Acceso usuarios
Vanessa Arán Filippetti, María Cristina Richaud de Minzi
This study examined the relationship between Reflectivity-Impulsivity (RI) cognitive style and Executive Functions (EF) in 8 to 12 year-old school-age children. Besides, the relationships between these constructs and attention were analyzed to study possible mediator variables. The Matching Familiar Figures Test-20 (MFFT-20) to measure R-I style, the d2 test to measure attention, and neuropsychological �prefrontal� tasks to tap different domains of EF were administered. Results showed significant associations between R-I and executive functions. Confirmatory Factor Analysis (CFA) demonstrated a two-factor solution for the relationship between R-I an EF and support the notion that R-I and EF are differing but associated constructs. Moreover, Structural Equation Modeling (SEM) showed that R-I had effects on attention and direct and indirect effects on EF through child attentional strategies. This result suggests the interpretation that a high degree of impulsivity impairs performance on EF and highlights the importance of enhancing reflective disposition in school settings
