{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-1118"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-1118","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"Assessing executive function as it relates to self-regulation","abstract":"Slips of action are cognitive errors that occur during routine tasks in everyday life (Clark, Parakh, Smilek, & Roy, 2012). Minimizing these everyday errors involves executive function, a system of complementary cognitive processes that enable control over thoughts and actions, including attention, inhibition, cognitive switching, and maintaining and manipulating the contents of working memory (Norman & Shallice, 2000). Many aspects of executive function are necessary for self-regulation, or the management of habitual, dominant, prepotent responses (Hamilton, Vohs, Sellier, & Meyvis, 2011). The present study explored the relationship between self-regulation, using self-report questionnaires, and executive function, using task-based assessments. Greater self-regulatory ability was related to fewer attention-related cognitive errors in everyday life, and tasks that require accounting for unexpected, non-habitual information were more difficult than routine tasks with expected information. Speed of responding was significantly related to performance on the task-based assessments and self-regulation potentially interjected when speed was held constant.","abstract_html":"Slips of action are cognitive errors that occur during routine tasks in everyday life (Clark, Parakh, Smilek, & Roy, 2012). Minimizing these everyday errors involves executive function, a system of complementary cognitive processes that enable control over thoughts and actions, including attention, inhibition, cognitive switching, and maintaining and manipulating the contents of working memory (Norman & Shallice, 2000). Many aspects of executive function are necessary for self-regulation, or the management of habitual, dominant, prepotent responses (Hamilton, Vohs, Sellier, & Meyvis, 2011). The present study explored the relationship between self-regulation, using self-report questionnaires, and executive function, using task-based assessments. Greater self-regulatory ability was related to fewer attention-related cognitive errors in everyday life, and tasks that require accounting for unexpected, non-habitual information were more difficult than routine tasks with expected information. Speed of responding was significantly related to performance on the task-based assessments and self-regulation potentially interjected when speed was held constant.","abstract_has_math":false,"creators":["Finley, Sarah K."],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Clark, Amanda J.","Warren, Amye; Cunningham, Christopher J. L.; Elwell, J. Scott; Walker, Randy","College of Arts and Sciences"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:46:11Z","subjects":["Cognitive psychology","Mental efficiency","Thought and thinking","Attention","Cognition"],"languages":["English","eng"],"rights":[],"rights_urls":["https://rightsstatements.org/page/InC/1.0/?language=en"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/120","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Clark, Amanda J.","Warren, Amye; Cunningham, Christopher J. L.; Elwell, J. 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S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science."]},{"key":"dc:description.abstract","label":"Abstract","values":["Slips of action are cognitive errors that occur during routine tasks in everyday life (Clark, Parakh, Smilek, & Roy, 2012). Minimizing these everyday errors involves executive function, a system of complementary cognitive processes that enable control over thoughts and actions, including attention, inhibition, cognitive switching, and maintaining and manipulating the contents of working memory (Norman & Shallice, 2000). Many aspects of executive function are necessary for self-regulation, or the management of habitual, dominant, prepotent responses (Hamilton, Vohs, Sellier, & Meyvis, 2011). The present study explored the relationship between self-regulation, using self-report questionnaires, and executive function, using task-based assessments. Greater self-regulatory ability was related to fewer attention-related cognitive errors in everyday life, and tasks that require accounting for unexpected, non-habitual information were more difficult than routine tasks with expected information. Speed of responding was significantly related to performance on the task-based assessments and self-regulation potentially interjected when speed was held constant."]},{"key":"dc:title","label":"Title","values":["Assessing executive function as it relates to self-regulation"]}]}],"canonical_facts":{"dc:contributor":["Clark, Amanda J.","Warren, Amye; Cunningham, Christopher J. L.; Elwell, J. Scott; Walker, Randy","College of Arts and Sciences"],"dc:creator":["Finley, Sarah K."],"dc:date":["2014-05-01T07:00:00Z"],"dc:description":["Dept. of Psychology","M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science."],"dc:description.abstract":["Slips of action are cognitive errors that occur during routine tasks in everyday life (Clark, Parakh, Smilek, & Roy, 2012). Minimizing these everyday errors involves executive function, a system of complementary cognitive processes that enable control over thoughts and actions, including attention, inhibition, cognitive switching, and maintaining and manipulating the contents of working memory (Norman & Shallice, 2000). Many aspects of executive function are necessary for self-regulation, or the management of habitual, dominant, prepotent responses (Hamilton, Vohs, Sellier, & Meyvis, 2011). The present study explored the relationship between self-regulation, using self-report questionnaires, and executive function, using task-based assessments. Greater self-regulatory ability was related to fewer attention-related cognitive errors in everyday life, and tasks that require accounting for unexpected, non-habitual information were more difficult than routine tasks with expected information. Speed of responding was significantly related to performance on the task-based assessments and self-regulation potentially interjected when speed was held constant."],"dc:identifier":["https://scholar.utc.edu/theses/120"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["https://rightsstatements.org/page/InC/1.0/?language=en"],"dc:subject":["Cognitive psychology","Mental efficiency","Thought and thinking","Attention","Cognition"],"dc:title":["Assessing executive function as it relates to self-regulation"],"dc:type":["Masters theses","Text"]},"updated_at":"2026-07-24T05:46:11Z"}