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Executive function: Reflection, iterative reprocessing, complexity, and the developing brain
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In the citing paper
“By preparing children to pay attention, follow rules, and actively engage in learning, executive functions are fundamental to learning readiness and school success”
From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Zelazo, 2015
In the citing paper
“More broadly, self-regulation skills are associated with greater engagement in school, increased likelihood of graduating from college, and better health and wealth in adulthood”
From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Zelazo, 2015
In the citing paper
“For example, the iterative reprocessing model of EF skills assumes that EF development depends, at least in parts, on cognitive and neural processes associated with the reflection abilities of children (Zelazo, 2015).”
From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Zelazo, 2015
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Interventions shown to aid executive function development in children 4 to 12 years old
Diamond, A., & Lee, K. (2011) · Science · doi:10.1126/science.1204529 · Cited by 2,901
Nieuwenhuis, S., Yeung, N., van den Wildenberg, W., & Ridderinkhof, K. R. (2003) · Cognitive, Affective, & Behavioral Neuroscience · doi:10.3758/cabn.3.1.17 · Cited by 1,250
Theory of mind and rule-based reasoning
Frye, D., Zelazo, P. D., & Palfai, T. (1995) · Cognitive Development · doi:10.1016/0885-2014(95)90024-1 · Cited by 923
Self-citationChildhood poverty: specific associations with neurocognitive development
Farah, M. J., Shera, D. M., Savage, J. H., Betancourt, L., Giannetta, J. M., Brodsky, N. L., Malmud, E. K., & Hurt, H. (2006) · Brain Research · doi:10.1016/j.brainres.2006.06.072 · Cited by 835 · cited 1×
“Children with lower SES show lower levels of EF skill, even controlling for general cognitive skills (e.g., Farah et al., 2006; Masten et al., 2012; Mezzacappa, 2004; Noble, Norman, & Farah, 2004; Obradović, 2010).”
BackgroundWelsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010) · Journal of Educational Psychology · doi:10.1037/a0016738 · Cited by 775
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Items 301–400 of 406
Sofologi, M., Koulouri, S., Ntinou, M., Katsadima, E., Papantoniou, A., Staikopoulos, K., Varsamis, P., Zaragkas, H., Μoraitou, D., & Παπαντωνίου, Γ. (2022) · Journal of Behavioral and Brain Science · doi:10.4236/jbbs.2022.128022 · Cited by 4
Yoga and Willful Embodiment: a New Direction for Improving Education
Rashedi, R. N., & Schonert-Reichl, K. A. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09481-5 · Cited by 24
Desenvolvimento e Validade de Conteúdo do IFERA-II para Adultos
Dias, N. M., Trevisan, B., Zauza, G., Carreiro, L. R. R., & Seabra, A. (2021) · Psicologia: Teoria e Pesquisa · doi:10.1590/0102.3772e3759 · Cited by 1
Colombi, F., Fusi, G., Crepaldi, M., & Rusconi, M. L. (2026) · Brain Sciences · doi:10.3390/brainsci16070702 · Cited by 2
“Cool EF are typically recruited in abstract, decontextualized and emotionally neutral situations: they include cognitive flexibility, working memory, planning, organisation and inhibitory control and are associated with conscious control, mental effort and analytical processing [20,21].”
Arslan, D. Y., Frankenberg, S. J., & Kjällander, S. (2026) · Digital Experiences in Mathematics Education · doi:10.1007/s40751-026-00197-0 · Cited by 3
A cross-sectional study of executive and semantic flexibility in childhood using task-switching
Viviani, G., Ambrosini, E., Porru, A., Benavides-Varela, S., Buchanan, E., Pietro, I. D., Lucangeli, D., & Montefinese, M. (2026) · Scientific Reports · doi:10.1038/s41598-026-48580-6 · Cited by 1
“While the correlation suggests a shared component, our findings are consistent with the asynchronous and multi-faceted nature of cognitive control development highlighted in our introduction 24,52,54 .”
Psychometric evidence of digital and online executive function tests: a systematic review
Neves-Teles, T., de Souza, J. B., Zanon, C., & de Almeida, R. M. M. (2026) · International Journal of Testing · doi:10.1080/15305058.2026.2639759 · Cited by 1
“These skills are essential for adaptive functioning across the lifespan and play a critical role in education, employment, social relationships, and mental health (Diamond, 2013; Ferguson et al., 2021; Zelazo, 2015; Zelazo & Carlson, 2023).”
