Three Executiv Executive Function

In the role of Chief Executive, the President has two jobs: the Administrator, and the Crisis Manager. As Administrator,

67) The frontal lobes are described as the brain’s “orchestra leader” (Martin, 1998, p. 190), which would place them at the reins of controlling effective behaviour. Damage to the frontal lobes encompasses a wide range of symptoms including deficits in executive functioning, changes in personality, emotional expression and social interaction. This includes apathy and lack of spontaneity, inability to plan and modify the sequencing of behaviour and inappropriate behaviour. 2

Many studies have concluded that the ventromedial prefrontal cortex (or vmPFC) appears to provide the inhibition of emotional responses (Carlson, 2013). This region of the brain provides the mind with the faculties of self-restraint or self-control.

Recent research has shown that the human brain continues to develop throughout childhood and adolescence, and may not be fully mature until the mid-20s. The prefrontal cortex of the brain, which regulates “executive” functioning skills, such as decision-making, planning, judgment, expression of emotions, and impulse control, is one of the last to

Chief Executives determine and formulate policies and provide overall direction of companies or private and public sector organizations within guidelines set up by a board of directors or similar governing body. Plan, direct, or coordinate operational activities at the highest level of management with the help of subordinate executives and staff managers. Judicial law clerks assist judges in court or by conducting research or preparing legal documents.

Executives are the top leaders in their companies. An executive is someone who has the power to put plans, actions, or laws into effect. An executive is usually a person with senior managerial responsibility. Executive compensation has core and employee benefits. An executive compensation emphasizes long-term or deferred rewards.

The prefrontal cortex is very important part in our brain even though scientists use to not agree with this. The prefrontal cortex is found in the frontal lobe of your brain and is responsible for the reasoning, planning, deciding, adapting, and impulse control. This means if this section of someone’s brain is missing they wouldn’t be able to make decisions.

Another research shows that by doing cognitive reappraisal or reinterpreting the meaning of an emotional stimulus, would increase the activity of prefrontal cortex. Person with greater activation of the prefrontal cortex is very important in resilience because it enables the person to recover faster from a negative emotion such as sadness, anger, and fear. Activation of PFC also helps to facilitate rational planning and behavior (Acton, 2012).

There have been various studies which have attempted to investigate whether brain dysfunction can lead to certain defects, and damage to the prefrontal cortex is an area of research that over the years has shown to have negative effects on behaviour, cognition and emotions. The prefrontal cortex is situated on the frontal lobes of the brain and the frontal lobes are generally concerned with discouraging unsuitable and inapt behaviours. The prefrontal cortex usually play a fundamental role in one’s decision making, organisation of information and planning. Hence, any damage to the prefrontal cortex leads to a lack in decision making and an inability to plan.

The prefrontal cortex could be divided into different anatomical regions depending on different criteria, but the most widely accepted division is based on anatomical connectivity and functional specialization, is between the dorsolateral and ventromedial sectors. The dlPFC includes portions of the superior and middle frontal gyri on the lateral surface of the frontal lobes, and receives input from specific sensory cortices, and has dense interconnections with premotor areas, the frontal eye fields, and lateral parietal cortex. This special pattern of connectivity suggests various functionality. Scientists believed that dlPFC has primarily been associated with “cognitive” or “executive” functions. Unlike the other part (vmPFC- ventromedial

The chief executive has many responsibilities which require him or her to be responsible and “act quickly and decisively”(Ethridge and Handelman pg. 195). One function of the chief executive is diplomacy meaning being in charge of “the communications and negotiations between national leaders regarding foreign policy”(Ethridge and Handelman pg. 541). The chief executive is responsible for being a leader in times of crisis. Given their power, they are able to make decisions and plan government activities quickly. An example of this would be President Obama’s use of drones to kill terrorists. Budget formulation is in the hands of the chief executive to prevent overspending. This responsibility also gives central control to the chief executive to make sure that money is spent fairly. It would be irresponsible to allow legislators to decide who gets what, when they have ties to their constituents. Another important role of the chief

Alferdo Ardila defines “cognitive function” in his article “Is ‘Self-Consciousness’ Equivalent to ‘Executive Function’?” 2 He states that “executive function is …difficult to define.”2 He separates the term into two categories: metacognitive executive functions (MEF) and emotional/motivational executive functions (EMEF).2 In MEF, he describes cognitive function as “the ability to anticipate the consequences of behavior, self-awareness, the temporality of behavior.”2 For EMEF, cognitive function is the “ability to fulfill basic impulses using socially appropriate strategies.”

Executive Function (EF) refers to higher-level cognitive processes that underlie goal-directed thought and behavior (Faja, Lecture 9, slide 4). Neuroimaging studies have revealed that the neural underpinning of EF is based in the prefrontal cortex and the anterior cingulate (Faja, Lecture 9, slide 44). It follows that the developmental trajectory of EF concur with the development of the prefrontal cortex. EF emerges fairly early during infancy, develops rapidly during childhood, and continue to mature into late adolescence and early adulthood (Faja, Lecture 9, slide 31). Subdomains of EF include inhibition, working memory, and cognitive flexibility (Faja, Lecture 9, slide 5). EF is responsible for self-control, holding information, and task switching that can contribute to the development of more complex executive skills, including problem solving, reasoning, and planning. Research in EF has received increasing attention over the years, as EF in childhood can predict one’s physical health, substance dependence, socioeconomic status (SES), and criminal behaviors in adulthood (Moffitt, Arseneault, Belsky, Dickson, Hancox, et al., 2011). According to EF Carlson, Zelazo, Faja (2013), EF is also involved in the development of compliance, emotion regulation, and social competence. In addition, EF is a robust predictor of language development, mathematical achievements, school readiness, grades, high school graduation, and even college graduation (Carlson et al., 2013).

Some instances of executive jobs in diverse fields include general managers, university presidents, mayors and governors. Executives develop policies and plans to help their businesses and companies meet goals through overseeing the general business, budget and finances, analyzing sales and performance and delegating responsibility to managers and department heads. Because there are a number of different types of executive careers, the education you'll need may depend on which industry you're interested in. In general, though, most executive careers require a minimum of a bachelor's degree in business administration or in an industry-related area. Experience on the job or in the field you're interested in working in is useful for advancing

Executive attention (EA), one of Posner's three components of attention, involves the central processing that occurs when handling two tasks simultaneously (Posner & Boies, 1971; Posner & Peterson, 1990). EA resolves conflict among thoughts, feelings, and responses, and it relates to childhood skills such as bilingual communication, reading comprehension, self-regulation, and the control of mind-wandering (McVay & Kane, 2012; Rueda, Posner, & Rothbart, 2005; Yang, Yang, & Lust, 2011). Despite its importance, relatively little research has explored individual differences in EA among typically-developing children. Following, we explore the roots of these differences by describing the neural bases of EA, ways in which EA is measured, and the