Cognitive stimulation in children at social risk: its transference to school performance

• Autores: Celina Korzeniowski, Mirta Susana Ison, Hilda Emilia Difabio de Anglat
• Localización: International Journal of Psychological Research, ISSN 2011-2084, ISSN-e 2011-2084, Vol. 10, Nº. 2, 2017, págs. 34-45
• Idioma: inglés
• DOI: 10.21500/20112084.2760
• Títulos paralelos:
  • Intervención cognitiva grupal destinada a fortalecer funciones ejecutivas en niños en riesgo social
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    El presente trabajo se propuso evaluar la efectividad de una intervención cognitiva grupal destinada a promover las funciones ejecutivas en niños en riesgo social. Se utilizó un diseño cuasi-experimental pretest–postest con grupo control. La muestra estuvo compuesta por 178 niños argentinos (52% varones) de 6 a 10 anos de edad. Se empleó una batería de tests neuropsicológicos y una escala de funcionamiento ejecutivo versión docente. La intervención incluyó 30 sesiones grupales, de dificultad creciente y se inserto dentro de la currícula escolar. Los niños entrenados evidenciaron un mejor desempeño en flexibilidad cognitiva, planificación, metacognición y control inhibitorio en comparación con su desempeño basal y sus controles. Estos resultados aportan nueva evidencia sobre la efectividad de las intervenciones cognitivas infantiles y su capacidad para transferir las mejoras cognitivas a las actividades cotidianas de los niños en el ámbito escolar.

  • English

    The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk, and its resulting effect on school performance. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by means of a battery of neuropsychological EF tests, learning achievement tests, and a teacher-rated behavioral EF scale. The intervention program included 30 group cognitive stimulation sessions that increased in difficulty and was embedded into school curricula. Trained children performed better in terms of cognitive flexibility, planning, metacognition, inhibitory control, word identification and dictation, as compared to their baseline values and children in the control group. This study provides new evidence of the effectiveness of cognitive interventions in children and its possibility to transfer cognitive gains to school performance contexts.Key words: cognitive intervention, executive functions, school performance, children, poverty.

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