Miller, S. E., Galvagno, L. G. G., & Elgier, Á. M. (2026) · Frontiers in Developmental Psychology · doi:10.3389/fdpys.2026.1711934 · Cited by 1
Lee, H. (2026) · Children · doi:10.3390/children13020224 · Cited by 1
“EF development reflects an ongoing interaction between neurobiological maturation and environmental influences [36–38].”
Jia, W., Yang, J., Li, J., Deng, X., & Xu, M. (2026) · BMC Psychology · doi:10.1186/s40359-026-04039-x · Cited by 3
“These skills enable children to regulate their thoughts and emotions, engage in adaptive decision-making, and navigate goal-directed tasks [106, 127].”
Matte‐Gagné, C., Aubuchon, O., Thériault‐Couture, F., Bernier, A., Tarabulsy, G. M., & Cyr, C. P. (2026) · Attachment & Human Development · doi:10.1080/14616734.2026.2616503 · Cited by 1
“There is evidence that hot and cool components of EF differ in their developmental course, underlying neural processes, predictors, and associations with child outcomes (Hongwanishkul et al., 2016; Kim et al., 2013; Moriguchi, 2022; Zelazo, 2015).”
Tsermentseli, S. K., Pavlidou, A., & Kouklari, E.-C. (2025) · Brain Sciences · doi:10.3390/brainsci16010042 · Cited by 3
Self-regulation at one month predicts language development at 12 months of age
Živná, V., Sousa, M., Sampaio, A., & Cruz, S. (2025) · European Journal of Developmental Psychology · doi:10.1080/17405629.2025.2607718 · Cited by 1
“In turn, language serves as a powerful tool for self-regulation, enabling children to direct their attention, plan their actions and control their behaviour (Zelazo, 2015).”
Zehnder, C., Schmidt, M., Affolter, P., Anzeneder, S., & Benzing, V. (2025) · Mental Health and Physical Activity · doi:10.1016/j.mhpa.2025.100747 · Cited by 1
Vaughan, A. M., & Perone, S. (2025) · Journal of Cognition and Development · doi:10.1080/15248372.2025.2553532 · Cited by 1
“EF refers to the ability to control thought, emotion, and behavior in a goal-directed fashion (Zelazo, 2015).”
François-Sévigny, J., & Pilon, M. (2025) · Child Neuropsychology: A Journal of Normal and Abnormal Development in Childhood and Adolescence · doi:10.1080/09297049.2025.2545030 · Cited by 1
“…varies across studies, there is a general consensus that they constitute a set of high-level cognitive skills that enable an individual to intentionally regulate his or her thinking and actions as part of goal-directed problem solving (Diamond, 2013; Jurado & Rosselli, 2007; Zelazo, 2015).”
Xu, Y.-K., Huo, X.-N., Yang, X.-L., Ma, Y., Wang, Y., Deng, J., Zheng, H., Xiu, M. H., & Wu, F.-C. (2025) · International Journal of Neuropsychopharmacology · doi:10.1093/ijnp/pyaf058 · Cited by 1
“11 16-18 It measured alterations in oxyhemoglobin (OxyHb), deoxyhemoglobin (DeOxy-Hb), and total oxyhemoglobin (ToOxy-Hb) in the cerebral cortex to reflect cerebral blood flow characteristics and assess cortical activity.”
Bibliometric Analysis of Studies on Preschool Mathematics Education with VOSviewer
İdil, F. H., & Yildirim, R. G. (2025) · Osmangazi Journal of Educational Research · doi:10.59409/ojer.1699691 · Cited by 1
Tele-Assessment of Executive Functions in Young Adults with ADHD: A Pilot Study
Capodieci, A., Olla, V., Tonasso, C., Campana, M., Morsiani, A., Zambelli, A., & Guidetti, G. (2025) · Applied Sciences · doi:10.3390/app15158741 · Cited by 2
van Elswyk, P. (2025) · Philosophy and Phenomenological Research · doi:10.1111/phpr.70016 · Cited by 1
“They suggest that mindreading during conversation involves iterative reprocessing (Cunningham et al., 2007; Cunningham & Zelazo, 2007; Ehret et al., 2015; Overwalle & Vandekerckhove, 2013; van Bavel et al., 2012; Zelazo, 2015).”
