LECTURE 7 - Executive functioning and metacognition

Executive Functioning (EF):

EF is an umbrella term for cognitive processes that enable goal-directed behavior, memory, decision-making, and coping with new situations (Diamond, 2014).

Brain Area:

• EF is controlled by the prefrontal cortex in the frontal lobe.

• Example: Phineas Gage’s injury to the frontal lobe caused impaired decision-making and emotional control.

Core Components (Hughes, 1998):

1. Attentional Flexibility:

   • Shifting focus between tasks or ideas.

   • Example: Switching attention from a big-picture view to details.

2. Working Memory:

   • Temporarily holding and manipulating information.

   • Example: Remembering a phone number before dialing it.

3. Inhibitory Control:

   • Suppressing impulses for goal-oriented actions.

   • Example: Resisting the temptation to eat a marshmallow in Mischel's "marshmallow test."

Metacognition:

Metacognition is “thinking about thinking” (Flavell, 1976). It involves being aware of and regulating one’s cognitive processes to achieve goals (Azevedo, 2020).

Key Features:

• Planning: Deciding how to approach a task.

• Monitoring: Checking progress during a task.

• Evaluation: Reflecting on outcomes to adjust strategies.

  • Example: Realizing you didn’t understand a lecture and deciding to review notes.

Overlap with EF:

• Metacognition relies on EF skills, such as self-regulation.

• EF is linked to neurological processes, while metacognition focuses on monitoring and adapting cognitive strategies.

Executive dysfunction:

Definition:
A range of difficulties in EF, affecting behavior and cognition.

Causes:

1. Neurological: ADHD, Autism Spectrum Disorder (ASD), dementia, or brain injury.

2. Behavioral: Stress, illness, or fatigue.

Symptoms:

• Trouble with task switching.

• Poor planning or memory loss.

• Impulsivity or difficulty managing changes.

Example:

• Individuals with autism may struggle to organize tasks, causing frustration despite wanting to succeed (Gardiner, 2018).

Executive Functioning in ADHD:

Characteristics:

• Core symptoms: Inattention, hyperactivity, and impulsivity.

• Subtypes: Primarily Impulsive, Primarily Inattentive, or Combined.

Findings:

• Deficits in working memory, inhibitory control, and planning (Rapport et al., 2001).

• Frontal brain regions are under-activated compared to controls (Arnsten, 2009).

Examples:

• Struggling with school tasks requiring sustained focus.

• Impulsively interrupting conversations due to poor inhibitory control.

Support Strategies for EF and ADHD:

1. Metacognitive Training:

   • Teach strategies for task planning and monitoring.

2. Environmental Modifications:

   • Structured schedules and visual reminders.

3. Behavioral Interventions:

   • Reward systems for completing tasks.