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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Adaptive habits: understanding executive function and its development.

Jesse C Niebaum1, Allison Zengilowski2, Benjamin Katz3

  • 1Center for Mind and Brain, Department of Psychology, University of California, Davis, CA, USA.

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|December 18, 2025
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Summary
This summary is machine-generated.

The adaptive habits framework suggests context, not just individual differences, shapes children's executive functions (EFs). Repeated practice in supportive environments builds habits, making EFs easier to use and improving outcomes like academic achievement.

Keywords:
academic achievementcognitive developmentexecutive functionindividual differenceswillingness to engage control

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Educational Psychology

Background:

  • Executive functions (EFs) are crucial for development and academic success.
  • Current research often focuses on individual differences in EF capacities.
  • Contextual influences on EF engagement are frequently underestimated.

Purpose of the Study:

  • To propose the adaptive habits framework as a complementary perspective to individual difference accounts of EFs.
  • To highlight how contextual factors influence the development and engagement of EFs in children.
  • To re-interpret existing empirical findings through the lens of adaptive habits.

Main Methods:

  • Literature review and theoretical framework development.
  • Interpretation of empirical findings using the adaptive habits perspective.
  • Conceptualization of novel research approaches and interventions.

Main Results:

  • Individual differences alone do not fully explain EF development and outcomes.
  • Contexts that facilitate repeated EF engagement foster habit formation.
  • Habits reduce the cognitive effort required for EF engagement, increasing future use.

Conclusions:

  • The adaptive habits framework offers a novel perspective on EF development.
  • Contextual support is vital for establishing EF habits and promoting positive outcomes.
  • Interventions should focus on creating supportive environments to foster EF development.