From anthropological transfer to children’s emotional health through motor stories
Aznar-Cebamanos, M., García-Barrios, A., Royo-Ortín, E., Peñarrubia-Lozano, C., Whyte-Orozco, J., & Cisneros-Gimeno, A. I. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1531135 · Cited by 1
Tng, G. Y. Q., & Yang, H. (2024) · Cognitive Development · doi:10.1016/j.cogdev.2024.101516 · Cited by 1
Merrill, L. C., Lipschutz, R. S., Li, X., Shen, S., Ortiz‐Jimenez, A., & Bick, J. R. (2024) · Developmental Psychobiology · doi:10.1002/dev.22487 · Cited by 2
Wang, X., & Feng, T. (2024) · International Journal of Behavioral Development · doi:10.1177/01650254241236200 · Cited by 1
“…a growing tendency to conceptualize executive functions as a set of distinct yet related component processes, and these processes are typically measured behaviorally as three executive “functions”: inhibitory control, working memory, and cognitive flexibility (Miyake et al., 2000; Zelazo, 2015).”
The Factorial Structure of Self-Regulation from Late Childhood to Adolescence: A Gender Perspective
Reyad, A., Yehia, A. A., & Elwan, F. Z. (2023) · American Journal of Applied Psychology · doi:10.11648/j.ajap.20231201.13 · Cited by 2
Speech and language considerations in the Children and Young People’s Secure Estate
Mckeown, A., Kennedy, P., Thomson, N. D., Loftus, M., & Coyne, R. (2022) · Forensic Update · doi:10.53841/bpsfu.2022.1.141.52 · Cited by 1
Demetriou, A. (2022) · Cognitive development · doi:10.1016/j.cogdev.2022.101222 · Cited by 1
Urraca-Martínez, M., Anguera, M., & Sastre-Riba, S. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19052844 · Cited by 1
“The development of other components of executive functions may also explain why the development pattern of younger children is slower and more gradual [29], while the improvement of executive functions facilitates the RR process.”
BackgroundChildren’s Reflection and Sympathy as Predictors of Reparative Behavior
Mehrotra, M., Dys, S. P., Song, K., & Malti, T. (2022) · The Journal of Genetic Psychology · doi:10.1080/00221325.2022.2042179 · Cited by 3
“But the earlier years, particularly early childhood, may be crucial for the development of reflection because it is marked by rapid improvements in related constructs, such as theory of mind, and brain regions, such as the prefrontal cortex (Tsujimoto, 2008; Zelazo, 2015).”
BackgroundDemetriou, A., Liakos, A., & Kizilyürek, N. (2021) · Journal of Intelligence · doi:10.3390/jintelligence9030047 · Cited by 1
“…control enables the attainment of more complex cognitive tasks, such as organizing action according to represented goals, following ongoing verbal interactions, and exploring the behavior and interactions between other persons and objects (Demetriou et al. 2018a; Diamond 2013; Zelazo 2015).”
BackgroundRisks of Obesity in Adolescence: The Role of Physical Activity in Executive Functions
Gameiro, F. C. D. S. R., & Rosa, B. (2021) · Obesities · doi:10.3390/obesities1020009 · Cited by 2
“Executive functions (EFs) refer to a subset of cognitive operations that underlie goaldirected actions including inhibition (the ability to suppress impulses and natural, habitual, or dominant behavioral responses), working memory (the ability to hold and process new and already stored information), and cognitive flex…”
BackgroundDePasquale, C. E., Parenteau, A. M., Kenney, M., & Gunnar, M. R. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.104813 · Cited by 1
“…cognitive and selfregulatory processing facilitated by neural circuits involving the prefrontal cortex (Gallant, 2016; Schonert-Reichl et al., 2015; Zelazo, 2015), fostering more positive interactions with others (Flook, Goldberg, Pinger, & Davidson, 2015; Schonert-Reichl et al., 2015) and…”
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The Development of Coping During Infancy and Early Childhood
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“2012; Zelazo 2015).”
BackgroundInfluentialThe Effect of Single-Session Mindfulness Training on Preschool Children’s Attentional Control
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Cognitive predictors of narrative retelling in early childhood.
