Can you train executive functions?
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This is the presentation that I used for my deep dive session at the CTTL Academy at Sint Andrews in July 2017.
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Can you train executive functions?
- 1. Hello!
- 2. My name is Pedro De Bruyckere…
- 4. Let’s start with something fun:
- 5. The famous Marshmallow Test by Walter Mischel. Mischel, W., Ebbesen, E. B., & Raskoff Zeiss, A. (1972). Cognitive and attentional mechanisms in delay of gratification. Journal of personality and social psychology, 21(2), 204.
- 7. But wait, maybe it’s less funny than you think.
- 8. Delayed gratification correlates with:
- 9. Being more competent, Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental psychology, 26(6), 978.
- 10. Higher SAT-scores, Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental psychology, 26(6), 978.
- 11. Their BMI, Schlam, T. R., Wilson, N. L., Shoda, Y., Mischel, W., & Ayduk, O. (2013). Preschoolers' delay of gratification predicts their body mass 30 years later. The Journal of pediatrics, 162(1), 90-93.
- 12. How they smell (just kidding),
- 13. …
- 14. But don’t try this at home just yet. 1.B. J. Casey, L. H. Somerville, I. H. Gotlib, O. Ayduk, N. T. Franklin, M. K. Askren, J. Jonides, M. G. Berman, N. L. Wilson, T. Teslovich, G. Glover, V. Zayas, W. Mischel, Y. Shoda. Behavioral and neural correlates of delay of gratification 40 years later. Proceedings of the National Academy of Sciences, 2011; DOI: 10.1073/pnas.1108561108
- 15. Why is this important?
- 16. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
- 17. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
- 20. Inhibitory control, Working memory, Mental flexibility.?
- 21. But that is just one list…
- 22. Another list: • Emotional Control, • Flexibility, • Goal-directed persistence, • Metacognition, • Organization, • Planning/Prioritization, • Response Inhibition, • Stress Tolerance, • Sustained Attention, • Task Initiation, • Time Management, • Working Memory. Dawson, P., & Guare, R. (2009). Smart but scattered: The revolutionary" executive skills" approach to helping kids reach their potential. Guilford Press.
- 23. You can find more lists from smart people.
- 24. Which list is correct?
- 25. Wrong question!
- 26. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
- 28. Scientists versus guru’s, ‘We think’ versus ‘I know’.
- 29. Scientists versus guru’s, ‘Discussion’ versus ‘I know for sure’.
- 31. Summarize! • Work in groups of 3. • Try to summarize what you’ve learned the past 30 minutes in 140 characters. • Write it down and give it to me. • Thanks!
- 32. Let’s look at this from another angle:
- 33. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
- 34. Who influences learning?! (Hattie, 2009, 2012)
- 35. But what is this?!
- 36. But what is this?! • Genes? • Environment?
- 37. But what is this?! • Intelligence? • Metacognition? • Executive functions?
- 38. Combined: Nature Nurture Intelligence Yes Yes Metacognition Probably Definitely Executive functions Probably Good question…
- 39. Let’s dig a bit deeper 1: Nature Nurture Intelligence Yes Yes Metacognition Probably Definitely Executive functions Probably Good question… This is great news.
- 40. Let’s dig a bit deeper 2: Nature Nurture Intelligence Yes Yes Metacognition Probably Definitely Executive functions Probably Good question… 1. Depends on which list you use.
- 41. Let’s dig a bit deeper 2: Nature Nurture Intelligence Yes Yes Metacognition Probably Definitely Executive functions Probably Good question… 2. Depends on which research you read.
- 42. I do know some tricks to make executive functions worse (aka nurture)…
- 43. E.g. Inhibitory control and
- 44. E.g. Working memory and
- 45. But also noise, toxic stress,…
- 46. But can you make executive functions work better, besides eleminating what makes them worse?
- 47. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
- 48. First the good and the bad news: meta-analyses
- 51. John Hattie
- 53. The power of feedback.
- 54. The power of relationships.
- 55. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
- 56. Meta-analyses on metacognition: .69
- 57. To put it too bluntly: this is an average.
- 58. Not everything works and almost nothing works all of the time.
- 59. To make it work, 4 important elements: (several sources: Hattie, 2012; Hattie, Biggs, & Purdie, 1996; Dignath & Büttner, 2008; Lavery, 2008 )
- 60. 1. Practice within the context of what needs to be learnt;
- 61. Aka: no separate classes on metacognition!
