Executive functions
Open accessAbstract
Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.
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The 'working' component of working memory can be fractionated into continuous updating, dual-processing, and serial-temporal reordering; the 'memory' component can be fractionated into verbal, visual, and spatial short-term storage systems.
“the ‘working’ component can be fractionated into interrelated but distinguishable subprocesses involving continuous updating, dual-processing and serial-temporal reordering, and the ‘memory’ component can be fractionated into distinct verbal, visual and spatial short-term storage systems (Figure 1).20,56,152”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [20]
The Working Memory section describes updating and mentally reordering information, and Working Memory Versus Short-Term Memory distinguishes manipulation from simple storage (page not available in our copy). It does not present dual-processing as a distinct subprocess or divide short-term storage into separate verbal, visual, and spatial systems. (LLM, conf=0.86)
Experimental — accuracy not yet measuredWorking memory can be divided into a 'working' component (mental processes operating on held information) and a 'memory' component (short-term memory, passive storage and rehearsal).
“working memory can be divided into its ‘working’ component (the mental processes that operate on mentally held information) and ‘memory’ component (short-term memory, the passive storage and rehearsal mechanisms that temporarily hold information in mind).”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [20]
In “Working Memory,” Diamond describes holding information in mind and mentally working with it. In “Working Memory Versus Short-Term Memory,” she distinguishes that from merely holding information in mind. The copy does not divide working memory into the two named components or describe rehearsal as part of a memory component; page numbers were not provided. (LLM, conf=0.85)
Experimental — accuracy not yet measuredInhibition is a critical executive function that supports various cognitive domains, including learning, motor control, and decision-making, particularly under time pressure.
“Inhibition is a critical executive function that supports various cognitive domains, including learning, motor control, and decision-making, particularly under time pressure [93,94,95,96].”
From ADHD Children Take More Time to Inhibit Automatic Responses: A Comparison with Anxiety Disorders Using NEPSY-II (2025) · cites this paper as [96]
The Inhibitory Control section identifies inhibition as a core executive function that governs attention and action, while the Working Memory section explains how it helps maintain focus—supporting the claim’s general point about cognition, learning, and behavior. The paper also links inhibitory control to avoiding impulsive choices, but it does not establish the broader claim that inhibition supports learning, motor control, and decision-making particularly under time pressure; its example instead says that giving children time to respond reduces errors. Page numbers are unavailable in our copy. (LLM, conf=0.84)
Experimental — accuracy not yet measuredTraditional assessment methods for ADHD have highlighted differences in executive functions in people with ADHD compared with neurotypical peers.
“Traditional assessment methods for ADHD, which have been used since the 1980s, have highlighted the differences in executive functions (EFs) in people with ADHD compared with their neurotypical peers.”
From Enhancing Ecological Validity: Virtual Reality Assessment of Executive Functioning in Children and Adolescents with ADHD (2024) · cites this paper as [3]
The “Canary in the Coal Mine” section describes ADHD as a disorder of executive functions, and “Differences and Similarities Between Executive Functions and Related Terms” says EFs have historically been assessed with laboratory tests. Neither passage says that traditional ADHD assessments, used since the 1980s, demonstrated differences between people with ADHD and neurotypical peers. Page numbers are unavailable in our copy. (LLM, conf=0.78)
Experimental — accuracy not yet measuredDiamond's model is more focused on the four executive processes classically identified in children, structured through a hierarchical and age-differentiated development and interrelationships between the executive components.
“However, Diamond (2013) model is more focused on the four executive processes classically identified in children, structured through a hierarchical and age-differentiated development and interrelationships between the executive components.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond (2013)
The Introduction (page unavailable) describes a hierarchy in which higher-order executive functions are built from core functions, and the sections on development discuss age-related changes and relationships among components. But the Introduction explicitly identifies three core executive functions—not the four processes attributed to Diamond’s model—and the paper also discusses adults, rather than focusing only on children. (LLM, conf=0.90)
Experimental — accuracy not yet measured
Planning, itself dependent on the former processes, would be differentiated even later.
