Estimulación de procesos cognitivos en niños de 4 años: comparaciones entre formatos individual y grupal de intervención

• Autores: María Soledad Segretin, María Julia Hermida, Lucía María Prats, Carolina S. Fracchia, Jorge Augusto Colombo, Sebastián Javier Lipina
• Localización: Revista Argentina de Ciencias del Comportamiento ( RACC ), ISSN-e 1852-4206, Vol. 8, Nº. 3, 2016 (Ejemplar dedicado a: Revista Argentina de Ciencias del Comportamiento), págs. 48-60
• Idioma: español
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El presente trabajo analiza el impacto de dos modalidades de estimulación cognitiva (implementadas en el año 2005) en el desempeño en tareas con demanda de atención, memoria de trabajo, flexibilidad cognitiva y planificación. Los niños de cuatro años de edad fueron estimulados durante cuatro meses con dos modalidades de estimulación cognitiva: individual (n = 49), que fue diseñada en base a un programa de intervención previo; y grupal (n = 143), que fue diseñada con el objetivo de disminuir la tasa operadores/niños, así como para reducir la brecha entre experiencias de entrenamiento de laboratorio y contextos educativos. Los resultados sugieren que: (a) ambas modalidades promovieron incrementos del desempeño cognitivo; y (b) existieron diferencias según el proceso cognitivo: en el caso de atención, los niños que participaron de la modalidad grupal tuvieron un menor incremento, mientras que en el caso de las tareas de memoria y planificación, el incremento de este mismo grupo fue mayor.

  • English

    Desarrollo Cognitivo, Intervención, Modalidad de Estimulación, Preescolares, Pobreza.Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats. The present study examines the effects of two cognitive training modalities (implemented in the year 2005) on cognitive performance in a set of tasks demanding attention, working memory, flexibility and planning processes. Four-year-old children were trained during four months, and two modalities of cognitive training were implemented: Individual-modality (n = 49) -designed based on a previous intervention program; Group-modality (n = 143) -designed to reduce adults/children ratio and to reduce the gap between laboratory training experiences and school contexts. Results suggest that: (a) both modalities of training promoted gains in the cognitive tasks performance; (b) there were differences according to the cognitive process: for attention, children in the group-modality had lower increments, while for memory and planning children in the same group had higher increments after training.

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