- 62. 2. use tasks from the same domain as the subject(s) that are being dealt with;
- 63. Why? Most difficult thing in education: transfer!
- 64. How to get transfer?
- 65. 3. Make this sufficiently clear, so that pupils know that they are learning how to learn or are working at metacognition;
- 66. Oh, btw:
- 67. 4. ensure that enough is being learned.
- 68. Well, otherwise what is the point?
- 70. Similarities? Primary school Secondary school Who gives the training? For both age groups: lessons given by the researchers had more effect than lessons given by teachers. How long and how often should you work at metacognition? For both age groups: the greater the number of training sessions, the greater the effect.
- 71. Differences? Primary school Secondary school Focus on? The training must work at motivation and the encouragement of pupils. The training must work at expanding the repertoire of strategies. Group work when training for metacognition Negative effect; the pupils work better individually at improving their metacognitive skills Positive effect; the pupils work better in groups at improving their metacognitive skills.
- 72. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
- 73. Meta-analysis on working on executive functions? Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512-552.
- 75. But…
- 76. “…25 years’ worth of research finds no conclusive evidence that developing students’ executive function skills leads to better academic performance.” Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512-552.
- 77. Still:
- 79. Executive function activities for 7- to 12-year-olds:
- 80. Card games and board games
- 82. Music, singing, and dance
- 83. (Brain teasers)
- 84. Executive function activities for Adolescents:
- 85. Goal setting, planning and monitoring. (which is working on metacognition)
- 86. Goal setting, planning and monitoring. (which is working on metacognition)
- 87. Study skills (which is working on metacognition)
- 88. Study skills (which is working on metacognition)
- 89. Give them tools for self-monitoring
- 90. Activities
- 91. I do have some more suggestions:
- 92. Don’t move to Germany, but move to Cameroon? Lamm, B., Keller, H., Teiser, J., Gudi, H., Yovsi, R. D., Freitag, C., ... & Vöhringer, I. (2017). Waiting for the Second Treat: Developing Culture‐Specific Modes of Self‐Regulation. Child Development.
- 93. Have class rituals? Rybanska, V., McKay, R., Jong, J., & Whitehouse, H. (2017). Rituals Improve Children's Ability to Delay Gratification. Child Development.
- 94. Conclusion?
- 95. Executive Functions! What are executive functions? (extra: scientists versus guru’s) Who influences learning? Nature versus Nurture Meta-analyses What works sometimes 1 (mc) What works sometimes 2 (ef) Ask the teacher - scientist - guitar player
Editor's Notes
- Emotional Control:The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior. A young child with this skill is able to recover from a disappointment in a short time. A teenager is able to manage the anxiety of a game or test and still perform. Flexibility:The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions. A young child can adjust to a change in plans without major distress. A high school student can accept an alternative such as a different job when the first choice is not available. Goal-directed persistence:The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests. A first grader can complete a job in order to get to recess. A teenager can earn and save money over time to buy something of importance. Metacognition:The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”). A young child can change behavior is response to feedback from an adult. A teenager can monitor and critique her performance and improve it by observing others who are more skilled. Organization:The ability to create and maintain systems to keep track of information or materials. A young child can, with a reminder, put toys in a designated place. An adolescent can organize and locate sports equipment. Planning/Prioritization:The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important. A young child, with coaching, can think of options to settle a peer conflict. A teenager can formulate a plan to get a job. Response Inhibition:The capacity to think before you act – this ability to resist the urge to say or do something allows us the time to evaluate a situation and how our behavior might impact it. In the young child, waiting for a short period without being disruptive is an example of response inhibition while in the adolescent it would be demonstrated by accepting a referee’s call without an argument. Stress Tolerance:The ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands. We generally reserve our discussion of this skill to adults, since it seems more relevant with this population. We find it helps people understand the kind of work environment they do best in. Sustained Attention:The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom. Completing a 5-minute chore with occasional supervision is an example of sustained attention in the younger child. The teenager is able to attend to homework, with short breaks, for one to two hours. Task Initiation:The ability to begin projects without undue procrastination, in an efficient or timely fashion. A young child is able to start a chore or assignment right after instructions are given. A high school student does not wait until the last minute to begin a project. Time Management:The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important. A young child can complete a short job within a time limit set by an adult. A high school student can establish a schedule to meet task deadlines. Working Memory:The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future. A young child, for example can hold in mind and follow 1-2 step directions while the middle school child can remember the expectations of multiple teachers.
