Executive functions refer to the neurocognitive processes that enable conscious control of goal-directed behaviour. Executive functions lay the neural and cognitive foundation for civilisation and culture with its far reaching effects in day-to-day planning, problem-solving, creativity, self-regulation, empathy and cooperative social behaviour. Though a celebrated area of research for cognitive scientists, contemporary studies find that most of the interventions that target executive functions promote academic achievement in children, but fail to transfer to real-life interpersonal situations. This suggests the need for breaking its cognitive shell and conceiving executive function development in the larger sociocultural context. Thus, the present paper inquires into the cultural space that provides collaborative learning experiences for young children to become efficient problem-solvers and empathetic social beings. After reviewing certain theoretical perspectives and research findings, it is concluded that the early experiences of scaffolding by more competent individuals, specific to the social context and culture, are the crucial determinant of positive executive function development and its expression in everyday situations. The process of such sociocultural influences seems to be mediated by learning appropriate rules that guide executive functions. The paper puts forth the need for culture-specific value-based training for children that can potentially improve the internally motivated execution of control in practical situations. Revival of activities inherent in cultures is also found to be a promising option for devising effective training methods.

中文翻译：

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打破执行功能的限制：走向社会文化视角

执行功能是指能够有意识地控制目标导向行为的神经认知过程。执行功能为文明和文化奠定了神经和认知基础，在日常规划、解决问题、创造力、自我调节、同理心和合作社会行为方面具有深远的影响。尽管是认知科学家的著名研究领域，但当代研究发现，大多数针对执行功能的干预措施都能促进儿童的学业成就，但未能转移到现实生活中的人际关系中。这表明需要打破其认知外壳并在更大的社会文化背景下设想执行功能的发展。因此，本论文探讨了为幼儿提供协作学习体验的文化空间，使其成为高效的问题解决者和善解人意的社会人。在回顾某些理论观点和研究结果后，得出的结论是，更有能力的个人早期的脚手架经历，特定于社会背景和文化，是积极执行功能发展及其在日常情况中表达的关键决定因素。这种社会文化影响的过程似乎是通过学习指导执行功能的适当规则来调节的。该论文提出了对儿童进行特定于文化的基于价值的培训的必要性，这些培训可以潜在地改善实际情况中内在动机的控制执行。