Defenetly there is different between them. (I think so!)

Executive function is a shorthand description of a complex set

of processes that have been broadly and variously defined. Precesses like attention, working memeory, planning, decision making, temporal integration, set shifting.

But as you know we have another cognitive abilities such as language, comprehension, Imagery and even we classify knowledge in cognitive abilities. And we have social cognition too.

Brian studies show executive function is related with prefrontal cortex activations but another cognitive abilities like language related to another part of brian.

I think you should specifically explain that which cognitive abilities do you mean.

Best regards,

Mahdi

I am now trying to classify and purify which cognitive abilities are involved in executive functions so that i could measure executive functions clearly as its really related to many functions and abilities and skills

and when i started to study this topic i found many interferes in definitions between cognitive psycho and neuro psych

so i still study

thanks for ur answer.

greeting

Cognitive abilities is the overarching term for a whole set of thinking skills of which language, memory and executive functions are considered sub sets. Even within each domain, there are further distinctions. Like other cognitive domains, executive function is multidimensional. Miyake et al., Fisk & Sharp and Adrover-Roig et al. offer one way of considering the fractionation of EF. Miyake et al. divide executive functioning into (a) Shifting between tasks or mental sets, (b) Updating and monitoring of

working memory representations and (c) Inhibition of dominant or pre-potent responses. Fisk and Sharp and Adrover-Roig et al supported this 3-factor structure, but added a fourth component; efficiency of access to long term memory (Generativity). This four-component structure has been confirmed in multiple populations with factor analysis). Lezak, Howieson and Loring and Strauss, Sherman and Spreen added one more task set. These tasks involve complex, higher order abstraction, problem solving and concept formation and include tasks such as Porteus Mazes or Clock drawing tasks. The

four-factor model defined above does not account for such tasks. You might call these 'fluid reasoning' tasks. So, a division into 5 classes of EFs might help you.

Adrover-Roig D, Sesé A, Barceló F, et al. A latent variable approach to executive control in healthy ageing. Brain Cognition;78:284-299.

Lezak MD, Howieson DB, Loring DW. Neuropsychological Assessment. 4th ed. New York: Oxford University Press, 2004.

Miyake A, Friedman NP, Emerson MJ, et al. The Unity and Diversity of Executive Functions and Their Contributions to Complex ‘‘Frontal Lobe’’ Tasks: A Latent Variable Analysis. Cog Psychol 2000;41:49-100.

Suchy Y. Executive Functioning: Overview, Assessment, and Research Issues for Non-Neuropsychologists. Ann Behav Med 2009;37:106-116.

Chan RCK, Chen EYH, Cheung EFC, et al. The components of executive functioning in a cohort of patients with chronic schizophrenia: A multiple single-case study design. Schizoph Res 2006;81:173-189.

23. Fisk JE, Sharp CA. Age-Related Impairment in Executive Functioning: Updating, Inhibition, Shifting, and Access. J Clin Exp Neuropsychol 2004;26:874-890.

24. Lehto JE, Juuja¨rvi P, Kooistra L, et al. Dimensions of executive

functioning:Evidence from children. Brit J Dev Psychol 2003;21:59-80.

25. Lin H, Chan RCK, Zheng L, et al. Executive functioning in healthy elderly Chinese people. Arch Clin Neuropsychol 2007;22:501–511.

26. Montgomery C, Fisk JE, Newcombe R, et al. The differential effects of

ecstasy/polydrug use on executive components: shifting, inhibition, updating and access to semantic memory. Psychopharmacology 2005;182:262–276.

Perhaps the best way to distinguish between cognitive abilities and executive functions is that they divide the spectrum of cognitive processes in different ways. "Executive functions" is usually an umbrella term for a list of basic processes that supervise, coordinate, and control the execution of more basic cognitive processes. Essentially, they provide the "control" to the execution of of function that are otherwise automatic. For instance, reading words can be automatic, but integrating various pieces of written information in a cohesive story also requires attention and working memory, which are part of the "executive functions" umbrella. When I use the term "cognitive abilities", on the otehr hand, I am thinking about dividing cognitive processes by domain, for instance spatial abilities, linguistic abilities, and reasoning abilities. Within each domain, there will be a mixture of executive and non-executive functions. Many authors think that cognitive abilities tend to be correlated with each other because executive functions contribute to all of them.

