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Executive functions are cognitive skills that are essential for high-level tasks that involve setting goals and carrying them out. Adults and teens use these skills every day for planning, problem solving, and reaching goals. Three key executive functions are working memory, cognitive flexibility and inhibition control.
Their use in the college application process:
Executive functions in general, and these three in particular, are extremely important in the college application process. Applying for college is a goal, and students must work hard to plan, problem-solve and apply the skills they have to work towards this goal.
Here’s an example of how working memory, cognitive flexibility and inhibition control work together in a college application context. Imagine a teen is applying for 12 schools. Some of these schools use the Common Application and others use the University of California system. In California, for example, the public system requires four short essays and the private schools have their own unique supplemental essays.
The student must understand that there are often overlaps in the essay questions between schools and also that some schools won’t read what is submitted to another school, allowing them to reuse written material between schools. This student will need to use their working memory to mentally hold what they’ve already written and then use cognitive flexibility to fit their existing writing to the new question. To maintain focus while they accomplish this, they practice inhibition control, allowing them to ignore distractions and stay on task.
AI hinders executive function development:
Imagine instead that this student turns to AI for help. They plug in their existing writing (which AI might have helped them write in the first place) and the question from the new school. Then, with the push of a button, they have a new essay. They have not had to remember what they wrote (working memory), they have not had to apply what they remember to the new question (cognitive flexibility) and they have no reason to practice their inhibition control because the task is already complete.
Teens need executive function skills. They are important for many things, from imagining and plotting what careers they might pursue, to designing and executing programs of research in school and later as an adult. Even planning smooth, enjoyable vacations requires executive functions, as does raising a family! Using AI as a short-cut during the college admissions process robs teens of the perfect opportunity to develop new connections while their brains are developing.
College advisors and parents can help:
Advisors and parents are perfectly positioned to foster good executive
functions during the college application process. For example, I talk with my students about what I remember of essays they’ve already written, and we discuss how they might be a good fit for another prompt. This sparks connections they may be struggling to make without doing the hard work (the actual writing) for them. Parents can work with teens on impulse control by helping them with time management skills. They can also model good working memory as they help teens fill out the required application forms, showing what information goes where and how to check their work when they’re done.
This kind of support gives teens a nudge in the right direction without taking the responsibility—and opportunity for growth—out of their hands.
Elizabeth LaScala PhD guides college, transfer and graduate school applicants through the complex world of admissions. She helps students choose majors and programs of interest, develops best match college lists, offers personalized essay coaching, and tools and strategies to help students tackle each step of the admissions process with confidence and success. Elizabeth helps students from all backgrounds to maximize scholarship opportunities and financial aid awards. Call (925) 330-8801 or visit Elizabeth at her website to learn more.
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