The document discusses executive function and the prefrontal cortex. It notes that the prefrontal cortex is responsible for executive function, which involves cognitive control, supervisory attention, orchestrating thought and action according to goals, and providing top-down signals to other brain structures. Executive function is composed of multiple interrelated high-level cognitive skills like planning, problem solving, cognitive flexibility, and self-regulation that are pivotal for goal-directed behavior. Tasks requiring executive function activate areas of the prefrontal cortex as well as other structures like the thalamus and cerebellum. Damage to these areas can impair performance on tests of attention, working memory, and other executive abilities.

1. The Neural
Correlates of
Executive
Function
1
(Berride & Arnsten, 2015)
Prefrontal Cortex

2. Prefrontal Cortex is Responsible for Executive Function
(Kuo, et al., 2008; Miller & Cohen, 2001)
Executive Function
• Plays an important role in cognitive control
• Is involved in supervisory attention
• Orchestrates thought and action according
to internal goals
• Provides top-down bias signals to other
brain structures to guide the flow of activity
along neural pathways
2
(Berride & Arnsten, 2015)

3. Create Plans Engages
Prefrontal Cortex
(Jensen, 2009; Brundidge, 2014) 3
ozella.brundidge@gmail.com 4/13/2017
Capacity to Hold
Thoughts in
Mind
Make Decisions
Observe
Behaviors
Follow Rules
Post-Pone
Gratification
Hold Thoughts
in Mind
Working Memory
Capacity to Defer
Gratification
Reset the Brain’s Rules
for Behavior under
Different Circumstances
Executive System
Prefrontal Cortex

4. Executive Control System
• Divided attention
• Working memory
• Conceptual transfer
• Feedback utilization
• Selective attention
• Self-regulation
• Self-monitoring
• Inhibition
• Initiative
• Conceptual reasoning
• Planning
• Strategic organization
• Efficiency
• Fluency
• Speed of processing
Cognitive Flexibility
Attentional Control
Goal Setting
Information Processing
(Anderson, 2002, 2008 in Anderson & Reid, 2012, Figure 1, p.3) 4
(Coppin, n.d.)
Prefrontal Cortex

5. Executive Function Construct is Composed of Multiple
Inter-Related High Functioning Cognitive Skills
Formulating
Goals
Carrying Out Planned
Goals Effectively
(Anderson, 2002, 2008; Lezak, 1982; Welsh & Pennington, 1988 in Anderson & Reidy, 2012; Building Furniture for
American Girl Dolls, nd; Family Wealth and Legacy, LLC , 2017; Edusol, 2017 ) 5
Planning Out How
to Achieve Goals

6. Executive Function (EF)Key Elements of the Executive Function System
(Anderson, 2002, 2008; Lezak, 1982; Welsh & Pennington, 1988 in Anderson & Reidy, 2012)
Attention
&
Initiation of
Activity
Working
Memory
& &
Monitoring
Performance
Selection of Sufficient
Problem-Solving
Strategies
6
Anticipation
and
Deployment of

7. Elementary Abilities Play a Pivotal Role in Executive Function (EF)
Cognitive planning encompasses the neurological processes involved in the
formulation, evaluation and selection of a sequence of thoughts and actions to
achieve a desired goal.
Problem solving refers to how a child perceives, thinks, gains understanding of
his or her world, and includes remembering and decision-making.
(Rose, et al., 2011; Sprouts Development, 2014; Wikipedia, 28 January 2017; Mental Health Daily, 2016; Stonsny, 28 October 2011)
Cognitive Planning
Problem Solving

8. Elementary Abilities Play a Pivotal Role in Executive Function (EF)
• Cognitive flexibility refers to the brain's ability to transition from thinking about
one concept to another.
• The quicker a child is able to switch or “shift” her thinking from one dimension to
another the greater her level of cognitive flexibility.
• Behaviorally, self-regulation is the ability to act in your long-term best interest,
consistent with your deepest values.
• Emotionally, self-regulation is the ability to calm yourself down when you're upset
and cheer yourself up when you're down.
(Rose, et al., 2011; Sprouts Development, 2014; Wikipedia, 28 January 2017; Mental Health Daily, 2016; Stonsny, 28 October 2011)
Cognitive
Flexibility
Self-Regulation

9. Nonverbal Disabilities that are Associated with Executive Function
9
Nonverbal Learning Disabilities such as Visuospatial and
Visuomotor deficits, are Reportedly on a Continuum with
Attention and Executive Functioning Disorders. These deficits
and disorders may negatively affect Academic Performance
and Social Interactions.
(Taylor, Klein, Minich, Hack, 2000 in Cserjesi, et al., 2012)

