Moulding environmental contexts to optimise neurodiverse executive function performance and development: A goodness-of-fit account

IF 2.8 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Alexandra Hendry, Gaia Scerif
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引用次数: 0

Abstract

Executive functions (EFs) provide a top-down response to stimuli and events in pursuit of a goal. We argue that the extent to which an individual's environment is enriching and a good fit for them influences whether their performance at that moment is towards their upper- or lower-limit of EF ability. We outline the implications of this for interpreting measures of EF. We next argue that a child's sensitivity to the environment, and their caregivers' ability to modulate the environment to improve goodness-of-fit, influences the cumulative effects of the environment in shaping that child's actualised EF ability (the performance level shown in day-to-day situations), and thus their skill development. We therefore recommend that EF interventions be designed to improve children's actualised EF ability by improving their day-to-day environment, while simultaneously helping children modulate their physiological response to environmental challenges, and providing opportunities to practise EF skills in ecologically-valid contexts.

塑造环境背景以优化神经多样性执行功能的表现和发展:一个适合度的账户
执行功能(EF)为追求目标提供自上而下的刺激和事件反应。我们认为,个人的环境在多大程度上丰富和适合他们,会影响他们当时的表现是达到EF能力的上限还是下限。我们概述了这对解释EF指标的影响。接下来,我们认为,儿童对环境的敏感性,以及他们的照顾者调节环境以提高适合度的能力,会影响环境在塑造儿童实际EF能力(日常情况下表现出的表现水平)方面的累积效应,从而影响他们的技能发展。因此,我们建议设计EF干预措施,通过改善儿童的日常环境来提高他们的实际EF能力,同时帮助儿童调节对环境挑战的生理反应,并提供在生态有效的环境中练习EF技能的机会。
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来源期刊
Infant and Child Development
Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.90
自引率
9.10%
发文量
93
期刊介绍: Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
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