Kazali, E., & Kalliontzi, E. (2026) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2026.106682
Scatigna, S., Berni, M., Nieri, C. T., Igliozzi, R., Cagiano, R., Tancredi, R., Calderoni, S., & Pecini, C. (2026) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2026.107010
Extent of Teachers’ Fostering Strategy and Level of Cognitive Development Among Learners
Cuyno, J., & Curayag, E. (2026) · Psychology and Education: A Multidisciplinary Journal · doi:10.70838/pemj.630709
Executive Functions and Conceptual Models: A First Look at a Complex Topic: Commentary
Петретто, Д. Р. (2026) · Clinical Practice and Epidemiology in Mental Health · doi:10.2174/0117450179462316260908052738
Understanding how experience supports the development of executive function skills
Doebel, S., Chevalier, N., Lipina, S. J., Rabii, V., & Ahmed, S. F. (2026) · Nature Reviews Psychology · doi:10.1038/s44159-026-00614-6
Khaidir, P. H., Khaidir, R. Z., Alwee, A. I., Ulfiyatin, A., & Nirwana, A. (2026) · Philosophy and Realistic Reflection · doi:10.55121/prr.v3i3.101552
“Cognition encapsulates how an individual perceives, comprehends, and contemplates reality through processes such as sensory perception, empirical observation, memory retention, imagination, and logical reasoning [65] .”
Григорьян, Д. А. (2026) · Vestnik psihofiziologii. · doi:10.34985/s4191-6006-6904-m
Language structure as training for executive functions.
Cardin, V. (2026) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2026.08.006
Verbal Mediation During Shifting in School-Aged Children With Developmental Language Disorder
Baron, L. S., Black, K. B., Schafer, A. L., Gul, A., Fox, A. B., & Arbel, Y. (2026) · Journal of Speech Language and Hearing Research · doi:10.1044/2026_jslhr-25-00790
The development of cognitive and affective empathy from ages 3 to 20: a new experimental task
Lanfranchi, J., Dervy, A., & Angeard, N. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1885949
“Early social cognition initially depends on external environmental support before becoming progressively internalized and automatized with age (Vygotsky, 1978; Zelazo, 2015).”
Construct validation of a multidimensional measure of perceptual–motor integration in young children
Güven, E., & Cangi, A. F. (2026) · Anatolian Journal of Health Research · doi:10.61534/anatoljhr.1820804
Yin, K., Wu, Q., & Gai, X. (2026) · Behavioral Sciences · doi:10.3390/bs16091495
“Within the IR framework, representational hierarchical complexity refers to the degree of embedding within the rule system that must be represented and maintained in working memory (Zelazo et al., 2003; Zelazo, 2015).”
InfluentialSoler, H., Gros, H., Macedo-Rouet, M., & Clement, E. (2026) · Psychologie Francaise · doi:10.1016/j.psfr.2026.07.006
Bidirectional analysis between children’s mastery motivation and their science problem solving
He, Y., & Lin, X. (2026) · Early Child Development and Care · doi:10.1080/03004430.2026.2701691
“This competence relies on executive functions (EFs), and it also contributes significantly for regulating goal-directional problem-solving and reflective learning (Zelazo, 2015).”
Kikas, E., Murnikov, V., Mädamürk, K., Puusepp, I., & Aus, K. (2026) · European Journal of Education · doi:10.1111/ejed.70786
Emelyanova, T., Akhmetzhanova, G., & Gudalina, T. A. (2026) · Vestnik of Samara State Technical University. Psychological and Pedagogical Sciences · doi:10.17673/vsgtu-pps.2026.2.2
“Эта це-ленаправленная модуляция внимания обычно осуществляется устно и вклю-чает в себя формулирование и сохранение в рабочей памяти четких правил, ориентированных на действия» [28, с. 55].”
Namushi, N., & Kaani, B. (2026) · International Journal of Psychology · doi:10.47604/ijp.3864
“…early childhood is most effective when embedded across daily routines and learning areas, reinforcing the need for curriculum designs that systematically align learning objectives, activities and teacher practices (Koşkulu-Sancar et al., 2023; Madanipour & Cohrssen, 2024; OECD, 2021; Zelazo, 2020).”
Husein, A., Milfayetti, S., & Situmorang, Z. (2026) · International Journal of Play · doi:10.1080/21594937.2026.2706916
“These children may require more structured, directive, or scaffolded interventions to help them navigate unfamiliar tasks and apply coping strategies effectively (Zelazo, 2015).”
