Las relaciones entre Habilidades narrativas y Funciones Ejecutivas en la infancia. Una revisión sistemática.

• Moreira, Karen Adriana ^[1] ; Tomás Llerena, Clementina ^[2] ; Vercellino Dessent, Valentina ^[1] ; Rivera Ibaceta, Johanna ^[1] ; Dávila Sasía, Pamela ^[1] ; Quiles, Sthefani ^[1] ; Tresso González, Florencia ^[1] ; Rosemberg, Celia ^[3]
  1. [1] Universidad de la República

     Universidad de la República

     Uruguay

     
  2. [2] Universidad de la Repúblicade (Uruguay)
  3. [3] Centro Interdisciplinario de Investigaciones erimental Buenos Aires (Argentina)

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• Localización: Revista Argentina de Ciencias del Comportamiento ( RACC ), ISSN-e 1852-4206, Vol. 15, Nº. 1, 2023 (Ejemplar dedicado a: Revista Argentina de Ciencias del Comportamiento), págs. 1-23
• Idioma: español
• DOI: 10.32348/1852.4206.v15.n1.32421
• Títulos paralelos:
  • The relationship bettween narrative abilities and executive functions.
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Las Funciones Ejecutivas y las Habilidades Narrativas son predictores relevantes del desempeño académico, pero sabemos muy poco sobre su relación. Este estudio se propuso revisar sistemáticamente investigaciones que abordan la relación entre Funciones Ejecutivas y Habilidades Narrativas en niños de desarrollo típico. Siguiendo la metodología PRISMA, se realizaron búsquedas en las bases SCOPUS, WoS y EBSCO, incluyendo artículos académicos, en español, inglés, portugués y francés, considerando tres criterios de inclusión: evaluación directa de los constructos Habilidades Narrativas y Funciones Ejecutivas y su relación, inclusión de información sobre población con desarrollo típico y foco en la franja etaria de 2 a 10 años. La revisión incluyó 38 reportes que mostraron que la asociación entre ambos constructos es un fenómeno robusto. Se observa un predominio de estudios transeccionales. Se requieren estudios longitudinales, con muestras más diversas, y en especial para el español, que permitan establecer la direccionalidad de la relación.

  • English

    It is well known that Executive Functions and Narrative abilities are relevant predictors of academic success. Despite that, we know so far very little about their relationship. In this study, we present a systematic review of the corpus of research that addresses the relationship between Executive Functions and Narrative abilities in typically developing children. Following the PRISMA methodological guidelines, we searched the SCOPUS, WoS, and EBSCO databases for academic articles in Spanish, English, Portuguese and French.  Eligibility criteria were as follows: direct assessment of EF and NA and the relationships between them; information about typically developing children population; and age range from 2 to 10 years old. A total of 38 studies -predominantly cross-sectional- were included. They revealed that the association between both constructs is a robust phenomenon. Longitudinal studies are required in order to accurately determine the directionality of the relationship between NA and EF. These should include a more diversified collection of samples, particularly for the Spanish language.

       

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