Abstract
Executive function (EF) refers to the neurocognitive processes involved in the deliberate, goal-directed modulation of thought, action, and emotion. Individual differences in EF measured in childhood predict key developmental outcomes, and interventions designed to foster the healthy development of EF have the potential to help children at risk for a wide range of difficulties. This article briefly describes a theoretical model of EF and its development, the Iterative Reprocessing model that spans levels of analysis and characterizes self-regulation as the product of a dynamic interaction between top-down (reflective) and bottom-up (reactive) influences.
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