University of Georgia, Athens, GA 30602, USA.
Child Dev. 2010 Nov-Dec;81(6):1641-60. doi: 10.1111/j.1467-8624.2010.01499.x.
This review article examines theoretical and methodological issues in the construction of a developmental perspective on executive function (EF) in childhood and adolescence. Unlike most reviews of EF, which focus on preschoolers, this review focuses on studies that include large age ranges. It outlines the development of the foundational components of EF-inhibition, working memory, and shifting. Cognitive and neurophysiological assessments show that although EF emerges during the first few years of life, it continues to strengthen significantly throughout childhood and adolescence. The components vary somewhat in their developmental trajectories. The article relates the findings to long-standing issues of development (e.g., developmental sequences, trajectories, and processes) and suggests research needed for constructing a developmental framework encompassing early childhood through adolescence.
这篇综述文章探讨了在儿童和青少年时期构建执行功能（EF）发展视角的理论和方法问题。与大多数关注学龄前儿童的 EF 综述不同，本综述重点关注包含较大年龄范围的研究。本文概述了 EF 的基础组成部分的发展——抑制、工作记忆和转换。认知和神经生理学评估表明，尽管 EF 在生命的头几年出现，但它在整个儿童和青少年时期仍持续显著增强。这些组成部分在其发展轨迹上有所不同。本文将这些发现与发展的长期问题（例如，发展顺序、轨迹和过程）联系起来，并提出了构建涵盖从幼儿期到青春期的发展框架所需的研究。