10. Adult Cortical Areas Activated while Performing Tasks Requiring
Attention for Cognition
Brodmann Area
Cortical Area
Left-
Hemisphere
Right-
Hemisphere
BA 6
Premotor & Supplementary
Motor Area
 yes  yes
BA 7
Precuneus/Somatosensory
Cortex
 yes  yes
BA 9
Guenon/Dorsolateral
Prefrontal Cortex
 yes  yes
BA 19
Tertiary Visual Association
Area (V3)
 yes No
BA 40
Supramarginal Gyrus
 yes  yes
(Lloyd, 2007; Wright, 1976; Wikimedia Commons, 2012; Wikipedia, 26, July 2017; DynamicBrain, 2017) 10
BA 9
BA 19
BA 40
Frontal
cortex

11. The Left Thalamus is Activate while Performing Verbal Working Memory
Tasks and both Thalamus are Active during Executive Function Tasks
(Fulton, 2013; Jensen, 2005; Awh, et al., 1996; Smith, et al., 1996; Mandal, Sep 17, 2014) 11
The Thalamus:
• Is located just above the brain stem between the
cerebral cortex and the midbrain
• Relays sensory and motor signals to the cerebral
cortex
• Is responsible for regulating consciousness,
sleep, and alertness
Left
Thalamus
Bailey, R. (2017, August 07)
Right
Thalamus

12. Executive System’s Verbal Working Memory Model
12
Dorsolateral Prefrontal

13. • A context-independent and highly
transferable skill
• Ability to rapidly adjust strategies and thought processes from one
context to another
• Ability to draw inferences and understand relationships between
concepts outside of the formal, specific instruction, and practice related
to those concepts
(Jensen, 2009)
13

14. Relationship Between Fluid Intelligence and
Executive Functions
14(Goitia, Manes, Torralva, Sigman, Duncan, Cetkovich, & Roca, 2017; Lindner, et al., 2016)
• Frontal deficits are entirely explained by Fluid Intelligence (g) for
some classical executive tasks – Verbal Fluency, Trail Making Test B,
and the Wisconsin Card Sorting Test.
• However, other executive tasks, including tests of multitasking,
decision making, and social cognition deficits go beyond those
predicted by fluid intelligence loss.

15. The Frontal Lobe is Functional during both
Fluid Intelligence and Executive Function Activities
• Multitasking and Social Cognition
tasks can be used to reveal Anterior
Prefrontal (BA 10) Deficits
• While Dorsolateral (BA 9) deficits
are associated with Fluid Intelligence
(g) and classical executive deficits
15
Goitia, Manes, Torralva, Sigman, Duncan, Cetkovich, & Roca, 2017; Roca et al., 2010 in 2017
BA 10
Wikipedia August 6, 2017)
BA 9

16. Executive Function Tasks Engage the Cerebellum
A Major Component of Cerebellar Output Targets Nonmotor Areas of the Cerebral Cortex
16
Attention
Executive
Control
Working
Memory
(Strick, Dum, & Fiez, 2009; Glickstein 2007, Timmann & Daum 2007)
Regulate
Emotions

17. Nonmotor Effects of Cerebellar Damage are
Associated with Executive Function Activities
17
Attention
Executive
Control
Working
Memory
(Timmann & Daum 2007 in Strick, et al., 2009)
Researchers found a Relationship
between Damaged Cerebellar and
Impairments on Standardized
Measures of:

18. LBW, PT birth, and SGA infants were more likely to have significantly lower performance on cognitive
skills underlying school readiness
18
(Caravale, Mirante, Vagnoni, & Vicari, 2012; Michel, Roethlisberger, Neuenschwander, & Robers, 2011; Rose,
Feldman, Jankowski, & Van Rossem, 2008)
AttentionMemory
Thinking
Processing
Sensory
Information
ozella.brundidge@gmail.com 5/18/2017
Executive
Functions
Inhibition
Updating
Shifting
Nonlinguistic
Abilities
Visual-Motor
Integration
Visual Perceptual
(Worldasrtsme.com, nd)
Recall
Recognition
Representational
Competence
Early Cognitive
Skills to Look for in
Young Children
Visuospatial

19. End of
Executive
Function
Improved survival rate in preterm
infants has broadened research in
executive function, cognitive skills,
and neuropsychological outcomes.
19
(Berride & Arnsten, 2015)
(Aylward. 2002)