Executive Functioning - what does it mean?
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Food For Thought: Nutrition's Effect on Cognition - Food Processing

Food For Thought: Nutrition's Effect on Cognition
Food Processing
Cognition is defined as the mental processes that include the long-term memory needed for comprehending language and for learning, reasoning, problem-solving and decision-making.
Tania Hernandez's insight:

I agree with this statement, and would further add, based on my own experiences, that eating only "healthy" foods will not suffice our brain and body development. Not only are our foods filled with GMO's and the organic stuff not all that organic, we would have to eat a whole lot of certain foods to get all the nutrients we need, so it is vital to take vitamin and mineral supplements that are devoid of coloring, fillers, and additives. In my 40 something age, I see and feel a difference in my health, following this regimen, and paired with at least 15 minutes of interval exercises, increases your cognitive abilities. having sometime to pray, meditate and do some breathing exercises, recharges your system. Eating all foods in moderation, taking supplements,  and getting a good supply of fruit and vegetables are essential, always remembering that our pH balance with the optimum level of 7 and up, guarantees that our bodies can fight diseases. Any lower, we are at risk for many illnesses.

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Rescooped by Tania Hernandez from Students with dyslexia & ADHD in independent and public schools

9 Terms to Know If Your Child Struggles With Executive Functioning Issues @LDorg

9 Terms to Know If Your Child Struggles With Executive Functioning Issues @LDorg | Executive Functioning  - what does it mean? | Scoop.it
What terms do teachers and doctors use to talk about executive functioning issues? Here are clear definitions of nine of them, including working memory.

Via Lou Salza
Tania Hernandez's insight:

This is a very insightful article, as it explains the complexity of all the  skills one needs to be able to complete a task. Too often, we attribute a child's inability to finish their work, to laziness and stubbornness, when all they need is some scaffolding, to help them in understanding the various steps to a task.  As an Orton-Gillingham Multisensory  Tutor, the step-by-step, sequential, and  multisensory strategies used to facilitate the learning of a task, have proven to be a very effective way to help a child's brain to form new pathways to help them to overcome their academic challenges. What we call a learning disabilty, is simply "learning differently", and every child should be given the tools to help them be the best they can be.

Lou Salza's curator insight, January 20, 2014 11:20 PM

Information here is very useful.--Lou



"Here are nine key terms and phrases doctors and other professionals use to describe executive functioning skills and the way your child thinks and learns. 


The many different ways your child’s brain automatically makes sense of things. When experts refer to cognition or to cognitive skills, they mean how your child thinks, knows, remembers, judges and problem-solves.

Emotional control

Your child’s ability to connect what she thinks and knows to how she feels and reacts. Poor emotional control might cause your child to overreact or respond inappropriately to things that upset her. For example, if she loses her video game time because she didn’t finish her chores, she may have a tantrum because her siblings still have their game time.

Flexible thinking

Your child’s ability to think of alternate ways of doing things, integrate new ideas into existing thinking, and abandon what isn’t working to try a new approach. If your child has difficulty seeing other viewpoints or gets stuck on ideas even if they’re not the best plans, experts might describe her as a “rigid thinker.” 


The ways your child gathers and stores information to use in the future. When experts talk about organization, it’s not just about lining things up or putting them away. They’re also referring to how your child stores and manages information in her brain so she can pull it out of her “mental filing cabinet” when she needs to use it.


Your child’s ability to keep track of her performance on a task, assess how it measures up to a goal, and catch and correct mistakes. Without self-monitoring skills, your child may set the dinner table without noticing that she’s putting the silverware in the wrong place and then be surprised when the table doesn’t look like it should. 

Task initiation

Your child’s ability to get started on an activity and come up with ideas or problem-solving strategies on her own. For example, your child may not be able to initiate the task of cleaning her room because she can’t figure out the first thing to do or any of the steps after that.

Working memory

Your child’s ability to hold onto information in order to complete a task or activity. Working memory is a combination of auditory and visual-spatial memory, and relies on attention skills, too. If your child has weak working memory skills, things may “slip her mind” or be “right on the tip of her tongue.”

Visual-spatial working memory

Your child’s ability to use her “mind’s eye” to hold onto visual information long enough to use it. Visual-spatial memory is like a camera in your child’s brain. It can take snapshots to help her do things like search through laundry to find a sock that matches one you’ve shown her. It helps her recall where new things are and where she is in relation to them—for example, finding the bathroom in the middle of the night at a friend’s house without bumping into walls. 

Auditory working memoryYour child’s ability to hold onto information she hears long enough to use it. It’s what helps her remember the five words she just read so she can understand how they fit together in a sentence. It’s also what helps her remember a phone number someone just said to her long enough to dial it.
Rescooped by Tania Hernandez from Reading Comprehension-Critical reading

Study shows greater focus on vocabulary can help make students better readers - Phys.Org

Study shows greater focus on vocabulary can help make students better readers - Phys.Org | Executive Functioning  - what does it mean? | Scoop.it
Study shows greater focus on vocabulary can help make students better readers Phys.Org At the end of the intervention, they made significantly greater gains in vocabulary and narrative skill—two key elements of reading comprehension success—than...

Via Félix Vargas Arteaga
Tania Hernandez's insight:

The power of the "word" is vital, no so much in knowing how to read it or say it, but understanding it and using it in different context. Schools from as early as kindergarten should be placing a lot of emphasis on meaning of words, as we see that a lot of kids do not learn intuitively what a word means, but needs a structured, elicit strategy, where the child has  a consistent platform to express the use of these words from a young age. In Grade 3, we see lots of students unable to understand the inferential meaning of words/group of words, so it  would be beneficial for children to learn from as early as kindergarten.

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