“Planning, itself dependent on the former processes, would be differentiated even later.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond (2013)
The Introduction (page unavailable) says planning is a higher-order executive function built from three core processes, supporting the claimed dependency. The Development of Cognitive Flexibility section (page unavailable) says older children tend to be more planful than young children, but does not establish that planning becomes differentiated as a distinct process later. (LLM, conf=0.78)
Experimental — accuracy not yet measuredAccording to Diamond's model, inhibition and working memory emerge early, from the preschool period, while mental flexibility differentiates from the previous processes later in childhood or even during adolescence.
“According to this model, inhibition and WM would emerge early, from the preschool period, while mental flexibility would differentiate from the previous processes later in childhood or even during adolescence.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond (2013)
The Working Memory and Inhibitory Control development sections describe these functions in infants and young children, and the Cognitive Flexibility section says flexibility builds on both and comes later in development (pages unavailable). The copy does not establish that flexibility first differentiates during adolescence; its development section describes some forms of switching in children as young as 2½. (LLM, conf=0.84)
Experimental — accuracy not yet measuredAccording to Diamond, high-level executive functions are a synonym of fluid intelligence.
“According to Diamond (2013), a high-level EF are a synonym of fluid intelligence.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond (2013)
In “A Higher-Order Executive Function: Relational Reasoning/Logical Reasoning/Fluid Intelligence,” Diamond says fluid intelligence is synonymous with the reasoning and problem-solving subcomponents of EFs, not with higher-order EFs as a whole. The Introduction also includes planning among higher-order EFs, so the citing sentence is too broad. (LLM, conf=0.88)
Experimental — accuracy not yet measuredExecutive function development, although protracted, emerges rapidly, as early as the first months of life.
“EF development, although protracted, emerges rapidly, as early as the first months of life (Diamond and Goldman-Rakic, 1989; Diamond, 2013, 2020).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond, 2013
The ‘Development of Working Memory’ section (page unavailable) says an executive-function component develops very early and that infants aged 9–12 months can update working memory; it also describes a prolonged developmental progression. The paper therefore supports early emergence and protracted development, but its cited examples do not establish emergence specifically in the first months of life. (LLM, conf=0.83)
Experimental — accuracy not yet measuredActivation-regulating functions are crucial for managing the complex demands of university life, including academic workloads, social interactions, and self-care routines.
“Defined as the cognitive processes that support task initiation, sustained attention, and goal-oriented behavior, activation-regulating functions are crucial for managing the complex demands of university life, including academic workloads, social interactions, and self-care routines [1,2].”
From Sociodemographic influences on Student Mental Health and their association with activation-regulating functional impairments (2026) · cites this paper as [2]
The Introduction (page unavailable) describes executive functions as supporting attention, planning, and success in school and life. The “Canary in the Coal Mine” section (page unavailable) also connects them with students’ performance and social and physical needs. The paper does not specifically define “activation-regulating functions” or establish their role in managing university workloads, social interactions, and self-care routines. (LLM, conf=0.85)
Experimental — accuracy not yet measuredPeople with low executive functioning tend to more easily lose emotional balance and experience excessive periods of emotional upset in reaction to frustrating circumstances.
“They tend to more easily lose emotional balance and to experience excessive periods of emotional upset in reaction to frustrating circumstances (Diamond 2013).”
From Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen‐State Interactions (2020) · cites this paper as Diamond 2013
The Inhibitory Control section says that a core executive function helps control emotions and resist impulsive reactions. The Differences and Similarities section also links self-regulation to emotional control in frustrating situations. Neither passage establishes that people with low executive functioning experience prolonged or excessive emotional upset after frustration. (LLM, conf=0.84)
Experimental — accuracy not yet measuredMental health problems such as depression, anxiety, and stress have all been linked to a variety of executive functioning problems.
