Complex Executive functions in Adolescence
, Executive functions
Executive functions = umbrella term for cognitive processes that underlie goal-directed behaviour
and are orchestrated by prefrontal cortex (PFC) (Best & Miller, 2010).
How can we summarise adolescent cognitive development?
1. Not stage-like (i.e. not Piagetian)
Lower level abilities do not stop developing before higher level abilities emerge
Skill acquisition is not all-or-none: abilities may be shown by individuals in some contexts but not
others, at some ages and not others, etc.
2. Not unitary
Development involves a diverse set of skills developing along partially (but not wholly) distinct time
courses.
Abstract thinking
Dumontheil 2014
Abstract thoughts are self-generated and stimulus-independent – created thought in own
head and are not drawn from stimuli around you
[in contrast to stimulus-oriented, perceptually-derived mental experiences]
Particularly associated with rostral PFC
Two forms of abstraction:
Temporal – relating to long term goals or to past or future events
Relational – concerned with the relationships between representations (rather than
simple stimulus features)
Cognitive processes that use abstract thought:
Retrieval of past thoughts/memories – e.g. episodic or source memory retrieval
Manipulation of self-generated information, be it task-related (e.g.
relational reasoning) or task-unrelated (i.e. mind-wandering)
Processing of thoughts linked to the future (e.g. planning, multitasking, prospective
memory)
Abstract thinking I: Stimulus-independent thought
Development of the ability to a) manipulate self-generated thoughts, and b) switch between self-
generated and stimulus-generated thought
Dumontheil et al (2010b)
, Executive functions
Executive functions = umbrella term for cognitive processes that underlie goal-directed behaviour
and are orchestrated by prefrontal cortex (PFC) (Best & Miller, 2010).
How can we summarise adolescent cognitive development?
1. Not stage-like (i.e. not Piagetian)
Lower level abilities do not stop developing before higher level abilities emerge
Skill acquisition is not all-or-none: abilities may be shown by individuals in some contexts but not
others, at some ages and not others, etc.
2. Not unitary
Development involves a diverse set of skills developing along partially (but not wholly) distinct time
courses.
Abstract thinking
Dumontheil 2014
Abstract thoughts are self-generated and stimulus-independent – created thought in own
head and are not drawn from stimuli around you
[in contrast to stimulus-oriented, perceptually-derived mental experiences]
Particularly associated with rostral PFC
Two forms of abstraction:
Temporal – relating to long term goals or to past or future events
Relational – concerned with the relationships between representations (rather than
simple stimulus features)
Cognitive processes that use abstract thought:
Retrieval of past thoughts/memories – e.g. episodic or source memory retrieval
Manipulation of self-generated information, be it task-related (e.g.
relational reasoning) or task-unrelated (i.e. mind-wandering)
Processing of thoughts linked to the future (e.g. planning, multitasking, prospective
memory)
Abstract thinking I: Stimulus-independent thought
Development of the ability to a) manipulate self-generated thoughts, and b) switch between self-
generated and stimulus-generated thought
Dumontheil et al (2010b)
