Executive functions: planning, organising and self-regulation. Neuroeducation & Coaching.
Executive functions: planning, organising and self-regulation.
Neuroeducation & Coaching.
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By Gise Lopez
“Initially, psychology and education observed that IQ explained academic performance. However, neuroscience research has highlighted the fundamental role of executive functions in learning". (CEREBRUM 2021)
That is, the functionality of an individual in a society does not only depend on IQ. Self-management skills are increasingly taking centre stage in a society that asks us for results at an exponential growth rate.
The brain, the orchestrator of our cognitive-emotional and social interaction, has a specific area reserved for these processes: neural circuits in the prefrontal lobe. It is here where the organisation of action and thought are born. But how important is organisation and planning for life? How do you determine the success or development of a child, student, youth or adult within your age group? The ability to organise our thinking, plan our tasks and execute them. Is it a matter of attitude, aptitude, will, and motivation? Or we can dig deeper into the research and discover that neuroscience places executive functions as major players in these cognitive processes.
“Executive functions are abilities that allow reasoning problems, solving, reading, choosing, self-regulating, being creative, being disciplined, and being flexible to adapt to changes in the environment or new information (Burgess & Simons, 2005; Diamond, 2013; Espy et al. al. al., 2004; Miller and Cohen, 2001).
“The main executive functions are working memory (holding information for short periods), inhibitory control (resisting temptations and impulsive actions), and cognitive flexibility (assuming different points of view and adapting to changing circumstances)” Davidson, Amso , Anderson and Diamond, 2006; Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003; Miyake et al., 2000.
“From these capacities, reasoning, planning and problem-solving are built”. Collins and Koechlin, 2012; Lunt et al., 2012.”
Between the ages of 8 and 6, the longest period for their development occurs. Here children can acquire the ability to self-regulate their behaviours; they can set goals and anticipate events without depending on external instructions, although we must mention that they still maintain a certain degree of lack of control and impulsiveness. However, it is important to remember that as a process of cortical maturation, some of the executive functions are under construction until 25.
The STIMULUS SALUD specialists explain each of the executive functions:
Planning. It is the ability to establish objectives, generate sequences of actions to achieve them and choose between the different plans generated, which is the most appropriate thanks to the anticipation of consequences.
Decision-making. Ability to choose one option among several that can be presented simultaneously.
Goal setting. Closely related to motivation, it allows the elaboration of a strategy on how to invest energy or resources and where to direct the behaviour.
Organization. Ability to gather, structure and sequence information efficiently.
Start and end of tasks. Deciding when to start and when to finish a task requires elaborate thinking in which several aspects are contemplated at the same time. In the case of task completion, the cognitive load involved at the moment of the decision seems more understandable if we think that a task can be completed by having achieved the proposed objective or by understanding that this objective is not feasible.
Cognitive flexibility. Mental capacity to change thinking around two or more different concepts and adapt to environmental changes. It implies thinking about several concepts simultaneously and is manifested by the ability to change behaviour or way of thinking with an adaptive purpose and modify actions already underway.
Monitoring. Ability to maintain attention on a task contemplating what is being done and how it is being done so that what is necessary can be corrected in case of problems or unforeseen events. Executive function related to cognitive flexibility.
Anticipation. It allows you to predict the most probable results and the consequences derived from actions without having to carry out these actions.
Response inhibition. It is the voluntary brake of a spontaneous behaviour that would have been motivated by a stimulus. Behavioural inhibition, related to motor control, and cognitive inhibition affect other executive functions.
Verbal and nonverbal working memory. Working memory is the ability to store data and process it temporarily. It is the equivalent of the RAM of a computer.
Change (shifting). Ability to constantly switch attention to different aspects or properties of a stimulus.
Updating. Essential in working memory, it replaces the contents held in memory.
Fluency. It is related to generating new information from previous knowledge to solve certain problems.
Neuroscience makes it clear to us then that emotion and will are not the only necessary ingredients when it comes to planning our goals, finding strategies to achieve them, inhibiting impulses, adapting to change and flexible thinking; It is not just a romantic wish that some disciplined and methodical will manage to fulfil. We are talking about cognitive processes that in a stage of immaturity or poor development will result in us facing problems in various areas of our lives. The non-inhibition of impulses due to this immaturity of the prefrontal lobe will cause us to be easily distracted, to seek to follow our impulses and to fall into procrastination.
Fortunately, neural plasticity allows us to support ourselves and incorporate different neuroscientific-based strategies into our daily dynamics. Thus, we optimise our functionality in any field we find ourselves in despite identifying our limited executive functions.
Activities and strategies will depend on age and specific needs. Remember that not all strategies will work for everyone the same way. Let's take advantage of what can serve us.
Without accusing ourselves, let's patiently take each goal as an achievable challenge; perhaps we still need professional guidance or scaffolding for now.
Talking about our kids, we can also visit a neuropediatrician if we want to take our children to an evaluation test. Sometimes medication is a possibility to consider, adults or children.
How can we strengthen our executive functions?Here are some ideas to consider in class or at home:
Card games allow you to use working memory to remember the place of the cards.
Board games, to plan the movements and have quick answers in the participation: chess.
Strategy and movement games: Minecraft or Dungeons and Dragons.
Activities that improve working memory: Puzzles, Sudoku, crossword puzzles.
Activities that strengthen cognitive flexibility: Riddles, Rubik's cube,
Organizational and rule-following sports like soccer supports flexible thinking and monitoring plays on the pitch.
To inhibit impulsive responses, yoga, breathing, reflection and meditation.
Write down our short-term goals, and keep a checklist to monitor progress.
Avoid multitasking, and focus attention on one activity. End it and start another.
Use a calendar for planning.
Set the alarm and timer when starting a task. Make sure to take active breaks for oxygenation.
Having a life coach to make our abilities visible while we organize and plan the objectives together.
When starting an activity, intentionally avoid distractions. Move the cell phone away until completing the first section of the task.
Food for thought:
Many adults have not considered an issue of cortical immaturity in their difficulty with impulse inhibition, use of working memory, and planning. Even if there is no personal awareness of any possible neurodiverse condition in youth and/or adulthood, let us reflect and introspect to find answers.
The problems caused by the immaturity of the executive functions are not only a childhood dynamic.
We rarely associate our functionality, productivity and social interaction with our neural networks.
The parents of the new generations are more open to seeking professional help for the purpose of an evaluation, diagnosis and subsequent professional support for their children.
Remember that we are all neurodiverse; let's take time to get to know each other and seek the support we need to optimize our functionality.
Let's be vulnerable to error, change and permanent growth.
Good Luck!!
Without judgment or blame, one day at a time.
References:
https://stimuluspro.com/blog/test-de-wisconsin-evaluacion-de-las-funciones-superiors
https://stimuluspro.com/blog/tareas-de-funciones-ejecutivas
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