ACTIVITIES FOR DEVELOPMENT INHIBITION IN EXECUTIVE FUNCTION

Main Article Content

Anurak Tongkaw
Seree Chadcham

Abstract

Activities used to develop inhibitions in people with impairments in the Executive function and people without impairments, is one of the dimensions of the Executive function. Activities are divided into three types; 1) activities in the institution, 2) activities using information technology, and 3) cognitive science activities. Activities in the institution use minimal costs and are commonly used to develop inhibitions in Kindergarten aged children. Activities using information technology are most commonly used with teens, adults and also the elderly with impairments. Cognitive Science activities are the least time-consuming and show the most obvious results in the development of inhibitions in teens, adults and the elderly. This however is the most expensive activity of the three.

Downloads

Download data is not yet available.

Article Details

How to Cite
Tongkaw, A., & Chadcham, S. (2019). ACTIVITIES FOR DEVELOPMENT INHIBITION IN EXECUTIVE FUNCTION. JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 22(2), 346-358. Retrieved from https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/159693
Section
Academic Articles

References

Azadian, E., Torbati, H. R. T., Kakhki, A. R. S., & Farahpour, N. (2016). The effect of dual task and executive training on pattern of gait in older adults with balance impairment: A Randomized controlled trial. Archives of Gerontology and Geriatrics, 62, 83-89. doi: https://doi.org/10.1016/j.archger.2015.10.001
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-66.
Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., . . . Brandeis, D. (2018). Neurofeedback training effects on inhibitory brain activation in ADHD: A matter of learning? Neuroscience, 378, 89-99. doi: https://doi.org/10.1016/j.neuroscience.2016.09.025
Blasco-Fontecilla, H., Gonzalez-Perez, M., Garcia-Lopez, R., Poza-Cano, B., Perez-Moreno, M. R., de Leon-Martinez, V., & Otero-Perez, J. (2016). Efficacy of chess training for the treatment of ADHD: A prospective, open label study. Revista de Psiquiatría y Salud Mental (English Edition), 9(1), 13-21. doi: https://doi.org/10.1016/j.rpsmen.2016.01.003
Brooks, P. J., Hanauer, J. B., Padowska, B., & Rosman, H. (2003). The role of selective attention in preschoolers’ rule use in a novel dimensional card sort. Cognitive Development, 18(2), 195-215.
Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education & Development, 23(1), 24-36.
Center on the Developing Child at Harvard University. (2011). Building the brain’s ‘air traffic control’ system: How early experiences shape the development of executive function. Cambridge, MA: Author. Retrieved from https://www.developingchild.harvard.edu
Chen, C. X., Mao, R. H., Li, S. X., Zhao, Y. N., & Zhang, M. (2015). Effect of visual training on cognitive function in stroke patients. International Journal of Nursing Sciences, 2(4), 329-333. doi: https://doi.org/10.1016/j.ijnss.2015.11.002
Clark, C. A. C., Nelson, J. M., Garza, J., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2014). Gaining control: Changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool period. Frontiers in Psychology, 5(FEB), [Article 107]. https://doi.org/10.3389/fpsyg.2014.00107
Coldren, J. T. (2013). Cognitive control predicts academic achievement in kindergarten children. Mind, Brain, and Education, 7(1), 40-48.
Denham, S. A., Warren-Khot, H. K., Bassett, H. H., Wyatt, T., & Perna, A. (2012). Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness. Journal of Experimental Child Psychology, 111(3), 386-404.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31–60. https://doi.org/10.1037/0033-2909.134.1.31 Graziano, P. A., & Hart, K. (2016). Beyond behavior modification: benefits of social–emotional/self-regulation training for preschoolers with behavior problems. Journal of School Psychology, 58, 91-111.
Gilbert, S. J., & Burgess, P.W. (2008). Executive function. Current Biology, 18(3), 110-114.
Hogeveen, J., Grafman, J., Aboseria, M., David, A., Bikson, M., & Hauner, K. K. (2016). Effects of high-definition and conventional tDCS on response inhibition. Brain Stimulation, 9(5), 720-729. doi: https://doi.org/10.1016/j.brs.2016.04.015
Homer, B. D., Plass, J. L., Raffaele, C., Ober, T. M., & Ali, A. (2018). Improving high school students' executive functions through digital game play. Computers & Education, 117, 50-58. doi: https://doi.org/10.1016/j.compedu.2017.09.011
Hosseini, S. M. H., Pritchard-Berman, M., Sosa, N., Ceja, A., & Kesler, S. R. (2016). Task-based neurofeedback training: A novel approach toward training executive functions. NeuroImage, 134, 153-159. doi: https://doi.org/10.1016/j.neuroimage.2016.03.035
Jiang, Q., He, D., Guan, W., & He, X. (2016). Happy goat says: The effect of a food selection inhibitory control training game of children's response inhibition on eating behavior. Appetite, 107, 86-92. doi:https://doi.org/10.1016/j.appet.2016.07.030
Kühn, S., Lorenz, R. C., Weichenberger, M., Becker, M., Haesner, M., O'Sullivan, J., . . . Gallinat, J. (2017). Taking control! Structural and behavioral plasticity in response to game-based inhibition training in older adults. NeuroImage, 156, 199-206. doi: https://doi.org/10.1016/j.neuroimage.2017.05.026
Lee, H. J., Espil, F. M., Bauer, C. C., Siwiec, S. G., & Woods, D. W. (2018). Computerized response inhibition training for children with trichotillomania. Psychiatry Research, 262, 20-27.
Liu, Z. X., Lishak, V., Tannock, R., & Woltering, S. (2017). Effects of working memory training on neural correlates of Go/Nogo response control in adults with ADHD: A randomized controlled trial. Neuropsychologia, 95, 54-72. doi: https://doi.org/10.1016/j.neuropsychologia.2016.11.023
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... & Sears, M. R. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.
Peverill, S., Garon, N., Brown, A., & Moore, C. (2017). Depleting and motivating self-regulation in preschoolers. Cognitive Development, 44, 116-126.
Richland, L. E., & Burchinal, M. R. (2013). Early executive function predicts reasoning development. Psychological Science, 24(1), 87-92.
Sebastian, A., Pohl, M. F., Klöppel, S., Feige, B., Lange, T., Stahl, C., & Tüscher, O. (2013). Disentangling common and specific neural subprocesses of response inhibition. Neuroimage, 64, 601-615.
St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59(4), 745-759.
Volckaert, A. M. S., & Noël, M. P. (2015). Training executive function in preschoolers reduce externalizing behaviors. Trends in Neuroscience and Education, 4(1), 37-47. doi: https://doi.org/10.1016/j.tine.2015.02.001
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18.
Yang, X., Zhao, J., Chen, Y., Zu, S., & Zhao, J. (2018). Comprehensive self-control training benefits depressed college students: A six-month randomized controlled intervention trial. Journal of Affective Disorders, 226, 251-260. doi: https://doi.org/10.1016/j.jad.2017.10.014