Abstract
Previous studies on the development of executive functions (EFs) in middle childhood have traditionally focused on cognitive, or “cool,” EFs: working memory, inhibitory control and cognitive flexibility. However, knowledge of the development of socio-emotional, or “hot,” EFs, such as delay of gratification, decision-making and theory of mind, is more limited. The main aims of this systematic review were to characterize the typical development of both the primary cool and hot EFs in middle childhood, and to identify the main tools for evaluating EFs as a whole. We conducted a systematic search on studies of cognitive and socio-emotional EFs published in the last 5 years in Pubmed, PsycInfo, and WoS databases. Of 44 studies selected, we found a variety of tasks measuring cool EFs, while measures of hot EFs were limited. Nevertheless, the available data suggest that cool and hot components follow distinct, but related, developmental trajectories during middle childhood.
Highlights
Executive functions (EFs) emerge during childhood and continue to develop into early adulthood (Anderson, 2002)
Recent findings on the development of hot EFs seem to depend on the types of tasks used to assess them; results should be interpreted with caution
The available studies comparing performance between children and adults suggest that the hot abilities of decision-making (Almy et al, 2018; Lensing and Elsner, 2018), and delay of gratification (Steinbeis et al, 2016), improve during middle childhood and beyond
Summary
Executive functions (EFs) emerge during childhood and continue to develop into early adulthood (Anderson, 2002). Research on the development of EFs during childhood has increased exponentially, and has shown that the period of middle childhood (ages 6–12 years) is one of significant development, because formal schooling begins, and the demands of the academic and social environments on children are high. School children must be able to maintain an adequate level of attention and motivation, ignore the many distractions that exist in the classroom environment to achieve academic goals, as well as regulate their emotions to adjust their behavior and relate to their peers. Underlying the development of these behaviors are significant structural and functional brain changes that occur during this time period, which systematically affect cognitive and socioemotional EF abilities at various stages of childhood, as well as their potential for long-term success. In a review of brain development underlying EFs across the lifespan by Neuropsychological Development of Children’s EFs
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