How the Brain Learns

Relationship Among Executive Functions (1 point) According to most researchers, the working memory set shifting, and inhibitory control is the core processes of executive functions (Diamond, & Lee, 2011). These three processes work together for purposes of achieving the demands of executive functions. In order for an individual to inhibit a response successfully, he or she must retain the information in the working memory. Set shifting entails switching attention from a task to the other, and this is often accompanied by making a response. Thus, the three processes are interconnected. The working memory is particularly important in the performance of academic-related tasks. For instance, when performing mental multiplication, the child will hold the task-related rules in the working memory (SOURCE). Inhibitory control is equally important.

It enables the children to stop whatever they were doing once the teacher requests them to stop working on a given project. Set shifting or cognitive flexibility allows the child to switch from one task to another. For instance, if a parent has only one candy and requests the child to wait for five minutes, to get two candies, the child might prefer to wait as the reward is better. Environmental Influences (1 point) The environmental influences affecting the memory and executive functioning include parenting behaviors, training, and interventions. Training programs such as repeated practice and preschool curricula can improve a child's executive function skills. The memory can be improved by repeating critical task information and using external memory aids. An organized family environment enhances a child executive functions.