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Conflict-Related Brain Activity after Individualized Cognitive Training in Preschoolers from Poor Homes. JOURNAL OF COGNITIVE ENHANCEMENT 2021. [DOI: 10.1007/s41465-021-00223-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Giovannetti F, Pietto ML, Segretín MS, Lipina SJ. Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17082912. [PMID: 32340155 PMCID: PMC7215356 DOI: 10.3390/ijerph17082912] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Revised: 04/17/2020] [Accepted: 04/19/2020] [Indexed: 11/16/2022]
Abstract
Over the last few decades, different interventions were shown to be effective in changing cognitive performance in preschoolers from poor homes undertaking tasks with executive demands. However, this evidence also showed that not all children included in the intervention groups equally increased their performance levels, which could be related to individual and contextual variability. The present study aimed to explore the impact of a computerized cognitive training intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes under the consideration of their baseline performance. In the context of a randomized controlled trial design, different interventions were administered to children according to their baseline performance in a variety of cognitive tasks (i.e., executive attention, inhibitory control, working memory, and planning demands). The results showed different patterns of impact on performance depending on the experimental group, supporting the importance of considering individual and contextual differences in the design of interventions aimed at optimizing executive functions in poverty-impacted sample populations in early stages of development.
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Affiliation(s)
- Federico Giovannetti
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
- Correspondence: (F.G.); (S.J.L.)
| | - Marcos Luis Pietto
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
- Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, FCEyN-UBA- CONICET, Buenos Aires C1428EGA, Argentina
| | - María Soledad Segretín
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
| | - Sebastián Javier Lipina
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
- Correspondence: (F.G.); (S.J.L.)
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Aydmune Y, Introzzi I, Lipina S. Inhibitory Processes Training for School-age Children: Transfer Effects. Dev Neuropsychol 2019; 44:513-542. [PMID: 31635492 DOI: 10.1080/87565641.2019.1677667] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Inhibition refers to a basic executive component that can be conceptualized as consisted of different inhibitory processes (i.e., perceptual, cognitive and response inhibition). These processes emerge during the first years of life, and since then are involved in different relevant every day activities. Different individual and contextual factors can modulate their developmental trajectories. The possibility of train in separate ways each inhibitory process is a subject of analysis. In such a context, the aims of this work were: (a) to design, implement and evaluate training of perceptual, cognitive and response inhibition processes, in a sample of school-aged children (6 to 8 years old); and (b) to analyze near, far, short- and long-transfer effects. An experimental design with three training groups (one for each inhibitory process) and an active control group was implemented. Near transfer effects were not observed. We found effects on a visuospatial working memory task in the short term, after the training in the response and cognitive inhibition, and effects on a fluid intelligence task in both the short and long term after the training in cognitive inhibition. The results contribute to a conceptualization of multidimensional inhibitory processes and the plausibility of training them during childhood.
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Affiliation(s)
- Yesica Aydmune
- Instituto de Psicología Básica Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP) - Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Facultad de Psicología, Mar del Plata, Argentina
| | - Isabel Introzzi
- Instituto de Psicología Básica Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP) - Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Facultad de Psicología, Mar del Plata, Argentina
| | - Sebastián Lipina
- Centro de Educación Médica e Investigación Clínica Norberto Quirno (CEMIC), Unidad de Neurobiología Aplicada (UNA), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ciudad Autónoma de Buenos Aires, Argentina
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Haslam D, Mejia A, Thomson D, Betancourt T. Self-Regulation in Low- and Middle-Income Countries: Challenges and Future Directions. Clin Child Fam Psychol Rev 2019; 22:104-117. [PMID: 30725308 DOI: 10.1007/s10567-019-00278-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Self-regulation is developed early in life through family and parenting interactions. There has been considerable debate on how to best conceptualize and enhance self-regulation. Many consider self-regulation as the socio-emotional competencies required for healthy and productive living, including the flexibility to regulate emotions, control anger, maintain calm under pressure, and respond adaptively to a variety of situations. Its enhancement is the focus of many child and family interventions. An important limitation of the self-regulation field is that most empirical and conceptual research comes from high-income countries (HICs). Less is known about the manifestation, measurement and role of self-regulation in many collectivistic, rural, or less-developed contexts such as low- and middle-income countries (LMICs). This position paper aims to present an initial review of the existing literature on self-regulation in LMICs, with a focus on parenting, and to describe challenges in terms of measurement and implementation of self-regulation components into existing interventions for parents, children and adolescents in these settings. We conclude by establishing steps or recommendations for conducting basic research to understand how self-regulation expresses itself in vulnerable and low-resource settings and for incorporating components of self-regulation into services in LMICs.
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Affiliation(s)
- Divna Haslam
- Parenting & Family Support Centre, The University of Queensland, Brisbane, Australia.
| | | | - Dana Thomson
- Boston College School of Social Work, Chestnut Hill, MA, USA
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Herrera-Mora DB, Munar-Torres YE, Molina-Achury NJ, Robayo-Torres AL. Desarrollo infantil y condición socioeconómica. Artículo de revisión. REVISTA DE LA FACULTAD DE MEDICINA 2019. [DOI: 10.15446/revfacmed.v67n1.66645] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022] Open
Abstract
Introducción. El desarrollo infantil parte de factores endógenos y exógenos; entre estos últimos se encuentra la condición socioeconómica, la cual puede influir en la salud y las oportunidades en la vida adulta.Objetivos. Conocer y analizar la influencia de las condiciones socioeconómicas en el desarrollo infantil.Materiales y métodos. Se realizó una revisión bibliográfica en 10 bases de datos mediante una búsqueda de artículos publicados entre 2012 y 2017. Se seleccionaron los artículos con base en las palabras clave y la relación entre el desarrollo infantil y la condición socioeconómica.Resultados. Se seleccionaron 10 artículos. Las variables más utilizadas para valorar condición socioeconómica fueron ingresos familiares y educación parental y para desarrollo infantil, áreas de cognición, motricidad fina y gruesa. Se encontró una relación significativa entre desarrollo infantil y nivel socioeconómico, escolaridad, ocupación de los padres, estado civil de la madre y condiciones de la vivienda, que suponen una desventaja y la probabilidad de alteración en el desarrollo infantil.Conclusión. El desarrollo infantil está influenciado por condiciones socioeconómicas determinadas por aspectos histórico-culturales, abordadas en su mayoría desde la sociología funcionalista como factores aislados. Se propone un enfoque metodológico holístico e integrador que dé lugar a la historicidad como elemento nodal.
