Publicación: Funciones ejecutivas y procesos atencionales de aprendizaje en estudiantes universitarios
Portada
Citas bibliográficas
Código QR
Autores
Director
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Tipo de Material
Fecha
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
Executive functions are associated with all aspects related to the regulation and voluntary supervision of behavior (Salthouse, Atkinson, and Berish, 2003; Stuss and Knight, 2002), and are linked to the attentional processes, especially before the execution of Novel tasks From a cognitive perspective, two basic types of tasks or activities can be distinguished: on the one hand, those that can be carried out automatically; and on the other, those that require control and supervision of the action. This second type of tasks will require the participation, to a greater or lesser extent, of the mechanisms or processes linked to attention and executive functions. From the perspective of development we can observe how children are increasingly able to control their own actions, responses and regulate their own behavior (self-regulation of behavior) or how they move from a heteronomous moral to an autonomous moral. This capacity for self-regulation of behavior is linked to the development of higher order cognitive processes (working memory, planning, inhibition of automatic responses ...), all related to the same construct, Executive functions. The objective of this article is to analyze how this construct has been conceptualized, focusing on one of the paradoxes that has dominated literature in the last decade. From this perspective, Executive Functions are considered as a unit and at the same time integrated by a variety of independent functions. We will outline, more specifically, the general lines of the hierarchical model proposed by Miyake and collaborators. For these authors, the three dimensions that make up the Executive Functions are: attentional flexibility, inhibitory control and working memory. In coherence with this model, we analyze the neurological substrate on which they are based. Finally, we compare different theories of the development of executive functions with the hierarchical model proposed by Miyake et al.