Executive Function in Typical and Atypical Development
Abstract
This chapter contains sections titled: Introduction Definitional Issues Structure–Function Mapping EF in Typical Development EF in Atypical Development Conclusion References
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Hot cognitive skills are necessary in contexts that require personal interpretation and involve motivation, emotions, or tension between instant gratification and long-term rewards.
“Conversely, hot cognitive skills are necessary in contexts that require personal interpretation and involve motivation, emotions or tension between instant gratification and long-term rewards (Zelazo and Müller, 2010).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Zelazo and Müller, 2010
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Age-Related Asynchrony of Knowledge and Action
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The Executive Functions of Language in Preschool Children
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Sources of Inflexibility in 6-Year-Olds' Understanding of Emotion in Speech
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Blair, C., & Razza, R. P. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01019.x · Cited by 3,140 · see citing works
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Developmentally Sensitive Measures of Executive Function in Preschool Children
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Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills.
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Bilingual experience and executive functioning in young children
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Training and transfer effects of executive functions in preschool children
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Self-citationTouch your toes! Developing a direct measure of behavioral regulation in early childhood.
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Executive function across the life span
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Tracking executive function across the transition to school: A latent variable approach.
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Development of hot and cool executive function during the transition to adolescence
Prencipe, A., Kesek, A., Cohen, J., Lamm, C., Lewis, M. D., & Zelazo, P. D. (2011) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2010.09.008 · Cited by 433 · see citing works
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Stress and the development of self-regulation in context
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“…social and cognitive competence (Blair & Razza, 2007; Carlson & Moses, 2001; Hughes & Ensor, 2007), and impairments in EFs are a salient aspect of cognitive deficits in a number of developmental disorders and psychopathologies in children (Pennington & Ozonoff, 1996; Zelazo & Müller, 2002).”
BackgroundSensory integration and the perceptual experience of persons with autism
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The role of the medial prefrontal cortex in cognition, ageing and dementia
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Lamm, C., Zelazo, P. D., & Lewis, M. D. (2006) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2005.10.013 · Cited by 254 · see citing works
Self-citationThorell, L. B. (2007) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2007.01777.x · Cited by 230 · see citing works
Developing connections for affective regulation: age-related changes in emotional brain connectivity
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The self-regulating brain: cortical-subcortical feedback and the development of intelligent action.
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Investigation of cool and hot executive function in ODD/CD independently of ADHD
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Top-Down Dysregulation—From ADHD to Emotional Instability
Petrovic, P., & Castellanos, F. X. (2016) · Frontiers in Behavioral Neuroscience · doi:10.3389/fnbeh.2016.00070 · Cited by 179 · see citing works
David Zelazo, P., Jacques, S., Burack, J. A., & Frye, D. (2002) · Infant and Child Development · doi:10.1002/icd.304 · Cited by 168 · see citing works
The need for a broader approach to emotion regulation research in autism
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“Many theories implicate structures related to executive function, such as the prefrontal cortex, in the control of affective responses (e.g., Zelazo & Müller, 2002).”
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The construct of impulsivity revisited
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“…of prepotent or automatized responding when engaged in task completion; and mental flexibility, defined as the ability to shift attentional or cognitive set among distinct but related dimensions or aspects of a given task (Davidson et al., 2006; Garon, Bryson, & Smith, 2008; Zelazo & Müller, 2002).”
BackgroundDevelopmental effects of reward on sustained attention networks
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The neural architecture of executive functions is established by middle childhood
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Assessment of executive functions in school-aged children: A narrative review
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Task Speed and Accuracy Decrease When Multitasking
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The Vigilance, Orienting, and Executive Attention Networks in 4-Year-Old Children
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Self-citationNeural correlates of error processing reflect individual differences in interoceptive sensitivity
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- Authors
- Zelazo, P. D., & Müller, U.
- Affiliations
- University of Minnesota (US)
- University of Victoria (CA)
- ORCID
- Zelazo, Philip David
- Venue
- The Wiley‐Blackwell Handbook of Childhood Cognitive Development
- Publisher
- Wiley
- Published
- 2010-07-15
- Pages
- 574-603
- OpenAlex
- W2103914821
- Semantic Scholar
- 022a96e4b15917cbfe4f25c447e8a097a076c9c7
- Cited by
- 784
- References
- 160
- Citations by year
- 2026: 3 · 2025: 12 · 2024: 21 · 2023: 19 · 2022: 36 · 2021: 44 · 2020: 42 · 2019: 42 · 2018: 30 · 2017: 50 · 2016: 29 · 2015: 58 · 2014: 51 · 2013: 70 · 2012: 57
- Type
- other
- Language
- en
- Open access
- closed
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- executive function, atypical development, typical development, structure-function mapping, cognitive development
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