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  • Executive functions are the mental processes

  • that enable us to plan, focus attention, remember

  • instructions, and juggle multiple tasks successfully.

  • We can distinguish between three components:

  • 1. Working memory,

  • 2. Inhibitory control and

  • 3.Cognitive flexibility.

  • All 3 are interlinked and influence each other.

  • Psychologist Deborah Phillips from Georgetown University,

  • calls it the "air traffic control system" of our brain.

  • Like an air traffic control system has to manage lots of airplanes

  • departing and landing with perfect timing,

  • we have to manage a lot of information and distractions simultaneously.

  • Without good executive functions, disaster strikes.

  • Let's look at three different components:

  • The Working memory is responsible for processing information.

  • If well developed, it allows us to manage

  • multiple chunks of information at the same time.

  • Complex tasks can be solved and deep ideas understood.

  • Without much of it, our intelligence is limited.

  • Inhibitory control describes our capability to concentrate,

  • regulates our emotions

  • and controls our behaviour during stressful situations.

  • It's an essential skill if we want to change a childhood habit.

  • Without it, we might have trouble to control our behavior

  • and can come across as "weird."

  • Cognitive flexibility is the ability to adapt new tasks

  • quickly and to change our perspective.

  • If we have little of it, we can't adapt,

  • get stuck in old thoughts and have tunnel vision.

  • We come across as stubborn and uncooperative.

  • To demonstrate their roles,

  • let's compare two imaginary teenagers: Ann and Jay.

  • Ann is a working memory monster.

  • She can keep lots of ideas in her mind at the given time

  • and mentally buffers digits to calculate them in her head.

  • Even if she gets interrupted or feels a change of emotions,

  • she realizes, but is still able to continue what she had started.

  • Jay's working memory is tiny.

  • What Ann solves in her head,

  • he has to write down.

  • It's hard for him to read complex sentences

  • or follow a longer train of thought.

  • He gets distracted easily and starts thinking about something else.

  • At school, Ann is an Inhibitory Control Genius.

  • She is fully in charge of her emotions

  • and how they are expressed in her behavior.

  • If a teacher loses his temper,

  • she remains calm and friendly.

  • It's easy for her to focus for long periods of time.

  • As a result, her work is good and the feedback on it is positive.

  • Jay's emotions instantly express themselves in his behavior,

  • which he often fails to control.

  • He can get distracted easily

  • and hence he has difficulties to finish what he started.

  • His work remains mediocre.

  • This can lead to negative feedback and a lower self esteem.

  • Ann's cognitive flexibility is great.

  • She can change her perspective

  • and find ways around roadblocks.

  • At school she adjusts from one subject to the other in the speed of light.

  • Jay has problems to solve problems,

  • because his thinking is inflexible.

  • To change his perspective in response to constructive criticism,

  • takes a lot of his mental energy.

  • Even simple tasks, like switching from talking to listening is hard for him.

  • Others can find this annoying.

  • Executive function develops mainly during the first 5 years of our lives.

  • A caring, playful and nourishing childhood

  • is our best bet to increase them.

  • Free play trains our inhibitory control

  • and games practice our working memory.

  • Playing an instrument trains our brain to process the notes,

  • and to coordinate the right and the left hand simultaneously.

  • If others are listening, we learn to control our emotions.

  • Movement is great as well [P].

  • In football each situation is new,

  • ball possession requires quick decisions

  • and builds cognitive flexibility.

  • One study showed that kids that walked barefoot each day for just 16 minutes,

  • improved their working memory.

  • Because when they do, they need to keep many things in mind.

  • With a lot of practise as kids,

  • we become real executives of our own mind.

  • This then allows us to excel in teams

  • and help solve some of the world's more complex problems.

  • And since we are able to focus on them for a long period and don't give up easily,

  • success is just a matter of time.

  • THOSE OF YOU WHO HAVE SOME EXECUTIVE FUNCTION,

  • CAN NOW MAXIMIZE THEIR LEARNING FROM THIS VIDEO.

  • JUST TURN OFF YOUTUBE, TAKE OUT PEN AND PAPER,

  • AND SUMMARIZE THE CONCEPT IN YOUR OWN SIMPLE LANGUAGE.

  • IF YOU FAIL THIS TIME, TRY AGAIN AND THEN DO IT.

Executive functions are the mental processes

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エグゼクティブ・ファンクション。脳のコントロールセンター (Executive Function: The Brain's Control Center)

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    Summer に公開 2021 年 01 月 14 日
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