Executive function is a set of abilities that allow one to control one’s behavior to achieve goals. These abilities include attention, impulse inhibition, working memory, and cognitive flexibility, and combine to allow for both planning and problem solving. Distinct from traditional conceptions of intelligence, executive function has been associated with long-term educational and health outcomes, and is likely an essential component of academic and social development.

In this issue of Pediatric Research, Heeren et al. present “Cognitive functioning at age 10 years among children born extremely preterm: a latent profile approach,” which examines intelligence, executive function, and academic achievement in 873 10-year-old children born before 28 weeks’ gestation in 11 cities in 5 states (1). Intelligence was measured using verbal and nonverbal reasoning scales; executive function was measured using working memory, attention, inhibition, and mental flexibility scales; and academic achievement was measured using both reading and math skill tests and parent-reported school problems (i.e., individualized education program, repeating a grade, and special education). In addition, the authors used latent profile analysis (LPA) to categorize children into empirical groups based on intelligence and executive function, comparing this categorization against traditional intelligence-only categories.

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