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Adaptive habits: understanding executive function and its development
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DOI：10.1016/j.tics.2025.10.016.png)
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Abstract
En 中文
Traditional views of executive function (EF) and its development focus on capacities and how environmental and individual factors influence EF capacities. Recent evidence demonstrates that performance on assessments of EF reflects not only children’s EF capacities but also their willingness to engage EF during those assessments. This willingness to engage control varies according to individual learning histories, sociocultural influences, and environmental factors. We leverage these empirical findings to propose a complementary framework for understanding EF and its development, as well as its links with outcomes such as academic achievement that emphasizes contextual influences on children’s decisions to engage EF and identifies new targets for interventions to support EF and associated outcomes.
Keywords:
executive function
academic achievement
individual differences
cognitive development
willingness to engage control
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