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12 - Symbols as Tools in the Development of Executive Function

from Part III - Symbols and Tools throughout the Life Span

Published online by Cambridge University Press:  29 July 2009

By
Stephanie M. Carlson  and
Danielle M. Beck
Edited by
Adam Winsler ,
Charles Fernyhough  and
Ignacio Montero
Adam Winsler
Affiliation:
George Mason University, Virginia
Charles Fernyhough
Affiliation:
University of Durham
Ignacio Montero
Affiliation:
Universidad Autónoma de Madrid
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Summary

Self-control over thought and behavior is a centrally important topic in cognitive and social development. Our research on the development of self-control aligns with theoretical and empirical investigations of executive functioning (EF), a neuropsychological approach to the study of cognitive control of representation, action, and emotion (e.g., Eslinger, 1996; Miyake et al., 2000; Stuss & Knight, 2002; Zelazo & Müller, 2002). EF is required for adaptive, goal-directed behaviors to solve novel problems, particularly those calling for the inhibition of automatic or established thoughts and responses. Thus, inhibition is a key component of EF (Casey, Tottenham, & Fossella, 2002). In this chapter, following an overview of EF, we present theory and research on symbols as tools in the development of inhibitory control skills. It is argued that pretense is a neglected aspect of symbolic thinking that might facilitate EF in addition to language. We discuss prior evidence that is consistent with this assertion and present an empirical investigation of preschool children's spontaneous strategies on a delay of gratification task, including both language and pretense strategies.

EXECUTIVE FUNCTION

Executive function is thought to contribute to individual differences and/or developmental changes in a wide array of cognitive abilities including attention, memory, reading comprehension, and theory of mind (e.g., Carlson, Mandell, & Williams, 2004; Dempster, 1992; Harnishfeger & Bjorklund, 1993; Posner & Rothbart, 1998). EF has also been implicated in the development of emotional and social competence and school readiness (e.g., Blair, 2002; Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996; Kopp, 1982).

Type
Chapter
Information
Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation , pp. 163 - 175
Publisher: Cambridge University Press
Print publication year: 2009

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