Influencia del nivel y de la actividad escolar en las funciones ejecutivas

• Autores: Julio César Flores Lázaro, Bibiana Tinajero, Bertha Castro
• Localización: Revista interamericana de psicología = Interamerican journal of psychology, ISSN 0034-9690, Vol. 45, Nº. 2, 2011, págs. 281-292
• Idioma: español
• Títulos paralelos:
  • Influence of school level and school-activity on executive functions
• Enlaces
  • Texto completo
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    El efecto de la escolaridad sobre el desempeño neuropsicológico ha sido ampliamente descrito excepto para las pruebas de funciones ejecutivas. En la actualidad más del 70% de la población mundial presenta un nivel educativo medio-bajo, por lo que es indispensable contar con el conocimiento sobre las características de desempeño en pruebas de funciones ejecutivas en este tipo de población; de forma que se pueda conocer y comprender sus características cognitivas. En este trabajo se analizó el efecto del nivel educativo y el tipo de actividad (escolar vs no escolar) en una muestra de 83 participantes divididos en tres grupos: jóvenes con 11 años de escolaridad, adolescentes cursando el bachillerato, y jóvenes universitarios; sobre el desempeño en una amplia batería neuropsicológica de funciones ejecutivas. Los resultados muestran que la actividad escolar más que el nivel educativo es la principal variable que produce diferencias con los participantes jóvenes que ya no realizan su principal actividad en un contexto escolarizado.

  • English

    The effect of school level over neuropsychological performance has been widely described, with exception for executive tests. Actually over 70% of the world population posses a mid-low school level. Therefore an adequate comprehension of the cognitive-structure and executive performance in general population is imperative. In this work it has been studied the effect of school level and activity-type (scholar vs. no-scholar) in a 83 subject sample of normal subjects divided in three groups: young subjects with 11 years of formal school, adolescents in high school, and university students; over performance in a wide set of neuropsychological executive functions test. Results show that school activity is the main variable that produces differences with young subjects that are no longer involved in school-type activity.

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