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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Published on: September 27, 2020

A developmental systems approach to executive function.

Ulrich Müller1, Lesley Baker, Emanuela Yeung

  • 1Department of Psychology, University of Victoria, Victoria, BC, Canada. umueller@uvic.ca

Advances in Child Development and Behavior
|July 20, 2013
PubMed
Summary

Executive function (EF) is not solely genetic. Individual differences in EF are influenced by both biological and social factors, highlighting the role of experience and environment.

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Area of Science:

  • Developmental Psychology
  • Behavioral Genetics
  • Neuroscience

Background:

  • Recent behavior genetics research suggests executive function (EF) is highly heritable.
  • EF is crucial for academic, social, and psychological functioning.
  • This perspective has significant implications for understanding individual differences.

Purpose of the Study:

  • To critically evaluate the behavior genetics model of EF heritability.
  • To propose an alternative relational developmental systems model.
  • To integrate biological and social factors in EF development.

Main Methods:

  • Critically examining behavioral genetics research on EF.
  • Reviewing neuroscience findings on prefrontal cortex plasticity.
  • Analyzing empirical evidence from studies on stress, social interaction, and interventions.

Main Results:

  • Behavioral genetics research has limitations in explaining EF heritability.
  • Neuroscience confirms the plasticity of the prefrontal cortex.
  • Evidence indicates that individual differences in EF are experience-dependent.

Conclusions:

  • The claim of near-total genetic heritability of EF is challenged.
  • A relational developmental systems model provides a more comprehensive framework.
  • EF development is an interplay of biological predispositions and social experiences.