Whittaker, J. V., Stephens, C., DeCoster, J., Pianta, R. C., Vitiello, V. E., & Ramirez, E. (2026) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2026.101963
Drexler, C. L., Mansolf, M. A., Calma‐Birling, D., Sherlock, P., Blackwell, C. K., & Zelazo, P. D. (2026) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph23070904
“Language skills may be necessary for the successful implementation of EF skills through the use of potentially silent self-directed speech, i.e., “inner speech”; e.g., [1,15,16].”
Self-citationYürütücü İşlevler-Ebeveyn ve Yürütücü İşlevler-Öğretmen Ölçeklerinin Geliştirilmesi
Genç, T., & Doğan, M. (2026) · Anadolu Journal Of Educational Sciences International · doi:10.18039/ajesi.1792146
Oh, J., Ho, J., & Park, J.-H. (2026) · BMC Psychiatry · doi:10.1186/s12888-026-08277-6
“This pattern indicates that the analyzed literature was clustered within several applied domains rather than distributed across the full methodological and neuroscientific breadth of prefrontal cortex research [8, 17].”
Alonso-Martínez, L., Izquierdo, M., Ramírez‐Vélez, R., García‐Alonso, Y., Legarra‐Gorgoñon, G., & Alonso-Martínez, A. M. (2026) · Child Neuropsychology · doi:10.1080/09297049.2026.2685676
Welc, K., & Treder-Rochna, N. (2026) · Psychologia Rozwojowa · doi:10.4467/20843879pr.24.017.23386
Ferguson, E. F., Nuske, H. J., Hardan, A. Y., & Gross, J. J. (2026) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.70177
Reflective intelligence: A neuroscience-informed framework for purpose and belonging
Liang, B., Klein, T., Ting, Z., & Orona, G. A. (2026) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2026.100292
Cultivating resilience: scaling up a native plant gardening program in a post-pandemic high school
Quesada, A. (2026) · Acta Horticulturae · doi:10.17660/actahortic.2026.1459.2
Neuroarchitecture for Procedural Memory Development: Spatial Strategies for Daycare Design
Atho’illah, A., Cahyadini, S., & Setijanti, P. (2026) · Journal of Childhood Development · doi:10.25217/jcd.v6i1.8120
Madanipour, P., Garvis, S., Cohrssen, C., & Pendergast, D. (2026) · Early Childhood Education Journal · doi:10.1007/s10643-026-02244-2
Vorster, P. J., & Geldenhuys, D. J. (2026) · Journal of Applied Neurosciences · doi:10.4102/jan.v5i1.24
“In addition, the EN, mediated by the dorsolateral prefrontal cortex, supports higher-order executive functions such as cognitive flexibility and inhibitory control, essential for goal-directed behaviour and emotion regulation (Arden, 2019; Zelazo, 2015).”
Alsenaidi, S. F., & Alhamidah, F. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1780461
Sun, T.-T., Huang, C., Jamshaid, S., Xu, R., & Liu, D. (2026) · Current Psychology · doi:10.1007/s12144-026-09377-y
The role of language in executive function development: Evidence from oral deaf preschoolers
Ribner, A., Peretz‐Lange, R., Berkowitz, T., & Shusterman, A. (2026) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2026.106508 · Cited by 1
Kilci, A. K., Aydın, G., Bekir, S., Erol, Y. İ., & GÜRTAY, K. (2026) · Yalova Üniversitesi spor bilimleri dergisi. · doi:10.70007/yalovaspor.1894453 · Cited by 2
Papel de las funciones ejecutivas en el bienestar financiero subjetivo: un caso en jóvenes chilenos
Gálvez-Gamboa, F. A., Pinochet-Quiroz, P. I., & Lepe-Martínez, N. (2026) · Revista CES Psicología · doi:10.21615/cesp.7809
Cubical Model of Intelligence: Phenomenological and Cognitive Approach to Seven Aspects of Mind
Saunanen, V. (2026) · Integrative Psychological and Behavioural Science · doi:10.1007/s12124-025-09971-y
From speaking up to shutting down: The cognitive costs of non-instrumental voice.
Andrieu, C. F. A., Bartoletti, R. L., Milhabet, I., Denis-Noël, A., & Steiner, D. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2025.106163
SRVAU-R1: Enhancing Video Anomaly Understanding via Reflection-Aware Learning
Zhao, Z.-H., Cao, S., & Ye, M.-C. (2026) · arXiv.org · doi:10.48550/arxiv.2602.01004
“By reflecting on intermediate reasoning processes, models can identify and revise erroneous or redundant steps, resulting in more coherent reasoning chains with stronger causal interpretability (Zelazo, 2015).”