“Furthermore, mental health problems such as depression (Diamond 2013; Elliott 1998), anxiety (Visu‐Petra, Miclea, and Visu‐Petra 2013), and stress (Diamond 2013; Liston, McEwen, and Casey 2009) have all been linked to a variety of executive functioning problems.”
From Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen‐State Interactions (2020) · cites this paper as Diamond 2013
In “Canary in the Coal Mine” (page unavailable), Diamond says stress and sadness are associated with worse executive functioning, including poorer reasoning, forgetting, and impaired self-control. This supports the stress link, but sadness is not the same as clinical depression; the cited passage does not establish the depression claim. The citing sentence attributes anxiety to a different source, so it is not assessed here. (LLM, conf=0.85)
Experimental — accuracy not yet measuredReading activities can activate several key brain regions involved in emotional regulation and cognitive functions, particularly the prefrontal cortex and the amygdala.
“Neurobiological studies have shown that reading activities can activate several key brain regions involved in emotional regulation and cognitive functions, particularly the prefrontal cortex and the amygdala (90–92).”
From Recent developments in bibliotherapy for adolescent depression (2025) · cites this paper as [91]
The section on differences between executive functions and self-regulation links prefrontal cortex to cognitive control and emotional regulation (page unavailable). The working-memory section mentions a Buddy Reading activity, but reports no brain-activation findings. The copy does not establish that reading activates the prefrontal cortex or amygdala. (LLM, conf=0.78)
Experimental — accuracy not yet measuredBecause executive functions are malleable via intervention, identifying EF deficits in childhood can facilitate improvements with clinical intervention.
“Given that EFs are malleable via intervention11, identifying EF deficits in childhood can facilitate improvements in EF with clinical intervention12.”
From Heterogeneity of executive functions among comorbid neurodevelopmental disorders (2016) · cites this paper as [11]
Executive functions are the cognitive systems first and most severely impaired by sleep deprivation.
“Also relevant are findings that executive functions are the cognitive systems to be first, and most severely, impaired by sleep deprivation (Diamond, 2013).”
From Sleep and suicide: A systematic review and meta-analysis of longitudinal studies (2020) · cites this paper as Diamond, 2013
The three primary executive function components appear to be separable into subprocesses.
“Similar to how executive function can be fractionated into three primary components, the three primary components seem to be separable into subprocesses.”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [20]
This fits with previous reports of relationships between EF and other behaviors important for daily life, such as physical health, academic success, and job success in adulthood.
“This fits with previous reports of relationships between EF and other behaviors important for daily life, such as physical health, academic success, and job success in adulthood11.”
From Heterogeneity of executive functions among comorbid neurodevelopmental disorders (2016) · cites this paper as [11]
Instrument classification was based on the scientific literature to clarify which instrument assesses which executive function component.
“we based our instruments’ classification on the scientific literature [2,79] in order to clarify which instrument assesses which component”
From Comparing Executive Functions in Children and Adolescents with Autism and ADHD—A Systematic Review and Meta-Analysis (2024) · cites this paper as [2]
Diamond's model is a hierarchical integrative model that illustrates the developmental dynamics and interrelationships between working memory, inhibition, mental flexibility, and higher-level functions such as planning, prioritizing, problem-solving, decision-making, and reasoning skills.
“It is a hierarchical integrative model that illustrates the developmental dynamics and interrelationships between several EF: WM, inhibition, mental flexibility, and higher-level functions such as planning, prioritizing (Romero-López et al., 2017), problem-solving, decision-making (Favieri et al., 2022) and reasoning skills.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond (2013)
Experimental — accuracy not yet measuredHigher-order executive functions are built from the core dimensions, such as planning, reasoning, and problem-solving.
“Higher-order EF are built from these, such as planning, reasoning and problem-solving (Diamond, 2013).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond, 2013
The cornerstone of executive function development would be the processes of inhibition and working memory, which would develop relatively early in childhood and would be interdependent.
