Executive Function: Introduction.-

Introduction to Executive Function and Neuroplasticity

Be the Boss of Your Brain

• We ARE brain changers! The brain possesses an incredible ability to adapt and change.

Objectives for this Session

• Identify key components of Neuroscience and Executive Function.

• Explore the impact of stress and anxiety on the learning process.

• Reflect on different mindsets (fixed vs. growth).

• Contemplate the transformative power of "YET."

• Explore the overall impact of our mindset on learning and personal development.

What is Executive Function?

• Executive function refers to a set of cognitive processes that are necessary for the control of behavior, especially in novel or demanding situations.

• Key components include:

  • Working memory: The ability to hold and manipulate information in mind over short periods.

  • Cognitive flexibility: The ability to switch between different tasks or mental sets, adapting to changes.

  • Inhibitory control: The ability to suppress inappropriate thoughts or actions and stay focused on a goal.

• Often, individuals can feel like their "brain is full" when executive functions are overwhelmed.

Neuroplasticity: The Brain's Ability to Change

• Definition: Neuroplasticity is the brain’s remarkable ability to reorganize itself by forming new neural connections throughout life.

• How It Works:

  • Pathways in the brain that are frequently used become stronger and more efficient.

  • Conversely, unused pathways tend to weaken and fade over time.

  • New experiences, learning, and practice can literally change the physical structure and function of the brain.

• Why It Matters:

  • It underpins the understanding that learning is a lifelong process, not confined to any specific age.

  • It demonstrates that intelligence and skills are not fixed entities but can be developed and enhanced through effort.

  • This concept strongly encourages and supports the adoption of a growth mindset.

Memory Systems

The Forgetting Curve

• A significant amount of learned information is lost quickly without review:

  • We tend to forget approximately $50\%$ of what we learn within just one hour.

  • This increases to about $70\%$ forgetting within $24$ hours.

Three-Box Model of Memory

• This model describes three stages of memory storage:

  • Sensory Register: Information from our senses first bombards this register.

  • Short-Term Memory: Information is temporarily stored and actively used during the process of "learning."

  • Long-Term Memory: Information is filed and stored for later, enduring retrieval.

Sensory Register Details

• Has a large capacity to hold virtually everything the body sees, hears, or senses.

• It is an ultra-short-term memory system, with a very brief duration.

• Duration: Typically only $1$ to $4$ seconds for most sensory inputs.

  • Visual/Iconic memory: Lasts about $1$ second.

  • Tactile memory: Lasts about $2-3$ seconds.

  • Auditory/Echoic memory: Lasts up to $4$ seconds.

Short-Term and Working Memory

• Working Memory: This is a system for temporarily storing and managing information specifically to execute complex cognitive tasks.

• These tasks include learning, reasoning, and comprehension.

• An example of working memory in action is trying to count passes in a fast-paced video, which requires holding numbers in mind while tracking movement.

Single vs. Multi-tasking

• Cognitive Cost of Shifting Attention: When attention is shifted rapidly between multiple tasks, the prefrontal cortex and striatum in the brain consume a significant amount of oxygenated glucose.

• This consumption of neural fuel leads to:

  • Mental fatigue.

  • Decreased productivity.

  • Interruption of the "flow state," making deep focus difficult.

Avoiding Master Multitasking

• To optimize working memory and productivity, it's crucial to minimize multitasking tendencies:

  • Limit digital and physical distractions: Close unnecessary tabs and applications, and work on one thing at a time.

  • Declutter your physical space: Limit items present in your immediate environment.

  • Time to Re-engage: It takes an average of $20$ minutes to fully get back on task after an interruption.

  • Principle: Focus on doing "one thing at a time."

Factors Impacting Working Memory

• Developmental Functioning: The stage of cognitive development influences working memory capacity.

• Meaningful Connection: Information that can be meaningfully connected to existing knowledge is easier to remember.

• Magic Number 7 (Plus or Minus 2): Short-term memory generally has a limited capacity, often cited around $7$ (plus or minus $2$) elements or chunks of information.

• Limiting Elements: Due to these limitations, it's necessary to limit the number of individual elements presented at a given time.

• Chunking: This strategy involves organizing individual pieces of information into larger, more meaningful units or "chunks" (e.g., remembering a sequence like "X CNN PHD FBI CIA NCAA X" is easier than "XCN NPH DFB ICI ANC AAX" because the letters form recognizable acronyms).

  • Example: Remembering $15$ numbers like $555554444333221$ is easier when grouped into chunks of five, then four, then three, then two, then one, rather than as $15$ distinct digits.

• Primacy and Recency Effects:

  • Primacy effect: We are most likely to remember information presented at the beginning of a sequence or lesson because initial items are more efficiently stored in long-term memory.

  • Recency effect: We are also most likely to remember the last few items presented because they are still actively present in working memory and readily available.

  • Information in the intermediate position of a sequence is generally recalled less efficiently.

How Emotions Impact Learning

• The brain processes emotions and learning in deeply interconnected ways.