Prayogo, H. E., Islamiyah, W. R., Irwadi, I., & Setyowatie, S. (2026) · AKSONA · doi:10.20473/aksona.v6i1.70271
Korucu, I., Duncan, R. J., & Schmitt, S. A. (2026) · Early Education and Development · doi:10.1080/10409289.2025.2608967
L’émergence de l’apprentissage autorégulé chez le jeune enfant
Leclercq, M., Pinabiaux, C., Fenouillet, F., & Clerc, J. (2026) · Psychologie Française · doi:10.1016/j.psfr.2026.01.001
ІНТЕГРАЦІЯ АНГЛІЙСЬКОЇ МОВИ У МИСТЕЦЬКУ ДІЯЛЬНІСТЬ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ
Ларіна, І. О., Разуменко, Т. О., & Коваленко, О. М. (2025) · Теорія та методика навчання та виховання · doi:10.34142/23128046.2025.59.16
Exploring technology devices' role in learners’ cognitive growth
Villamor, S., Palero, M., Evardo, J. L., Sabio, R., Adeser, J., & Allego, R. (2025) · Journal of contemporary research in social sciences · doi:10.55214/2641-0249.v7i2.11507
“These abilities include numeracy, literacy, memory, attention, and problem-solving, which are essential for academic success and overall intellectual development (Blair & Raver, 2019; Diamond & Ling, 2020; Meltzoff, Kuhl, Movellan, & Sejnowski, 2021; Zelazo, 2015).”
Macoun, S. J., Silverman, J. M., Brunet, P., Lewis, J. M., Kafoteka, E., Ziba, T., Kirby, E., Ighalo, J., D'Arcy, R. C. N., & O'Brien, N. (2025) · American Journal of Tropical Medicine and Hygiene · doi:10.4269/ajtmh.25-0492
Executive functions in Thai adolescents: Development of an inventory measure, its factors, and norms
Haenjohn, J., Supwirapakorn, W., Tongkhambanchong, S., Namyen, J., Charoenkittayawut, S., Abbott, D., & Diamond, A. D. (2025) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617725101550 · Cited by 2
“Executive functions (EFs) are neurocognitive skills that govern the goal-directed control of thought, emotion, and action, modulating attention and controlling behavior to enable more adaptive, planned, and focused action (Diamond, 2013; Zelazo, 2015; Hendry et al., 2016; Cristofori et al., 2019).”
Investigating the Effect of Drama Education on Metacognitive Skills of Preschool Children
Ziya, K., & Erbay, F. (2025) · Participatory Educational Research · doi:10.17275/per.26.02.13.1
Sönmez, D., & Jordan, T. R. (2025) · Cognitive Processing · doi:10.1007/s10339-025-01321-5
ÇEKMECE, Ç., Tayyare, B. Ç., Karadağ, D. T., Sade, S., Çefle, A., & Dursun, N. (2025) · Healthcare · doi:10.3390/healthcare13151928
“…behavior by resisting impulsive responses [15]; (ii) working memory, the capacity to hold and manipulate information over brief periods [16]; and (iii) cognitive flexibility, the ability to shift perspectives, alternate between tasks, and adapt strategies in response to changing conditions [17].”
Hus, Y., & Segal, O. (2025) · Exploration of Neuroprotective Therapy · doi:10.37349/ent.2025.1004110
Seerup, J. K., Dietrichson, J., Jensen, V. M., & Bingley, P. (2025) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2025.2468701 · Cited by 1
“One is that cognitive skills such as EF develop through use; with repeated use, the neural circuits involved in the mental operation become more efficient (Zelazo, 2015).”
Košíková, E., Bakoš, V., Turoňová, D., Rašková, B., Mesárošová, B., Ostatníková, D., & Babinská, K. (2024) · Activitas nervosa superior rediviva · doi:10.31577/ansr.2024.66.2.2
Lee, H.-M., Park, S., Han, S., Lee, H., Hong, I., & Park, H. Y. (2024) · Annals of Geriatric Medicine and Research · doi:10.4235/agmr.24.0073
McCann, V., Wolff, K. E., Stapp, A., Johnson, T., & Miller, S. E. (2024) · Merrill-Palmer quarterly · doi:10.1353/mpq.2024.a958888
“In addition, mindfulness interventions are linked to stress reduction, which is also hypothesized to aid in EF, potentially through bottom-up stress and arousal processes (e.g., Zelazo, 2015).”
