ABSTRACT
This chapter explores how executive function influences gifted students’ learning processes. It focuses on the elements and processes that are relevant for teachers to understand how learning and executive function are intertwined rather than describing all neuropsychological aspects of executive function in depth. Teachers who have worked with multiple students who are gifted and have problems with executive functions may think that all gifted learners have similar challenges. As a result, a misconception regarding metacognition (i.e., thinking about thinking) may occur. As the use of executive functions are intertwined, it is understandable that all executive skills are somehow interrelated. They all influence the learning process. The shift in education toward social constructivist learning is a two-edged sword. It provides lots of challenging opportunities for all learners and thus also for gifted learners. The social-constructivist approach relies on the use of executive skills.
