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The Development of Hot and Cool Executive Functions in Childhood and Adolescence: Are We Getting Warmer?

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Handbook of Executive Functioning

Abstract

The domain of cognitive skills collectively referred to as executive function has intrigued and stymied researchers for the better part of a century. This chapter explores a distinction made within this general domain that has emerged only recently in the theoretical and empirical literature: hot vs. cool executive functions. Cool executive functions are defined as the goal-directed, future-oriented skills such as planning, inhibition, flexibility, working memory, and monitoring that are manifested under relatively decontextualized, nonemotional, and analytical testing conditions (e.g., Miyake, Freidman, Emerson, Witzki, & Howerter, 2000; Stuss & Benson, 1984; Welsh & Pennington, 1988). In contrast, hot executive functions are goal-directed, future-oriented cognitive processes elicited in contexts that engender emotion, motivation, and a tension between immediate gratification and long-term rewards (e.g., Zelazo & Muller, 2002; Zelazo, Qu, & Müller, 2005). Our examination of the validity of the hot/cool distinction in the context of developmental research is just one example of a burgeoning area of scientific inquiry into the intersection of cognition and emotion in the mental life and adaptive functioning of developing individuals. It is indeed startling that we are only beginning the discussion of the cognition-emotion intersection in executive functions given that arguably the most well-known case of frontal lobe damage could have served as a springboard to begin this inquiry more than 150 years ago. This story of Phineas Gage has provided a captivating opening for countless psychology chapters on the relationship between the brain and behavior; and yet until very recently, the central question that emerges from the study of frontal lobe damage—how does the prefrontal cortex contribute to cognition and emotion in the service of adaptive behavior—has been slighted.

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  1. University of Northern Colorado, Greeley, CO, USA

    Eric Peterson & Marilyn C. Welsh

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  1. Neurology, Learning and Behavior Center, Salt Lake City, Utah, USA

    Sam Goldstein

  2. University of Virginia Curry School of Education, Charlottesville, Virginia, USA

    Jack A. Naglieri

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Peterson, E., Welsh, M.C. (2014). The Development of Hot and Cool Executive Functions in Childhood and Adolescence: Are We Getting Warmer?. In: Goldstein, S., Naglieri, J. (eds) Handbook of Executive Functioning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8106-5_4

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