Cognitive characteristics of “pure” Tourette Syndrome and what we can learn from neurological study
Graff, M. (2024) · Journal of Cognitive Psychology · doi:10.1080/20445911.2024.2361958 · Cited by 2
“…problem solving ( “ cognitive fl exibility ” , or “ set-switching ” ); the inhibition of responses to intrusive external or internal stimuli that are irrelevant to the current task ( “ inhibitory control ” , or “ response inhibition ” ; e.g. Miyake et al., 2000; Nguyen & Duncan, 2019; Zelazo, 2015).”
Gagne, J. R., Barker, K., Chang, C.-N., Sangwan, R., Zhao, Y., Yu, F., & Kwok, O.-M. (2024) · Merrill-Palmer quarterly · doi:10.1353/mpq.2024.a949142
“…mentioned, some scholars have proposed that EF and receptive vocabulary development may co-occur (e.g., Schmitt et al., 2019; Weiland et al., 2014; Zelazo, 2015; Zelazo et al., 2003), so it is possible that our findings represent some bidirectional developmental relationship between preschool IC…”
Tan, J., & Chua, M. S. (2023) · Reflective Practice · doi:10.1080/14623943.2023.2222083
Early executive control buffers risk for adolescent psychopathology during the COVID‐19 pandemic
Laifer, L. M., Tomaso, C. C., Chang, O. D., Phillips, E. M., James, T. D., Nelson, J. M., Espy, K. A., Mason, W. A., & Nelson, T. D. (2023) · Journal of Adolescence · doi:10.1002/jad.12195 · Cited by 2
Words Versus Pictures: Bilingual Performance on Verbal and Pictorial Measures of Executive Functions
Alateeq, H., & Azuma, T. (2022) · Journal of Speech Language and Hearing Research · doi:10.1044/2021_jslhr-21-00317 · Cited by 1
Sumiati, N. T., Siahaan, F. M. M., & Santoso, G. A. (2021) · Journal of Psychological Science and Profession · doi:10.24198/jpsp.v5i1.29956 · Cited by 1
“Kemungkinan lain disebabkan adanya neurological atypicalities yang dialami anak dengan DS khususnya pada lobus frontalis dan hipokampus (Lott & Dierssen, 2010; Pinter et al., 2001) yang bertanggung jawab terhadap kontrol perilaku dan regulasi emosi (Zelazo, 2015).”
BackgroundLouw, J., van Heerden, A., Olivier, L., Lambrechts, T., Broodryk, M., Bunge, L., Vosloo, M., & Tomlinson, M. (2020) · JMIR Formative Research · doi:10.2196/preprints.20658
Farrow, J., Hindman, A. H., Wasik, B., & Farrow, M. J. (2027) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2026.09.012
Liu, Y. (2026) · Open Journal of Social Sciences · doi:10.4236/jss.2026.144017
How Are Emotional Intelligence Development Efforts in Improving Social Skill in Autistic Children?
Rahmawati, I., & Rahmatullah, A. S. (2024) · Jurnal Pendidikan Progresif · doi:10.23960/jpp.v14.i2.202499
Metadata
- Authors
- Zelazo, P. D.
- Affiliations
- University of Minnesota (US)
- Corresponding author
- Zelazo, Philip David
- ORCID
- Zelazo, Philip David
- Venue
- Developmental Review
- Publisher
- Elsevier BV
- Published
- 2015-12
- Volume
- 38
- Pages
- 55-68
- ISSN
- 0273-2297 (ISSN-L)
- OpenAlex
- W1188051495
- Cited by
- 499
- References
- 0
- Citations by year
- 2026: 52 · 2025: 56 · 2024: 66 · 2023: 43 · 2022: 78 · 2021: 62 · 2020: 40 · 2019: 38 · 2018: 34 · 2017: 17 · 2016: 10 · 2015: 1
- FWCI
- 37.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- executive function, reflection, cognitive flexibility, working memory, inhibitory control, attentional control, rule use, hierarchical complexity, theory of mind, executive function development, goal-directed behavior, neural function
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