“Thus, the cornerstone of EF development would be the processes of inhibition and WM, which would develop relatively early in childhood and would be interdependent.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond (2013)
This skill includes the ability to plan and solve problems as well as inductive and deductive logic reasoning.
“This skill includes the ability to plan and solve problems as well as inductive and deductive logic reasoning.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond (2013)
Cognitive flexibility includes being able to see something from different spatial or interpersonal perspectives and quickly switch between tasks or set-shifting courses when needed.
“Cognitive flexibility includes being able to see something from different spatially or interpersonally perspectives, quickly switch between tasks or set-shifting courses when needed (Diamond, 2013).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Diamond, 2013
Executive function undergirds self-regulatory skills that are important to academic and life success.
“Executive function was measured in this study because it undergirds self-regulatory skills that are important to academic and life success (Blair and Razza, 2007; Diamond, 2013; Vernon-Feagans et al., 2016); in fact, self-regulation at age 4 predicts health, wealth, and criminality outcomes at age 32 (Moffitt et al., 2011).”
From Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study (2017) · cites this paper as Diamond, 2013
Cognitive flexibility builds on working memory and inhibitory control and includes attentional shifting, strategy updating, response to feedback, reversal learning, task switching, exploration, and creative problem-solving.
“Cognitive flexibility builds on working memory and inhibitory control and includes attentional shifting, strategy updating, response to feedback, reversal learning, task switching, exploration, and creative problem-solving (8, 24, 25).”
From Neural mechanisms underlying cognitive inflexibility in obsessive-compulsive disorder: a review (2026) · cites this paper as [8]
Executive function is largely correlated with overall life success.
“EF marks cognitive health as it is largely correlated to overall life success (for a detailed review on EF, see Diamond, 2012).”
From The Relationship Between TikTok Usage and Executive Function Is Mediated by Problematic Social Media Use (2025) · cites this paper as Diamond, 2012
Executive function is supported by inhibition, working memory, and cognitive flexibility.
“Supporting EF’s role in goal-directed behavior are inhibition, WM, and cognitive flexibility (Diamond, 2012).”
From The Relationship Between TikTok Usage and Executive Function Is Mediated by Problematic Social Media Use (2025) · cites this paper as Diamond, 2012
People with low executive functioning tend to be challenged by reduced emotional control, poor social regulation, and inability to resist short-sighted temptations.
“They also tend to be challenged by reduced emotional control, poor social regulation, and the inability to resist short‐sighted temptations (Beer 2012; Diamond 2013).”
From Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen‐State Interactions (2020) · cites this paper as Diamond 2013
People with low executive functioning struggle to understand other people's thoughts and actions and to constrain their emotional and behavioral responses if they feel that others treat them badly.
“In addition, people with low executive functioning struggle to understand other people's thoughts and actions (Diamond 2013) and to constrain their emotional and behavioral responses if they feel that others treat them badly (Denson et al. 2011).”
From Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen‐State Interactions (2020) · cites this paper as Diamond 2013
Executive functions affect people's ability to plan activities ahead of time, act on those plans, and stay on task despite impulses and temptations.
“Executive functions affect people's ability to plan activities ahead of time, act on those plans, and stay on task despite impulses and temptations to do something else when things get frustrating (Diamond 2013; Suchy 2009).”
From Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen‐State Interactions (2020) · cites this paper as Diamond 2013
Executive function significantly impacts overall functioning.
“and significantly impacts overall functioning (Diamond, 2013).”
From Neurocognitive effects of theta burst stimulation for treatment-resistant depression in adults: A systematic review and recommendations for future research (2025) · cites this paper as Diamond, 2013
As the frontal lobe and associated cognitive abilities continue to develop into late adolescence, children have a harder time focusing their attention on goal-relevant cues, shifting flexibly between different goals and inhibiting competing impulses.
“As the frontal lobe and associated cognitive abilities continue to develop into late adolescence (Fuster, 2002), children have a harder time focusing their attention on goal‐relevant cues, shifting flexibly between different goals and inhibiting competing impulses (Diamond, 2013; Fuster, 2002; Luna et al., 2004).”