- Card games in which children have to track playing cards exercise working memory and promote mental exibility in the service of planning and strategy. Hearts, spades, and bridge are popular examples. n Games that require monitoring and fast re- sponses are great for challenging attention and quick decision-making in children at this age. Spit, for example, requires attending to your own play as well as your opponents’ progress. n For younger children, card games requiring matching by either suit or number continue to test cognitive exibility. Rummy games, including gin rummy, are popular examples. Games with more complicated sets of options, such as poker and mahjong, may challenge older children. n Any game involving strategy provides impor- tant practice with holding complicated moves in mind, planning many moves ahead, and then adjusting plans—both in response to imagined outcomes and the moves of opponents. With practice, children can develop real skill at clas- sic games of strategy like Go or chess, while challenging working memory and cognitive exibility. Many more modern strategy games exist as well. Mensa, the high IQ society, holds a yearly competition testing new games, and provides an interesting list of favorites. n Children this age also enjoy more complex games involving fantasy play, which require holding in working memory complicated information about places visited in imaginary worlds, rules about how characters and ma- terials can be used, and strategy in attaining self-determined goals. Minecraft is a popular computer game of this sort, while Dungeons & Dragons is a longtime card-based favorite
- Organized sports become very popular for many children during this period. Developing skill at these games practices children’s ability to hold complicated rules and strategies in mind, monitor their own and others’ actions, make quick decisions and respond exibly to play. There is also evidence that high levels of physical activity, particularly activity that requires coordination, like soccer, can improve all aspects of executive function. n Various jump rope games also become popular among children of this age. Children can become very skilled at jump rope, double Dutch, Chinese jump rope, and other such chal- lenges. Developing skill in these games requires focused practice, as well as the attention control and working memory to recall the words of the chant while attending to the motions. n Games that require constant monitoring of the environment and fast reaction times also challenge selective attention, monitoring, and inhibition. For younger children, hiding/tag games, particularly those played in the dark, like ashlight tag and Ghost in the Graveyard, are fun. Older children may enjoy games like laser tag and paintball. Many video games also provide practice of these skills, but can include violent content, so care should be taken in selecting appropriate options and setting rea- sonable time limits. Common Sense Media, a non-partisan media information organization, provides useful reviews of popular games.
- earning to play a musical instrument can test selective attention and self-monitoring. In addition to the physical skill required, this ac- tivity challenges working memory to hold the music in mind. There is also some evidence that the practice of two-handed coordination supports better executive function. n Whether or not children learn an instru- ment, participating in music classes or com- munity events can still require them to follow rhythmic patterns, particularly when improvi- sation is involved (e.g., clapping or drumming). This can challenge their coordination of work- ing memory, attention, cognitive exibility, and inhibition. n Singing in parts and rounds, as is done in children’s singing groups, is also a fun chal- lenge, requiring a similar coordination of working memory, monitoring, and selective attention. As children’s musical skills grow, adults can present them with steadily increas- ing challenges. n Dancing, too, provides many opportuni- ties to develop attention, self-monitoring, and working memory, as dancers must hold choreography in mind while coordinating their movements with the music.
- To focus the planning process, encourage teens to identify something speci c that they want to accomplish. Most important is that the goals are meaningful to the teen and not established by others. For some teens, planning the college application process may be self-mo- tivating, but for others, planning a social event may be more important. Start with something fairly simple and achievable, such as getting a driver’s license or saving money to buy a com- puter, before moving on to longer-term goals like buying a car or applying to colleges. n Help teens develop plans for steps to reach these goals. They should identify short- and long-term goals and think about what has to be done to achieve them. For example: If teens want their team to win the sports champion- ship, what skills do they need to learn? How might they practice them? Identify some prob- lems that might arise, and encourage the teen to plan ahead for them. n Taking on large social issues, such as homelessness, domestic violence, or bully- ing can be both appealing and overwhelming to teens. DoSomething.org and Volunteer- Match.org can help identify concrete actions. n Remind adolescents to periodically monitor their behavior and consider whether they are doing the things they planned and whether these plans are achieving the goals they iden- ti ed. “Is this part of the plan? If not, why am I doing it? Has something changed?” Monitor- ing in this way can identify counter-productive habitual and impulsive actions and maintain focused attention and conscious control.
