Формирование исполнительных функций в дошкольном возрасте

Abstract

Executive functions (EF) are responsible for creative thinking, shifts in perspectives, and accepting the views of others. EF allow us to take a break and think before we do something or give an inappropriate answer, to resist temptations and to focus on the current task. EF is a general term for cognitive processes which regulate, control and manage other cognitive processes necessary for behavior change. The main executive functions include: inhibition (inhibition of reaction, self-control, resistance to temptations and resistance to act impulsively), interference control (selective attention and cognitive inhibition), working memory, mental set-shifting (including thinking “out of the box”, which allows us to see things from different perspectives, adapting quickly and flexibly to changing circumstances). The paper provides an overview of Russian and international research on EF. It analyses the possibility of training and developing EF in preschoolers. The level of EF development is regarded as a predictor of academic performance in school. The paper explores the results of modern international empirical research on the relationship of EF and the development of theory of mind and manifestation of aggressive behavior. The study has revealed that EF deficit is a predictor of high aggression levels. The paper focuses on the role of such components of EF as working memory, inhibition, mental set-shifting, and attention in different types of aggressive behavior. The paper presents data on gender dependence of EF deficit and various types of demonstrated aggressiveness. It also provides data on the relationship between EF and the development of theory of mind. The data highlights the role of mental set-shifting in the development of children’s ability to understand the mental state of another person. Besides, the paper provides data from international studies on the role of game behavior therapy in the development of various components of EF.