Assessing Executive Functions in Children: Biological, Psychological, and Developmental Considerations
Abstract
Executive functions may be defined as those skills necessary for purposeful, goal-directed activity, and are generally considered to be largely mediated by the frontal and prefrontal cortices of the brain. These cerebral regions are relatively immature during childhood, with development thought to be a protracted process which continues into early adolescence. While early theorists suggested that executive skills were not functional until cerebral maturity, recent research provides evidence that such skills can be elicited in early childhood. The aim of this paper is to review current theories of development of executive functions throughout childhood. In keeping with contemporary approaches to child neuropsychology, three critical dimensions will be evaluated; biological factors, psychological dimensions, and developmental trajectories. In addition, the literature which addresses assessment of these functions will be examined, with reference to developmental trajectories observed in normal populations, and in brain-damaged samples, where there may be disruption to the underlying neural substrates thought to be subsuming these functions.
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The discrepancy between traditional executive function measures and real life behavior may also reflect the assessment environment, which is generally a quiet, one-on-one, structured setting with minimal distractions and very different to most home, classroom, or social environments.
“This discrepancy may also reflect the assessment environment, which is generally a quiet, one-on-one, structured setting with minimal distractions”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as V. Anderson, 1998
Adult-derived tests often lack adequate normative data necessary to differentiate normal and abnormal performance within a developmental context.
“they often lack adequate normative data necessary to differentiate normal and abnormal performance within a developmental context”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as V. Anderson, 1998
The novelty factor and level of complexity of adult-derived tests are likely to be greater in children.
“the novelty factor and level of complexity of such tests are likely to be greater in children”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as V. Anderson, 1998
Adult-derived executive function tests may be of little interest or relevance to children.
“these tests may be of little interest or relevance to children”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as V. Anderson, 1998
There is a strong possibility that adult-derived tests tap different skills and neural networks in children or require greater cognitive resources.
“there is a strong possibility that these tests tap different skills (and neural networks) in children or at least require greater cognitive resources”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as V. Anderson, 1998
During assessments, examiners generally provide children with support and encouragement, initiate activities, provide structure, and help keep the child on task, and it has been suggested they act as the frontal lobes of the child.
“during assessments examiners generally provide children with support and encouragement, initiate activities, provide structure, and help to keep the child on task”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as V. Anderson, 1998
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The assessment of executive functioning in children
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- Authors
- Anderson, V.
- Corresponding author
- Anderson, Vicki
- ORCID
- Anderson, Vicki
- Venue
- Neuropsychological Rehabilitation
- Publisher
- Informa UK Limited
- Published
- 1998-05
- Volume
- 8
- Issue
- 3
- Pages
- 319-349
- ISSN
- 0960-2011 (ISSN-L)
- 1464-0694
- OpenAlex
- W2103552094
- Cited by
- 304
- References
- 5
- Citations by year
- 2025: 5 · 2024: 3 · 2023: 6 · 2022: 8 · 2021: 2 · 2020: 13 · 2019: 4 · 2018: 19 · 2017: 19 · 2016: 8 · 2015: 23 · 2014: 15 · 2013: 16 · 2012: 18
- FWCI
- 3.50
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Neuropsychological Rehabilitation (publishedVersion)
- 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 › Clinical Psychology › Historical and Modern Theater Studies
- Keywords
- executive function, children, frontal cortex, prefrontal cortex, brain maturation, cognitive development, executive function assessment, child neuropsychology, brain damage, developmental trajectories, goal-directed behavior
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