- In school, adolescents are expected to be in- creasingly independent and organized in their work. These expectations can place a large load on all aspects of executive function. Basic organization skills can be very helpful in this regard. The list below can serve as a guide for teens to use. n Break a project down into manageable pieces. n Identify reasonable plans (with timelines) for completing each piece. Be sure that all steps have been explicitly identi ed and ensure that the completion of each step is recognized and celebrated. n Self-monitor while working. Set a timer to go off periodically as a reminder to check on whether one is paying attention and under- standing. When you don’t understand, what might be the problem? Are there words you don’t know? Do you know what the directions are? Is there someone you can ask for help? Would looking back at your notes help? If you have stopped paying attention, what distracted you? What might you do to refocus? Identify key times to self-monitor (e.g., before handing in an assignment, when leaving the house, etc.). n Be aware of critical times for focused atten- tion. Multitasking impedes learning. Identify ways to reduce distractions (e.g., turn off elec- tronics, nd a quiet room). n Use memory supports for organizing tasks. Mnemonic devices can be powerful tools for re- membering information. Developing the habit of writing things down also helps. n Keep a calendar of project deadlines and steps along the way. n After completing an assignment, re ect on what did and did not work well. Develop a list of things that have supported focused and sus- tained attention as well as good organization, memory and project completion. Think about ways to ensure that these supports are in place for other projects. n Think about what was learned from assign- ments that were not completed well. Was this due to a lack of information, a need to improve certain skills, bad time management, etc.? What would you do differently next time?
- In school, adolescents are expected to be in- creasingly independent and organized in their work. These expectations can place a large load on all aspects of executive function. Basic organization skills can be very helpful in this regard. The list below can serve as a guide for teens to use. n Break a project down into manageable pieces. n Identify reasonable plans (with timelines) for completing each piece. Be sure that all steps have been explicitly identi ed and ensure that the completion of each step is recognized and celebrated. n Self-monitor while working. Set a timer to go off periodically as a reminder to check on whether one is paying attention and under- standing. When you don’t understand, what might be the problem? Are there words you don’t know? Do you know what the directions are? Is there someone you can ask for help? Would looking back at your notes help? If you have stopped paying attention, what distracted you? What might you do to refocus? Identify key times to self-monitor (e.g., before handing in an assignment, when leaving the house, etc.). n Be aware of critical times for focused atten- tion. Multitasking impedes learning. Identify ways to reduce distractions (e.g., turn off elec- tronics, nd a quiet room). n Use memory supports for organizing tasks. Mnemonic devices can be powerful tools for re- membering information. Developing the habit of writing things down also helps. n Keep a calendar of project deadlines and steps along the way. n After completing an assignment, re ect on what did and did not work well. Develop a list of things that have supported focused and sus- tained attention as well as good organization, memory and project completion. Think about ways to ensure that these supports are in place for other projects. n Think about what was learned from assign- ments that were not completed well. Was this due to a lack of information, a need to improve certain skills, bad time management, etc.? What would you do differently next time?
- n Self-talk is a powerful way to bring thoughts and actions into consciousness. Examples include having teenagers talk themselves through the steps of a dif cult activity or peri- odically pausing for a mental play-by-play nar- rative of what is happening. When occasions arise that provoke strong negative emotions or feelings of failure, self-talk can help adoles- cents identify potentially problematic thinking and behavior patterns. n Encourage self-talk that focuses on growth. Help teens recognize that an experience—par- ticularly a failure—can offer lessons, and need not be interpreted as a nal judgment on one’s abilities. For example, when a sports team loses a game, help a discouraged team mem- ber to consider what went wrong and what he or she might do to improve next time—rather than simply deciding the team lacks any skills. The same thinking can be helpful for school as- signments. Carol S. Dweck, a professor at Stan- ford University who researches mindsets, has developed a website with more suggestions. n Help adolescents be mindful of interruptions (particularly from electronic communication such as email and cell phones). Multitasking may feel good, but there is strong evidence that it saps attention and impedes performance. If two (or more) tasks are competing for atten- tion, discuss ways to prioritize and sequence. n Understanding the motivations of others can be challenging, particularly when people are driven by different perspectives. Encourage teens to identify their hypotheses about oth- ers’ motivations and then consider alternatives. “Why do you think she bumped into you? Can you think of another explanation?” Teens who are not used to this kind of thinking may need you to model the process: “Could it be that she didn’t see you?” n Writing a personal journal can foster self- re ection by providing teens a means with which to explore thoughts, feelings, actions, beliefs, and decisions. There are many ways to approach journaling, but all encourage self-awareness, re ection, and planning (see websites at end of this section).
