2,614 citations
Mathematics · Psychology · #Child and Animal Learning Development #Cognitive Abilities and Testing #Cognitive and developmental aspects of mathematical skills #Cognitive psychology #Developmental psychology #Function (biology) #Perspective (graphical) #Psychology
paper · open access · doi:10.1111/j.1467-8624.2010.01499.x
published in Child Development 81(6), 1641-1660 (Wiley)
openalex publication_date 2010/11/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04
Abstract
This review article examines theoretical and methodological issues in the construction of a developmental perspective on executive function (EF) in childhood and adolescence. Unlike most reviews of EF, which focus on preschoolers, this review focuses on studies that include large age ranges. It outlines the development of the foundational components of EF-inhibition, working memory, and shifting. Cognitive and neurophysiological assessments show that although EF emerges during the first few years of life, it continues to strengthen significantly throughout childhood and adolescence. The components vary somewhat in their developmental trajectories. The article relates the findings to long-standing issues of development (e.g., developmental sequences, trajectories, and processes) and suggests research needed for constructing a developmental framework encompassing early childhood through adolescence.
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