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In this video, you will see how children's performance on the classic Marshmallow test is dependent on the development of the 3 core areas of Executive Functions: Working Memory, Self-Control and Mental Flexibility. Research indicates that this task seems to predict children's Executive Functions and future academic performance at much later ages (Eigsti et al., 2006).
Working Memory
Working Memory
Ability to hold, sort and manage information when completing a task, encoding information or generating goals/plans
A student who struggles with working memory might look like a student who...
A student who struggles with working memory might look like a student who...
Has difficulty following multiple step directions
Is unable to recall details from a passage for comprehension
Has difficulty recalling names and sounds of letters and various letter combinations
Has difficulty holding required information to carry out a writing plan or solve a math problem
Self-Control
Self-Control
Inhibition - Ability to control impulses and resist or stop engaging in a behavior that interferes with goals, etc...
Self-monitoring - Ability to evaluate effort and effectiveness on tasks while working to meet a goal
Emotional Regulation - Ability to regulate emotions in challenging situations so that they do not interfere with goals
Initiation - Ability to start tasks without procrastination or reminders
Task Monitoring - Ability to accurately perceive task demands, monitor one's progress while working and manage time appropriately to meet a goal
Attention - Ability to attend to information/remain on task when faced with conflicting task demands or distractions
A student who struggles with the following self-control, executive functioning skills might look like a student who...
A student who struggles with the following self-control, executive functioning skills might look like a student who...
Inhibition
Quickly starts an activity without listening to instructions or planning
Makes careless errors
Interrupts others or the classroom
Self-Monitoring
Fails to assess own performance for mistakes or errors, even when copying
Has difficulty recognizing the effect of behavior on others
Has limited awareness of one's own abilities
Emotional Regulation
Is easily overwhelmed and unable to manage new activities or information
Quickly abandons challenging or frustrating problems
Experiences sudden and frequent mood changes
Has difficulty following social rules
Initiation
Needs to be told to start a task, even if willing to complete it
Has difficulty deciding where to begin to complete a task
Has difficulty creating new ideas
Task Monitoring
Is unable to stick to one activity
Has difficulty evaluating demands and complete a task in a timely manner
Attention
Struggles to keep place while reading
Tends to jump ahead when reading and miss important information
Takes a rushed approach to tasks
Exhibits skill gaps secondary to failure to attend to instructions
Mental Flexibility
Mental Flexibility
Shift - Ability to shift ideas, revise plans and adjust to change to meet situational changes (related to adaptability and capacity to "go with the flow")
Planning/Prioritizing - Ability to "see" oneself carrying out tasks/anticipate what is needed to complete a task, to complete a task in proper sequence, etc...
Organization - Ability to put order in work, play, conversations and storage spaces and manage possessions/materials effectively
A student who struggles with mental flexibility, executive functioning skills might look like a student who...
A student who struggles with mental flexibility, executive functioning skills might look like a student who...
Shift
Is resistant to changing tasks or places
Has difficulty tolerating change within the environment (e.g., supply teachers or unplanned activities)
Is a literal thinker
Is resistant to solve problems
Has difficulty taking the perspectives of others
Planning/Prioritizing
Has difficulty to clearly and concisely summarize information
Focuses on details instead looking at the "big picture"
Writes without direction
Mixes up steps involved in completing a task
Organization
Loses track of homework assignments
Keeps a messy desk or locker
Leaves things at home for school or vice-versa
"Executive Functions are highly interrelated and the successful application of Executive Function skills requires them to operate in coordination with each other."
"Executive Functions are highly interrelated and the successful application of Executive Function skills requires them to operate in coordination with each other."
(Center on the Developing Child, Harvard University)
A calmly focused and alert child, or self-regulated child, is ready to engage in learning and access the potential to continue to develop and successfully use executive functions.
Inhibition or self-control, an Executive Functioning skill, accounts for significantly more school outcomes (e.g., high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely) and the time of day students began their homework) than a student's IQ! These findings suggest that a major reason for students falling short of their intellectual potential is their failure to use executive skills, like self-control. (Duckworth & Seligman, 2005)
Inhibition or self-control, an Executive Functioning skill, accounts for significantly more school outcomes (e.g., high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely) and the time of day students began their homework) than a student's IQ! These findings suggest that a major reason for students falling short of their intellectual potential is their failure to use executive skills, like self-control. (Duckworth & Seligman, 2005)
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