Diseño, Implementación y Análisis de Transferencia de una Tarea de Entrenamiento de Inhibición Cognitiva para Niños Escolares. Un Estudio Piloto

• Yesica S. Aydmune ^[1] ; Isabel M. Introzzi ^[1] ; Eliana V. Zamora ^[1] ; Sebastián J. Lipina
  1. [1] Universidad Nacional de Mar del Plata

     Universidad Nacional de Mar del Plata

     Argentina

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 24, Nº. 2, 2018, págs. 63-74
• Idioma: español
• DOI: 10.5093/psed2018a11
• Títulos paralelos:
  • Design, implementation, and transfer analysis of a cognitive inhibition training task for school children. A pilot study
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Dentro de un enfoque no unitario de la inhibición, se identifica a la inhibición cognitiva como la capacidad para eliminar información irrelevante de la memoria de trabajo que interfiere con la actividad en curso. Se entiende que su desarrollo experimenta cambios no durante los años de escolaridad primaria y que participa en habilidades fundamentales para dicha etapa. Por ello, este trabajo se propuso analizar los efectos de transferencia de una actividad de entrenamiento de la inhibición cognitiva en niños en los primeros años de educación primaria, con desarrollo típico. Se trabajó con una muestra no probabilística de 39 niños de 6 a 8 años y se implementó un diseño experimental con medidas pre y posttest y grupo control. Luego del entrenamiento se encontraron efectos bajos en el rendimiento en una tarea de inhibición cognitiva y memoria de trabajo viso-espacial.

  • English

    Within a non-unitary approach to inhibition, cognitive inhibition is identified as the ability to remove from working memory irrelevant information which interferes with ongoing activity. Cognitive inhibition undergoes remarkable changes in development during elementary school age and is involved in core skills. Therefore, this work aimed to design, implement, and the transfer effects of a training activity of cognitive inhibition in children over the first years of elementary school with typical development. The sample consisted of 39 children aged 6 to 8 years. An experimental design with pre- and post-test measures and a control group was implemented. After training, low performance effects on a cognitive inhibition task and visual-spatial working memory task were found.

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