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Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk. THE SPANISH JOURNAL OF PSYCHOLOGY 2017; 20:E56. [PMID: 29081333 DOI: 10.1017/sjp.2017.54] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Situations generated by high family risk have a negative effect on personal development, especially during preadolescence. Growing up in the presence of risk factors can lead to negative consequences on mental health or on school performance. The objective of this study focuses on individual factors related to this phenomenon during preadolescence. Specifically, we seek to establish whether level of family risk (high vs. low risk) is related to interpersonal problem-solving skills, executive function and learning potential in a sample of preadolescents controlling age, sex, total IQ, verbal comprehension ability and the classroom influences. The participants were 40 children, 23 boys and 17 girls between the ages of 7 and 12, twenty of which had a record on file with the Social and Childhood Protection Services of Information deleted to maintain the integrity of the review process, and therefore, a high family risk situation. The other 20 participants had a low family risk situation. Results show that the preadolescents from high family risk performed worse on interpersonal solving-problem skills and executive function (p < .05, b from -119,201.81 to 132,199.43, confidence interval from -162,589.78/-75,813.8 to 84,403.05/179,995.8). Nevertheless, they showed the same ability to learn as the participants from low family risk. These results highlight the negative effects of high family risk situation in preadolescents and give value of taking into account protective factors such as learning potential when assessing preadolescents from high family risk.
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Gázquez JJ, Sainz J, Pérez-Fuentes MDC, Molero MDM, Soler FJ. Interpersonal value profiles and analysis of adolescent academic performance and social thinking. Front Psychol 2015; 6:575. [PMID: 25999891 PMCID: PMC4419551 DOI: 10.3389/fpsyg.2015.00575] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2015] [Accepted: 04/20/2015] [Indexed: 11/13/2022] Open
Abstract
The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students' Academic Performance and social competence.
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Affiliation(s)
- José J Gázquez
- Department of Psychology, Faculty of Educational Sciences and Health, University of Almería Almería, Spain
| | - Jorge Sainz
- Department of Economics, Faculty of Law and Social Sciences, University Juan Carlos I Madrid, Spain
| | - María Del C Pérez-Fuentes
- Department of Psychology, Faculty of Educational Sciences and Health, University of Almería Almería, Spain
| | - María Del M Molero
- Department of Psychology, Faculty of Educational Sciences and Health, University of Almería Almería, Spain
| | - Francisco J Soler
- Department of Psychology, Faculty of Educational Sciences and Health, University of Almería Almería, Spain
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Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children. SPANISH JOURNAL OF PSYCHOLOGY 2013. [DOI: 10.1017/sjp.2013.102] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractThe aim of the present study was to analyze the latent structure of executive functions (EFs) in Spanish-speaking children and to test measurement invariance across socioeconomic status (SES). We sampled 248 children, aged 8 to 12, who were divided into two groups: 124 children from a medium socioeconomic status (MSS) and 124 children from a low socioeconomic status (LSS). We applied a neuropsychological battery consisting of various EF tasks and performed confirmatory factor analysis (CFA) and multi-group CFA (MGCFA). CFA showed best fit for the three factor solution: (a) Working memory, (b) Cognitive flexibility, and (c) Inhibition. Moreover, the MGCFA revealed that the three-factor solution was invariant (configural, metric, and structural) across SES, allowing valid comparison between the groups (MSS and LSS) of factors. Finally, bifactorial MANOVA revealed a significant effect of SES and group age but not for the interaction between the two in the three EF dimensions indicative of quantitative group differences. Results are discussed in terms of the dimensional nature of the EF construct and the effects of SES on executive functioning.
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Arán-Filippetti V, Richaud de Minzi MC. A structural analysis of executive functions and socioeconomic status in school-age children: cognitive factors as effect mediators. The Journal of Genetic Psychology 2013; 173:393-416. [PMID: 23264992 DOI: 10.1080/00221325.2011.602374] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors of this association. The sample included 254 children aged 7-12 years from different SES. The researchers employed a battery of tests to evaluate EF, including the Kaufman Brief Intelligence Test task to measure intelligence, and the Matching Familiar Figures Test-20 to assess the reflexivity-impulsivity (R-I) cognitive style. The results indicate a significant effect of SES on all tested EF. Stepwise regression analysis showed that maternal education level and housing conditions were significant predictors of the majority of EF. Structural equation modeling showed that, although SES had effects on intelligence quotient (IQ), R-I cognitive style, and EF, the association between SES and EF is partly explained by cognitive impulsivity but not by IQ scores. Results are discussed in terms of the mediating cognitive variables that may explain the association between SES and EF and their implications for designing effective intervention programs in schools.
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Affiliation(s)
- Vanessa Arán-Filippetti
- Interdisciplinary Center of Mathematical and Experimental Psychology Research, National Council of Scientific and Technological Research, Argentina.
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