Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies—those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills—are presented to support the idea that EFs are useful for the study of learning disabilities in the context of intervention. Moderator effects in reading and math intervention studies suggest that considering EFs to be properties of not only persons, but also interventions is important for understanding treatment effects and for designing more effective interventions. An experimental study comparing math word problem solving interventions and EF interventions provides evidence for bidirectional development of working memory and math word problem solving. Directions for future experimental research that systematically and more rapidly investigate growth in EFs and academic skills in individuals with learning disabilities are presented.

中文翻译：

---

执行职能：它们有什么用处？干预研究的视角

由于执行功能 (EF) 缺陷是大多数神经发育障碍的特征，因此质疑 EF 对于理解学习障碍的价值是适当的。两种类型的研究——测试 EF 是否调节治疗效果和测试 EF 与学术技能之间的影响方向——都支持这样的观点，即 EF 对于干预背景下的学习障碍研究是有用的。阅读和数学干预研究中的调节效应表明，将 EF 视为不仅是人的属性，而且也是干预措施的属性，对于理解治疗效果和设计更有效的干预措施很重要。一项比较数学应用题解决干预措施和 EF 干预措施的实验研究为工作记忆和数学应用题解决的双向发展提供了证据。提出了未来实验研究的方向，系统地、更快速地调查有学习障碍的个体的 EF 和学术技能的增长。