- There are many activities that teens may enjoy that draw on a range of self-regulation skills. The key is a focus on continual improvement and increasing challenge. Some examples fol- low, below: n Sports — The focused attention and skill de- velopment inherent in competitive sports draw on the ability to monitor one’s own and others’ actions, make quick decisions, and respond exibly to play. Ongoing, challenging aerobic activity can also improve executive function. n Yoga and meditation — Activities that sup- port a state of mindfulness, or a nonjudgmental awareness of moment-to-moment experiences, may help teens develop sustained attention, reduce stress, and promote less reactive, more re ective decision-making and behavior. n Music — Working memory, selective atten- tion, cognitive exibility, and inhibition are challenged while developing skills in playing a musical instrument, singing, or dancing—par- ticularly when dealing with complicated pieces that involve multiple parts, sophisticated rhythms, and improvisation. n Theater — A performance is carefully choreo- graphed and requires all participants, on stage and backstage, to remember their jobs, attend to their timing, and manage their behavior. For actors, learning the lines and actions of a role draw heavily on attention and working memory. n Strategy games and logic puzzles — Classic games like chess, as well as computer-based training programs like Cogmed and Lumosity, exercise aspects of working memory, planning, and attention. Mensa, the high IQ society, holds a yearly competition testing new games and has an interesting list of strategy games. n Computer games can also be valuable, as long as time limits are established and ob- served. Games that require constant monitor- ing of the environment and fast reaction times challenge selective attention, monitoring, and inhibition. Moving through complicated imaginary worlds, such as those found in many computer games, also challenges working memory. Common Sense Media, a non-parti- san media information source, provides some good reviews of popular games.
- There are many activities that teens may enjoy that draw on a range of self-regulation skills. The key is a focus on continual improvement and increasing challenge. Some examples fol- low, below: n Sports — The focused attention and skill de- velopment inherent in competitive sports draw on the ability to monitor one’s own and others’ actions, make quick decisions, and respond exibly to play. Ongoing, challenging aerobic activity can also improve executive function. n Yoga and meditation — Activities that sup- port a state of mindfulness, or a nonjudgmental awareness of moment-to-moment experiences, may help teens develop sustained attention, reduce stress, and promote less reactive, more re ective decision-making and behavior. n Music — Working memory, selective atten- tion, cognitive exibility, and inhibition are challenged while developing skills in playing a musical instrument, singing, or dancing—par- ticularly when dealing with complicated pieces that involve multiple parts, sophisticated rhythms, and improvisation. n Theater — A performance is carefully choreo- graphed and requires all participants, on stage and backstage, to remember their jobs, attend to their timing, and manage their behavior. For actors, learning the lines and actions of a role draw heavily on attention and working memory. n Strategy games and logic puzzles — Classic games like chess, as well as computer-based training programs like Cogmed and Lumosity, exercise aspects of working memory, planning, and attention. Mensa, the high IQ society, holds a yearly competition testing new games and has an interesting list of strategy games. n Computer games can also be valuable, as long as time limits are established and ob- served. Games that require constant monitor- ing of the environment and fast reaction times challenge selective attention, monitoring, and inhibition. Moving through complicated imaginary worlds, such as those found in many computer games, also challenges working memory. Common Sense Media, a non-parti- san media information source, provides some good reviews of popular games.
