Executive Functions and Neurology in Children and Adolescents

Akyurek, Gokcen · 2018 · Crossref

DOI: 10.5772/intechopen.78312

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Summary

This chapter reviews the theoretical and methodological aspects of executive function (EF) development in children and adolescents, linking cognitive growth to neurophysiological changes. The author addresses the need for a comprehensive developmental framework that spans from early childhood through adolescence, focusing on how basic EF components—specifically inhibition, working memory, and attention—evolve to support complex problem-solving and goal-oriented behavior. The review emphasizes that while EFs emerge in infancy, they undergo significant refinement during school years, driven by the maturation of neural networks. The paper synthesizes existing literature on cognitive and neurophysiological evaluations, including functional magnetic resonance imaging (fMRI) and event-related potential studies. It examines the structural and functional development of key brain regions, particularly the prefrontal cortex (PFC), limbic system, parietal and temporal cortices, and the cerebellum. The analysis covers developmental sequences, noting that brain growth episodes occur at specific ages (e.g., 6–8, 10–12, and 14–16 years), which correlate with improvements in attention control and working memory. The review also investigates the relationship between EFs and clinical conditions, such as attention deficit hyperactivity disorder (ADHD), disruptive behavior disorders, and learning disabilities like dyslexia, using meta-analyses and comparative studies to identify specific cognitive deficits. Key findings indicate that EF development is non-linear and region-specific. The PFC, particularly the dorsolateral and orbitofrontal areas, plays a central role in impulse control, strategy development, and self-monitoring. Children exhibit broader cortical activation during inhibitory tasks compared to adults, suggesting less efficient neural processing that becomes more specialized with age. The anterior cingulate cortex is identified as crucial for error monitoring and emotional regulation, with its maturation linked to improved performance in adolescence. Furthermore, the cerebellum and parietal cortex contribute significantly to working memory and task shifting. The review highlights a strong association between EF deficits and learning disabilities; for instance, children with dyslexia show moderate effect sizes in EF impairments, particularly in verbal working memory and strategic planning, independent of phonological difficulties. The significance of this work lies in establishing a developmental perspective that integrates neurobiological maturation with behavioral outcomes. It concludes that EFs are vulnerable to developmental disruptions and environmental factors, such as stress or fatigue, which can exacerbate deficits. The chapter underscores the importance of recognizing that EF assessment is complex due to "task impurity" and environmental variability. By linking specific brain regions to cognitive skills, the review provides a foundation for understanding how EFs support academic success and social adaptation, suggesting that interventions should account for the ongoing neural plasticity and the interdependent nature of executive control systems throughout childhood and adolescence.

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• executive function