Why doesn't executive function training improve academic achievement? Rethinking individual differences, relevance, and engagement from a contextual framework.

Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. Abstract lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children's engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities.

Adolescents sample more information prior to decisions than adults when effort costs increase.

Making better decisions typically requires obtaining information relevant to that decision. Adolescence is marked by increasing agency in decision-making and an accompanying increase in impulsive decisions, suggesting that one characteristic of adolescent decision-making is a tendency to make less-informed decisions. Adolescents could also be especially averse to the effort associated with acquiring relevant information to make decisions. To investigate this possibility, we recruited adolescents (Mage = 15.02 years) in upper-secondary schools and young adults (Mage = 20.53 years) attending university in the Netherlands to complete an effort-based information sampling task, in which participants could sample information until obtaining sufficient evidence to make a decision. Effort costs for sampling were systematically varied. Surprisingly, adolescents sampled more evidence than adults before making decisions when sampling effort costs were low. Further, adolescents obtained stronger evidence prior to their decisions than adults as effort costs increased, exhibiting less aversion to effort costs associated with information sampling. Exploratory computational models supported these findings. Both adolescents and adults used simple heuristics in deciding whether to sample additional information or make a final decision, and adolescents sought a higher evidence threshold before deciding compared with adults. These results suggest that adolescents may require more certainty to make decisions compared with adults and be less averse to effort costs when gathering information to aid decisions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Adaptive control and the avoidance of cognitive control demands across development.

Young adults adaptively coordinate their behavior to avoid demands placed on cognitive control. We investigated how this adaptive coordination develops by having 6-7- and 11-12-year-olds and young adults complete a demand selection task, in which participants could select between two tasks that varied in cognitive control demands via differences in rule switch frequency. Adults and older children exhibited significant preference for selecting the less demanding task, as well as a metacognitive signal guiding adaptive demand avoidance behavior across a variety of behavioral and self-report assessments. In contrast, despite evidence of differential demands on cognitive control, younger children did not coordinate their task selections to avoid higher demand. Together, these findings suggest that sensitivity and adaptive responses to control demands emerge with development and are consistent with gradual development of lateral prefrontal cortex, dorsal anterior cingulate cortex, and their functional connectivity, which support effort avoidance in adults.