- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
- Behavioral Genetics, Genomics, Intelligence, and Mental Retardation
- The Contribution of Developmental Models Toward Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
- Linking Genes to Cognition: The Case of Fragile X Syndrome
- The Organization and Development of Spatial Representation: Insights from Williams Syndrome
- Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
- Memory and Learning in Intellectual Disabilities
- Short-term Memory and Working Memory in Mental Retardation
- Executive Function Across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
- Musical Ability and Developmental Disorders
- Brain-based Methods in the Study of Developmental Disabilities: Examples from Event-related Potentials and Magnetic Resonance Imaging Research
- Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Language Development in Fragile X Syndrome: Syndrome-specific Features, Within-syndrome Variation, and Contributing Factors
- Language Development in Williams Syndrome
- Emotional Development in Children with Developmental Disabilities
- Socioemotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
- The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
- Family Well-being and Children with Intellectual Disability
- Dyadic Interaction Between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
- Parenting and Intellectual Disability: An Attachment Perspective
- Children with Down Syndrome: Parents' Perspectives
- Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
- Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
- On Knowing More: Future Issues for Developmental Approaches to Understanding Persons with Intellectual Disability
Abstract and Keywords
Executive function (EF) is a general construct used to represent brain functions related to the conscious control of thought and action. This chapter reviews literature that supports the notion of a componential view of EF, as some disorders were associated with developmentally appropriate performance on some areas of EF, but not others. For example, individuals with Down syndrome were as able as developmentally matched peers in areas related to working memory and inhibition, but were clearly impaired in their abilities to switch flexibly between mental sets. This sparing of certain areas (in relation to developmental level) is inconsistent with the notion of a unitary view, which would imply that difficulty in one area of EF would mean difficulty in all areas of EF. Although the findings reviewed here still leave open the question of whether some combination of unitary and componential views is correct, the chapter provides evidence to suggest that a purely unitary view is unlikely.
Natalie Russo, Department of Pediatrics, Albert Einstein College of Medicine
Tamara Dawkins, McGill University.
Mariëtte Huizinga, Department of Psychology, University of Amsterdam.
Jacob A. (Jake) Burack, Ph.D., is Professor of School/Applied Child Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University, Director of the McGill Youth Study Team (MYST), and a researcher at Hôpital Rivière-des-Prairies.
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