Please go and look at the work in Neuropsychology by Lezak and colleagues. Essentially they provide a very specific explanation of Executive functions versus cognitive ones. I have provided a short excerpt on the differences from a study I am currently busy on, which may be of help.

'Executive functions are those processes that are

involved in overall planning, regulation, control and management of cognitive processes. There are different theoretical models on what constitutes executive functions, for instance, The Self –regulatory Model, (Barkley, 1979) and Miller, and Cohen’s Model (2001). Thus determining specific executive functions and their role in affective disorders can be dependent on which functions have been considered more vital, or if focus has been placed on specific functions. For the purpose of this study the Model of Lezak et al. (2004) has been utilized. Executive functions in this case are those functions that fall within the four domains of volition, planning, purposive action and holistic efficiency in global performance. Lezak et al. (2004) make the following distinction between executive functions and cognitive processes “executive functions ask how or whether a person goes about doing something…;questions about cognitive functions are generally phrased in terms of what or how much” (p. 35). It is important to note.......... the term cognitive Impairment refers to executive dysfunction, whilst the term cognitive deficit refers to localized cognitive processing dysfunction (Lezak et al., 2004). The general understanding of the relationship between executive functions and cognitive processing are based on neuropsychological findings which indicate that executive functions have a diffuse effect on all cognitive processes and impairment in executive functions can result in dysfunctional cognitive processes (Lezak et al., 2004). Executive functions are considered critical to normal functioning. “So long as [the] executive functions are intact, a person can sustain considerable cognitive loss, and still continue to be independent, constructively self-serving, and productive” (Lezak et al., 2004, p. 35). Thus, the efficient performance of executive functions is vital in sustaining normative function."

Hope this helps!

I think another view on this is to think about the ways in which cognitive abilities may cap or limit executive functioning. There is a relatively clear relationship between intelligence and executive functioning on the low-end (the lower the IQ, the less likely there will be intact EFs that develop on a normal trajectory). However, the relationship between EF and IQ is less clear and an area worthwhile of considerable study. Intact cognitive functioning can exist with EF deficits and EF superiority may compensate for an average intellectual functioning (allowing for superior performance in certain areas largely controlled by EF). Additionally, because executive functioning consists of overlapping skills which are not necessarily interdependent, one may have areas of intact functioning (say, working memory) while challenges in directing attention or focus (e.g., set-shifting)

Cognitive abilities is the term used by neuropsychologists so they can avoid thinking about intelligence (ie overarching generalist intellectual function), and also so they don't have to read the IQ or behavior genetic literature. Were they to do so, they would get quite a shock, eg

"Behav Genet. 2012 Jul;42(4):528-38.

Genetic influences on four measures of executive functions and their covariation with general cognitive ability: the Older Australian Twins Study.

Lee T, Mosing MA, Henry JD, Trollor JN, Ames D, Martin NG, Wright MJ, Sachdev PS;

Abstract

"Executive functions" (EF) is a multidimensional construct which encompasses many higher-order cognitive control operations, and is considered a potential mediator of age-associated changes in other cognitive domains. Here we examine the heritability of four measures of EF, and the genetic influences on their covariation with general cognitive abilities (GCA) from the Older Australian Twins Study. Participants included 117 pairs of monozygotic twins, 98 pairs of dizygotic twins, and 42 single twins, with a mean age of 71. Genetic modeling showed that additive genetic factors contributed to 59, 63,29, and 31% of the variance in the four measures: working memory, verbal fluency, response inhibition and cognitive flexibility, respectively. The phenotypic associations among the four EF measures were modest, which is in line with other evidence that EF is a multi-dimensional construct.All of the covariation between the EF measures was attributable to a common genetic factor. Similarly, all of the covariation between EF and General Cognitive Ability was explained by a common genetic factor, with no significant covariance due to environmental (E) factors. The genetic correlations between the measures were moderately high, suggesting that they may have common biological underpinnings. The genetic influence in the covariation of the EF measures and GCA also suggests that some aspects of EF and GCA share the same genes or same set of genes.