• Negative Emotions and Inhibition: Stress and fear can inhibit learning by activating the amygdala, an area of the brain involved in emotional responses, particularly fear.

• Positive Emotions and Enhancement: Positive reinforcement and motivation significantly enhance information retention and recall.

• Supportive Environment: A learning environment that is supportive, encouraging, and emotionally safe fosters greater success in learning.

Mindset: Fixed vs. Growth

• Mindset Survey: A self-assessment tool used to gauge an individual's predominant mindset through questions about changeability of intelligence, abilities, and personal traits.

  • Examples of questions include beliefs about innate intelligence, alterability of personality, inherent sporting talent, or gender/cultural predispositions for subjects like math.

Introduction to Mindset

• Growth Mindset:

  • Definition: The belief that fundamental abilities and intelligence can be developed, nurtured, and strengthened through dedication, hard work, and effort.

  • It views challenges as opportunities for growth rather than insurmountable obstacles.

• Fixed Mindset:

  • Definition: The belief that abilities and intelligence are static, innate attributes that cannot significantly change or improve over time.

  • It sees challenges as threats to one's perceived inherent ability.

Characteristics of Growth VS. Fixed Mindset

Developing a Growth Mindset

• Universal Potential: Anyone can cultivate a growth mindset. The brain is designed to change and grow throughout life, at any age.

• Value of Risk and Mistakes: A growth mindset encourages taking chances and embraces making mistakes as crucial learning opportunities.

• Cultural Values: It fosters a culture that actively values persistence, hard work, and resilience in the face of difficulties.

• Positive Outcomes: Builds confidence and fosters intrinsic motivation.

• Strategies for Cultivation:

  • MODEL for others: Demonstrate a growth mindset in your own actions and reactions.

  • Reframe challenges: View obstacles not as roadblocks, but as opportunities to learn and develop new skills.

  • Embrace effort: Acknowledge and reinforce the understanding that hard work directly leads to improvement and mastery.

  • Learn from others: Actively seek and utilize feedback as a constructive tool for personal growth, rather than as criticism.

  • Celebrate growth: Focus on recognizing and celebrating the process of progress and learning, not just the final outcomes.

  • Adopt the power of "yet": Transform fixed statements like "I can't do this" into growth-oriented statements like "I can't do this yet."

Helping Hands: The Importance of Support Systems

• Knowing when and who to ask for support, guidance, and help is a critical component of both Executive Function and a Growth Mindset.

• Activity: Outline your hand and fill in each finger with the name of a person you can reach out to for support, guidance, or help.

  • Encourage identifying individuals in immediate and extended family, school, and the wider community.

  • Practical Tip: Encourage students to keep contact information for their support system handy, perhaps by taking a screenshot and saving it on their phone for easy access during times of stress, upset, or nervousness.

The Power of "Yet"

• Meaning of "YET":

  • "Up until right now," implying current state but not a permanent one.

  • "Something that may happen in the future," suggesting potential and ongoing development.

• Continuous Learning: The concept emphasizes that we are always in a process of learning and growing.

• Transformative Phrasing: Instead of saying "I am not good at ," adopt the growth-oriented phrase: "I am not good at YET… but I can _."

• Examples in Media: The power of "yet" is illustrated in children's books and media, such as Sesame Street featuring Janelle Monae, and the spirit of "Just Keep Swimming!" from Finding Nemo.

Mindset Map: Current and Future Actions

• "What we do now" (Current State): Reflect on existing mindsets and practices within the self, classroom, department, and the broader community (e.g., Fordham Prep community).

• "Power of Yet—What can we do in the future" (Growth State): Envision how actions and mindsets can be improved and developed across the same levels, leveraging the "power of yet."

Summary and Key Takeaways

• Brain Plasticity: The brain is fundamentally wired to grow and change throughout life.

• Pre-frontal Cortex Development: The pre-frontal cortex, crucial for higher-level cognitive skills, is extremely sensitive to growth and development, particularly through the age of $30$.

• Pre-frontal Cortex Functions: This area of the brain is responsible for vital skills necessary for classroom success and a meaningful life, including:

  • Planning

  • Organizing

  • Executing tasks

  • Persisting through challenges

  • Reflecting on experiences and learning

• Vulnerability to Stress: Stress, attention disorders, and strong emotions can "hijack" the pre-frontal cortex, impairing these critical functions and making individuals feel "stuck."

• Maximizing Potential with Growth Mindset:

  • The brain continuously grows and changes based on experiences.

  • By cultivating a growth mindset, we can maximize our individual potential.

  • We can strive to become the best version of ourselves.

  • It is essential to model a growth mindset for our students.

  • This empowers us to help our students become the best version of themselves.

• Core Growth Mindset Principles:

  • "I learn from my mistakes."

  • "I can improve by working hard."

  • "I will never give up."

  • "I am determined to do my best."

  • "Self-reflection will help me succeed."

  • "I can overcome challenges with effort."

  • "I can train my brain."