CENTER FOR RESEARCH ON GIRLS
executive functioning A SERIES OF RESEARCH AND INFORMATIONAL PUBLICATIONS BY LCRG
“Putting the world’s best research to work for girls.”
by Tori Cordiano, Ph.D. and Lisa Damour, Ph.D.
EXECUTIVE FUNCTIONING AND STUDY SKILLS IN GIRLS
While there are many ways to define executive functioning, one particularly helpful definition comes from the Center on the Developing Child at Harvard University. These researchers liken executive functions to an air traffic control center in the brain. They define executive functions as “a group of skills that helps us to focus on multiple streams of information at the same time, monitor errors, make decisions in light of available information, revise plans as necessary, and resist the urge to let frustration lead to hasty actions.” 1 Executive functions are involved in most areas of daily functioning, including learning, emotions and social situations. Not surprisingly, learning and academic achievement are closely tied to executive functioning. Robust working memory capacities, in particular, contribute to both short- 2 and long-term3 success in school. Executive functions play a part in the diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD), in that many individuals with ADHD struggle with one or more areas of executive functioning.4 Deficits in executive functioning, especially the ability to consider fresh perspectives, can exacerbate symptoms of anxiety and depression in adolescents.5 Likewise, anxiety and depression can impair aspects of executive functioning, such as regulating one’s emotions.6