Executive function (EF) is a concept widely used to describe higher order cognitive functioning. However, the concept seems to lack a precise definition upon which even experts in the area can agree. Examples of existing definitions describe EF as capacities for independent self-serving behavior and aspects of working memory, planning and organizational skills. It has been argued that the definition of EF is too imprecise, in terms of informing effective interventions. To possibly understand the range of behaviors termed EF in a more workable way, we administered a well-known computerized test (the Wisconsin Card Sorting Test; WCST) of EF to a sample of normal functioning participants (n = 11). During administration, they were asked questions about their ways of thinking. Transcriptions of questions and answers were analyzed in search of common patterns, using a behavioral theory of language and cognition (relational frame theory; RFT). The analysis suggested that a specific relationship between deictic and temporal framing, on the one hand, and coordination and spatial framing, on the other, was in effect when participants performed well on the WCST. At critical time points during the test (i.e., when need for EF was arguably most acute), deictic and temporal framing dominated participants’ behavior, whereas coordination and spatial framing were used relatively less.

执行功能（EF）是一个广泛用于描述高阶认知功能的概念。但是，该概念似乎缺乏精确的定义，即使该领域的专家也可以同意。现有定义的示例将EF描述为独立自我服务行为的能力以及工作记忆，计划和组织技能的各个方面。有人认为，就通知有效的干预措施而言，EF的定义过于不精确。以可能地理解行为的范围以更可行的方法被称为EF，我们给予公知的计算机化测试（威斯康星卡片分类测试; WCST）EF的正常运作参与者的样品（Ñ= 11）。在管理期间，他们被问到有关其思维方式的问题。使用语言和认知行为理论（关系框架理论； RFT）来分析常见问题的转录转录。该分析表明，当参与者在WCST上表现良好时，一方面，奉献和时间框架之间的特定关系有效，另一方面，协调和空间框架之间的特定关系有效。在测试过程中的关键时间点（即，对EF的需求可以说是最紧急的），奉献和时间框架主导了参与者的行为，而协调和空间框架则相对较少。