- There are many activities that teens may enjoy that draw on a range of self-regulation skills. The key is a focus on continual improvement and increasing challenge. Some examples fol- low, below: n Sports — The focused attention and skill de- velopment inherent in competitive sports draw on the ability to monitor one’s own and others’ actions, make quick decisions, and respond exibly to play. Ongoing, challenging aerobic activity can also improve executive function. n Yoga and meditation — Activities that sup- port a state of mindfulness, or a nonjudgmental awareness of moment-to-moment experiences, may help teens develop sustained attention, reduce stress, and promote less reactive, more re ective decision-making and behavior. n Music — Working memory, selective atten- tion, cognitive exibility, and inhibition are challenged while developing skills in playing a musical instrument, singing, or dancing—par- ticularly when dealing with complicated pieces that involve multiple parts, sophisticated rhythms, and improvisation. n Theater — A performance is carefully choreo- graphed and requires all participants, on stage and backstage, to remember their jobs, attend to their timing, and manage their behavior. For actors, learning the lines and actions of a role draw heavily on attention and working memory. n Strategy games and logic puzzles — Classic games like chess, as well as computer-based training programs like Cogmed and Lumosity, exercise aspects of working memory, planning, and attention. Mensa, the high IQ society, holds a yearly competition testing new games and has an interesting list of strategy games. n Computer games can also be valuable, as long as time limits are established and ob- served. Games that require constant monitor- ing of the environment and fast reaction times challenge selective attention, monitoring, and inhibition. Moving through complicated imaginary worlds, such as those found in many computer games, also challenges working memory. Common Sense Media, a non-parti- san media information source, provides some good reviews of popular games.
- There are many activities that teens may enjoy that draw on a range of self-regulation skills. The key is a focus on continual improvement and increasing challenge. Some examples fol- low, below: n Sports — The focused attention and skill de- velopment inherent in competitive sports draw on the ability to monitor one’s own and others’ actions, make quick decisions, and respond exibly to play. Ongoing, challenging aerobic activity can also improve executive function. n Yoga and meditation — Activities that sup- port a state of mindfulness, or a nonjudgmental awareness of moment-to-moment experiences, may help teens develop sustained attention, reduce stress, and promote less reactive, more re ective decision-making and behavior. n Music — Working memory, selective atten- tion, cognitive exibility, and inhibition are challenged while developing skills in playing a musical instrument, singing, or dancing—par- ticularly when dealing with complicated pieces that involve multiple parts, sophisticated rhythms, and improvisation. n Theater — A performance is carefully choreo- graphed and requires all participants, on stage and backstage, to remember their jobs, attend to their timing, and manage their behavior. For actors, learning the lines and actions of a role draw heavily on attention and working memory. n Strategy games and logic puzzles — Classic games like chess, as well as computer-based training programs like Cogmed and Lumosity, exercise aspects of working memory, planning, and attention. Mensa, the high IQ society, holds a yearly competition testing new games and has an interesting list of strategy games. n Computer games can also be valuable, as long as time limits are established and ob- served. Games that require constant monitor- ing of the environment and fast reaction times challenge selective attention, monitoring, and inhibition. Moving through complicated imaginary worlds, such as those found in many computer games, also challenges working memory. Common Sense Media, a non-parti- san media information source, provides some good reviews of popular games.
- There are many activities that teens may enjoy that draw on a range of self-regulation skills. The key is a focus on continual improvement and increasing challenge. Some examples fol- low, below: n Sports — The focused attention and skill de- velopment inherent in competitive sports draw on the ability to monitor one’s own and others’ actions, make quick decisions, and respond exibly to play. Ongoing, challenging aerobic activity can also improve executive function. n Yoga and meditation — Activities that sup- port a state of mindfulness, or a nonjudgmental awareness of moment-to-moment experiences, may help teens develop sustained attention, reduce stress, and promote less reactive, more re ective decision-making and behavior. n Music — Working memory, selective atten- tion, cognitive exibility, and inhibition are challenged while developing skills in playing a musical instrument, singing, or dancing—par- ticularly when dealing with complicated pieces that involve multiple parts, sophisticated rhythms, and improvisation. n Theater — A performance is carefully choreo- graphed and requires all participants, on stage and backstage, to remember their jobs, attend to their timing, and manage their behavior. For actors, learning the lines and actions of a role draw heavily on attention and working memory. n Strategy games and logic puzzles — Classic games like chess, as well as computer-based training programs like Cogmed and Lumosity, exercise aspects of working memory, planning, and attention. Mensa, the high IQ society, holds a yearly competition testing new games and has an interesting list of strategy games. n Computer games can also be valuable, as long as time limits are established and ob- served. Games that require constant monitor- ing of the environment and fast reaction times challenge selective attention, monitoring, and inhibition. Moving through complicated imaginary worlds, such as those found in many computer games, also challenges working memory. Common Sense Media, a non-parti- san media information source, provides some good reviews of popular games.