Executive Functions in the Context of Complex Learning: Malleable Moderators?

Autor/inn/en	Schwaighofer, Matthias; Bühner, Markus; Fischer, Frank
Titel	Executive Functions in the Context of Complex Learning: Malleable Moderators?
Quelle	In: Frontline Learning Research, 5 (2017) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Executive Function; Learning Processes; Instructional Effectiveness; Cognitive Ability; Short Term Memory; Individual Differences; Definitions; Attention; Inhibition; Academic Aptitude + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Unterrichtserfolg; Denkfähigkeit; Kurzzeitgedächtnis; Individueller Unterschied; Begriffsbestimmung; Aufmerksamkeit; Hemmung
Abstract	Executive functions are crucial for complex learning in addition to prior knowledge. In this article, we argue that executive functions can moderate the effectiveness of instructional approaches that vary with respect to the demand on these functions. In addition, we suggest that engagement in complex activity contexts rather than specific cognitive training paradigms may enhance executive functions and yield practically relevant transfer effects to other cognitive abilities. We develop several hypotheses and principles for how to improve executive functions in these contexts. For future research, we suggest to systematically investigate the moderating role of executive functions in learning environments with varying degrees of instructional support and varying context characteristics. We identify potential factors influencing the improvement of executive functions to be considered in a systematic research program. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01