From The effectiveness of implementation intentions in children: A systematic review and meta‐analysis (2026) · cites this paper as Diamond, 2013
Inhibition deficits are a core feature of ADHD, closely linked to attentional and behavioral regulation difficulties.
“Inhibition deficits are a core feature of ADHD [24], closely linked to attentional and behavioral regulation difficulties [93,95,96,97].”
From ADHD Children Take More Time to Inhibit Automatic Responses: A Comparison with Anxiety Disorders Using NEPSY-II (2025) · cites this paper as [96]
The Inhibitory Control section describes inhibition as a core executive function, but does not say that inhibition deficits are a core feature of ADHD. Searches for ADHD and attention-deficit/hyperactivity disorder found relevant titles in the References section, not a passage making the attributed claim. (LLM, conf=0.70)
Experimental — accuracy not yet measuredPFC is a crucial hub necessary for successful maintenance of working memory.
“Early studies of macaque monkeys have revealed PFC as a crucial hub necessary for successful maintenance of working memory (WM), a cognitive process involving information holding and manipulation, which serves as the fundamental backbone for executive functions 2,3.”
From Mechanisms of synaptic transmission dysregulation in the prefrontal cortex: pathophysiological implications (2022) · cites this paper as [2]
In the adult brain, the PFC plays an important inhibitory role on subcortical reward and motivational systems, including interactions with the striatum and subthalamic nucleus.
“In the adult brain, the PFC plays an important inhibitory role on subcortical reward and motivational systems (Arnsten and Rubia, 2012, Tekin and Cummings, 2002), including interactions with the striatum (STR) and subthalamic nucleus (STN; Diamond, 2013; Fig. 2).”
From Sensitive periods of substance abuse: Early risk for the transition to dependence (2017) · cites this paper as Diamond, 2013
EFs continue to improve throughout childhood into late adolescence or even adulthood.
“Although core components of executive control, including working memory, inhibition and attentional flexibility, can be observed in preschoolers as young as 3 years of age (Hughes, 1998), EFs continue to improve throughout childhood into late adolescence or even adulthood (Davidson et al., 2006; Huizinga et al., 2006; Diamond, 2013).”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Diamond, 2013
The ability to flexibly shift between task sets shows the most protracted development and continues to improve into adolescence.
“The ability to flexibly shift between task sets shows the most protracted development and continues to improve into adolescence (Chevalier and Blaye, 2009; Best and Miller, 2010; Diamond, 2013).”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Diamond, 2013
Previous reviews of some aspects of non-cognitive skills have not been systematic in covering the entire literature or included screening for evidence quality.
“While there have been reviews of some aspects of non-cognitive skills,3,4,14,15,47,63 none have been systematic in covering the entire literature, or included screening for evidence quality.”
From A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes (2018) · cites this paper as [63]
Diamond (2013) describes three core executive functions: cognitive flexibility, working memory, and inhibitory control.
“Diamond (2013) broadens Miyake et al.'s (2000) model and, based on a review of empirical evidence, describes three core executive functions.”
From Anxiety and attention to threat: cognitive mechanisms and treatment with attention bias modification (2016) · cites this paper as Diamond, 2013
Reasoning is a higher-level executive function, which engages lower-level functions such as goal-directed inhibitory control, cognitive flexibility and working memory.
“Reasoning is a higher-level executive function, which engages lower-level functions such as goal-directed inhibitory control, cognitive flexibility and working memory (Diamond, 2013), and supports re-evaluation of the emotional and motivational significance of threat cues while taking account of wider sources of information including situational context, learning experiences and knowledge of”
From Anxiety and attention to threat: cognitive mechanisms and treatment with attention bias modification (2016) · cites this paper as Diamond, 2013
Latent variable analyses of behavioural data from executive function tests indicate key functions of goal-directed inhibitory control, cognitive flexibility, and working memory.