They are potion of neural network that are routed through frontal lobe.  Many things happens in the frontal lobe – working memory occurs in the frontal lobe, but working memory is not executive function.

executive function are parts of neural networks that are in the frontal lobe  that do specific thing- multiple in nature-  what they do is to cue and direct, coordinate and integrate the other parts of the brain.

So all that you perceives, feels, think and act can be under the direction of executive control.

Executive function doesn’t do anything themselves, they simply cue the other parts of the brain to do things- that is the key. Working memory does something, it holds and manipulates information.  The part of the brain that holds and manipulate information is not part of the brain that tells you to hold and manipulate that information.  – You see the difference- so you can have a lot of good memory, but it may not occur to be using it now. 

hope that help

In terms of differentiation between cognitive abilities and executive functions it might be helpful to consider 'hot' and 'cool' processes of executive function in the developmental literature. 'Hot' executive functions often refer to processes which involve emotional regulation, such as delay of gratification or inhibition and have a biological as well as a behavioural component. While 'cool' processes operate without emotional components such as problem solving and working memory. That's not to say that hot processes do not have cognitive components but I find it is useful to consider that cool components are primarily cognitive. Distinctive areas of the brain have been mapped to identify these areas (see Bush, Luu & Posner, 2000).

I think in terms of differences from a linear developmental point of view, cognitive 'abilities' derive from basic executive functioning developed from the executive control system. While there is argument between whether this is a one-factor or three-factor component in the first year of life, cognitive abilities are developed with the process of self-regulation, learning of social skills and maturation of the frontal lobe. We improve our cognitive abilities while we grow biologically and socially, which is in part due to a healthy executive functioning system.

Once we step outside the developmental literature,I believe both terms overlap unfortunately and this is mainly where the confusion comes from. Cognitive abilities are less governed by emotional outbursts and operate more on a 'cool' process (well for most people anyway!).

EF is a tenuous model of consciousness/cognition in my opinion. First of all if you want to get serious, there is no rigorous scientific way to model out "choice."

We are forced to conclude that all cognitive processes are either 1) random or 2) deterministic. "Choice" is a concept that goes beyond what we can model or understand scientifically.

We are therefore, forced to conclude that there is no real distinction between a "controlled process" and an "automatic process". The real distinction is between the speed and complexity of different neural/cognitive processes.

Furthermore, it has been demonstrated that certain parts of the brain are involved in regulating other parts of the nervous system at a pretty minute level (e.g., the PFC), but I'm not seeing any clear evidence that such regulation and inhibition mechanisms are more intimately connected to memory than are other mechanisms.

Memory is involved in absolutely everything, and although there are certain structures which are especially involved with memory, memory seems to be distributed over the brain quite broadly as well. Therefore I do not understand the need to link memory and inhibition/regulation together in some sort of especially intimate way.   

All of the "EF measures" described by someone who commented above including, and especially, working memory, map onto g: the general factor of intelligence. If you want a good model for thinking about the general factor of intelligence then I would point you towards CHC theory of intelligence, which outlines the sub-structure, and sub-components of intelligence.

Extensive research shows that among other things general intelligence and its sub-components map on to the overall health and fitness of the cerebral cortex.

What this means is that those "EF" measures are for the most part a reflection of the overall fitness of that big massive, folded part of your brain that we call the cerebral cortex. It's true that many of them map more onto the frontal lobe, than say the occipital lobe, but what those measures, and the overall theory of Executive Functioning capture, is highly redundant with much stronger theories about intelligence. 

So if you want a good, clean, parsimonious model for thinking about "cognitive control", if you ask me, what makes the most sense is to think about how the cerebral cortex applies intelligence, and reasoning, while the brain stem applies simpler, and faster processes. That doesn't mean that the brain stem isn't involved with complex tasks, and the cerebral cortex isn't involved with simple, faster tasks, but fundamentally, what I suggest is a clean, parsimonious model.

And it is also true that within the cerebral cortex, the prefrontal cortex is especially involved with regulating other low level processes, and that is a fine thing to make reference to and look into even further and study further.