Is Executive Function More Important than IQ in Determining Scholastic and Professional Success?
June 5th, 2008 Oliver StarrCategories | Cognitive Science | Psychology of GTD
A recent article in Newsweek asks this fascinating question: is EF more important than IQ as a determinant or predictor in scholastic and professional endeavors?
How that question gets answered may well be the most important single factor in determining the way our children will - or at least should- be educated. According to the article, studies conducted with preschool aged children showed that those kids educated using techniques that help to develop executive function performed far better than their conventionally educated peers.
What’s more, in spite of the fact that education for maximizing EF appears to be much more frivolous and playful then a traditional literacy oriented curriculum the EF groups significantly outperformed their matched peers in all areas included their subsequent ability to learn to read, write and correctly perform mathematical equations.
This new thinking has the potential to be transformational if the powers that be are willing to embrace the realities of this data. The facts are too powerful to ignore; they even answer some nagging questions about people that appear to have the brightest of headlights (IQ’s approaching 200) yet seem to be unable to match socks, tie shoes or arrive somewhere in a timely fashion.
The reasons for this may be based upon the very substantial differences between IQ and EF. According to one physician, Dr. Richard Petty who has just written a short article on the topic:
“There is an important idea in neurology and psychology called “Executive functioning.” This refers to our ability to be able to make and carry out plans, direct our attention, focus and also to control our internal states: our impulses and emotions and to be able to switch from one task to another. In other words it is a key part of our ability to self-regulate our behavior, mind and emotions.
I can’t help but wonder if this also means that there will soon be another disorder affecting children and adults: EFDD and AEFDD (Executive Function Deficit Disorder and Adult Executive Function Deficit Disorder respectively). I’m sure that the lab rats in the white jackets are already hard at work at Glaxco and SmithKline, Ortho, Lilly and the other big pharma firms…after all this is another multi-billion dollar blockbuster dream come true for the industry; a likely easily diagnosed, incurable but eminently treatable “condition” that requires a lifetime of medical maintenance. I can hear the aforementioned company’s CEO’s shouting “Hallelujah!” from here.
@Oliver: Fascinating stuff. May I very respectfully suggest adding a link to the article in question?
The url is http://www.newsweek.com/id/139885
So…
(1) EF helps things like math.
(2) American students are falling behind other countries in math & science.
(3) American culture continues to involve more multitasking, diversity and less ritual and tradition.
Is there a connection? Could it be that we are training EF out of children?
@Pascal. Good Catch! I had thought I’d included that link as I’m always concerned with correct attribution of source material. Particularly in this case where my intention was to direct the reader to the article upon which this post is based. Thanks so much for letting me know!
Editor
I just obtained a PhD in Chemistry and I can tell with no doubts that intelligence even in my field is secondary to EF
We have though to be careful in restricting EF too much. It is good that it includes the capacity to organize thought, focus and complete tasks but it is important that the source of it is identified.
EF is often also a consequence of a state of mind (depression is a killer). Many people for example might be able to identify and perform next actions but might lack the ability to rise above the runway level for fear of what they might find.
And what I can say for sure is that all our academic system is devoid of any training of EF. Once such training was provided in families but now, after decades of devastating “pedagogical” practices, this kind of education is lost and kids have often no idea on how to focus and get things done.
Have a look at Edward Hallowell’s work on Attention Deficit Trait (ADT).
That’s funny. I first scanned your piece here and thought that they were actually coming up with new diagnoses for DSM V (for those reading along that might not know, the book with all the mental disorders that clinicians and insurance companies use) with these terms, perhaps a new and improved ADHD branding (since ADHD already points to executive function deficits, though less directly).
It wouldn’t actually be all that surprising. My take on it as a clinician is that the DSM involves a good bit of committee politics along with the science.
I’m loving this site. This meeting of psychology and cognitive sciences with GTD is just too good to be true for a guy like me. The Internet can be a wonderful thing.
Good information. Offensive editorializing. The guy simultaneously validates the occurance and importance of executive functioning, and then with the other side of his tongue, belittles any efforts to assist those for whom such functioning is impaired!