“Latent variable analyses of behavioural data from executive function tests indicate key functions of goal-directed inhibitory control (distractor, response and cognitive inhibition), cognitive flexibility (set-shifting, task-switching), and working memory (maintaining and updating representations of goals, external stimuli and internal thought content) (Diamond, 2013;Friedman & Miyake, 2004;Miyake”
From Anxiety and attention to threat: cognitive mechanisms and treatment with attention bias modification (2016) · cites this paper as Diamond, 2013
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Anxiety and attention to threat: cognitive mechanisms and treatment with attention bias modification
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Executive Functions in Alzheimer Disease: A Systematic Review
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Active Forgetting: Adaptation of Memory by Prefrontal Control
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Poverty and economic decision making: a review of scarcity theory
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“Executive control comprises three basic functions: (1) working memory operations to keep information retrievable, (2) inhibitory control to override impulses and automatic responses, and (3) cognitive flexibility to switch between tasks and perspectives (Diamond 2013).”
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“, GREEN, written in green font) and 60 were color-word incongruent (GREEN, written in blue font), which engages both facets of inhibitory control—namely, response inhibition and interference control (45).”
BackgroundDevelopmental science and executive function
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Executive control training from middle childhood to adolescence
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Socioeconomic status, white matter, and executive function in children
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Sleep and suicide: A systematic review and meta-analysis of longitudinal studies
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“Also relevant are findings that executive functions are the cognitive systems to be first, and most severely, impaired by sleep deprivation (Diamond, 2013).”
BackgroundExecutive Function in Children and Adolescents with Critical Cyanotic Congenital Heart Disease
Cassidy, A. R., White, M. T., DeMaso, D. R., Newburger, J. W., & Bellinger, D. C. (2015) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617714001027 · Cited by 239 · see citing works
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“Furthermore, neurocognitive functions are an important prerequisite for successful learning (Brown & Blanton, 2002; Diamond, 2013), and executive functions are indispensable for success throughout life (Diamond & Lee, 2011).”
BackgroundThe anchoring bias reflects rational use of cognitive resources
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“…was measured in this study because it undergirds self-regulatory skills that are important to academic and life success (Blair and Razza, 2007; Diamond, 2013; Vernon-Feagans et al., 2016); in fact, self-regulation at age 4 predicts health, wealth, and criminality outcomes at age 32 (Moffitt…”
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“Inhibitory control is a major component of dlPFC-supported executive functioning [85, 86] which is impaired in ADHD.”
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“Inhibition and planning are considered two of the most important EFs, which generally include several psychological processes, such as organizing, WM, attention, problem solving, verbal reasoning, cognitive flexibility, and monitoring (Diamond, 2013; Goldstein et al., 2014).”
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- Authors
- Diamond, A.
- Affiliations
- University of British Columbia (CA)
- Corresponding author
- Diamond, Adele
- ORCID
- Diamond, Adele
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2013-01-03
- Volume
- 64
- Issue
- 1
- Pages
- 135-168
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- PMC
- PMC4084861
- OpenAlex
- W4211081781
- Cited by
- 13,268
- References
- 278
- Citations by year
- 2026: 1814 · 2025: 1708 · 2024: 1488 · 2023: 1441 · 2022: 1376 · 2021: 1326 · 2020: 1065 · 2019: 949 · 2018: 706 · 2017: 568 · 2016: 399 · 2015: 252 · 2014: 124 · 2013: 38
- FWCI
- 10.47
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Annual Review of Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute on Drug Abuse (R01DA019685)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD035453)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- executive function, response inhibition, self-control, interference control, selective attention, working memory, cognitive flexibility, fluid intelligence, self-regulation, executive attention, effortful control, cognitive development, stress, sleep deprivation, loneliness, physical activity
- MeSH terms
- Attention, Cognition, Humans, Inhibition, Psychological, Intelligence, Memory, Short-Term, Executive Function
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