Self-control over thought and behavior is a centrally important topic in cognitive and social development. Our research on the development of self-control aligns with theoretical and empirical investigations of executive functioning (EF), a neuropsychological approach to the study of cognitive control of representation, action, and emotion (e.g., Eslinger, 1996; Miyake et al., 2000; Stuss & Knight, 2002; Zelazo & Müller, 2002). EF is required for adaptive, goal-directed behaviors to solve novel problems, particularly those calling for the inhibition of automatic or established thoughts and responses. Thus, inhibition is a key component of EF (Casey, Tottenham, & Fossella, 2002). In this chapter, following an overview of EF, we present theory and research on symbols as tools in the development of inhibitory control skills. It is argued that pretense is a neglected aspect of symbolic thinking that might facilitate EF in addition to language. We discuss prior evidence that is consistent with this assertion and present an empirical investigation of preschool children's spontaneous strategies on a delay of gratification task, including both language and pretense strategies. EXECUTIVE FUNCTION Executive function is thought to contribute to individual differences and/or developmental changes in a wide array of cognitive abilities including attention, memory, reading comprehension, and theory of mind (e.g., Carlson, Mandell, & Williams, 2004; Dempster, 1992; Harnishfeger & Bjorklund, 1993; Posner & Rothbart, 1998). EF has also been implicated in the development of emotional and social competence and school readiness (e.g., Blair, 2002; Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996; Kopp, 1982).
|Original language||English (US)|
|Title of host publication||Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation|
|Editors||A Winsler, C Fernyhough, I Montero|
|Place of Publication||New York, NY|
|Publisher||Cambridge University Press|
|Number of pages||13|
|State||Published - Jan 1 2009|
Bibliographical notePublisher Copyright:
© Cambridge University Press 2009.