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Arán-Filippetti, V., & L. Krumm, G. (2013). Executive functions and attention in school-age children according to the behavioral profile rated by their teachers. International Journal of Psychological Research, 6(2), 89–97. https://doi.org/10.21500/20112084.690
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
The present study aimed at analyzing the link between school-age children's performance in neuropsychological tests that examine the executive function (EF) and attention, and their behavioral profiles (i.e., Attention Deficit (AD) and Hyperactivity (HA), as rated by their teachers. For the assessment of EF and attentional mechanisms, different tasks were administered to a sample consisting of 124 children from 3rd to 6th grade. In addition, teachers from each grade completed a behavior rating scale for every child. Bifactorial MANCOVA was used in order to analyze the effect of both AD and HA factors, controlling for the intelligence, over the child’s cognitive performance. Results demonstrated significant differences according to AD level in tasks that assess (i) selective attention, (ii) working memory, (iii) reactive cognitive flexibility (iv) verbal fluency and (v) reflexivity-impulsivity. Conversely, regarding the HA level, results showed significant differences only in terms of the number of errors made in the MFFT20. This work provides evidence on the relationship between children's behavior within the school setting and their cognitive performance.
References
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Arán Filippetti, V. (2013). Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children. The Spanish Journal of Psychology, 16, e101, 1-15. doi:10.1017/sjp.2013.102
Arán Filippetti, V., & Mías, C. D. (2009). Neuropsicología del Trastorno por Déficit de Atención/Hiperactividad: subtipos predominio Déficit de Atención y predominio Hiperactivo-Impulsivo. Revista Argentina de Neuropsicología, 13, 14–28.
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Barkley, R. A. (2003). Issues in the diagnosis of attention-deficit/hyperactivity disorder in children. Brain and Development, 25, 77-83. doi: 10.1016/S0387-7604(02)00152-3
Bench, C., Frith, C. D., Grasby, P. M., Friston, K. J., Paulesu, E., Frackowiak, R. S. J., & Dolan, R. J. (1993). Investigations of the functional anatomy of attention using the Stroop test. Neuropsychologia, 31, 907-922. doi: 10.1016/j.bbr.2011.03.031
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Brown, T. E. (2005). Attention deficit disorder: The unfocused mind in children and adults. New Haven, CT: Yale University Press.
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development and Education, 53, 35–46. doi: 10.1080/10349120500510024
Cairns, E., & Cammock, T. (1978). Development of a more reliable version of the Matching Familiar Figures Test. Developmental Psychology, 14, 555–560. Adaptación Española por Buela-Casal, G., Carretero-Dios, H. & De los Santos-Roig, M. (2005). Madrid: TEA Ediciones.
Farré-Riba, A., & Narbona, J. (1997). Escalas de Conners en la evaluación del trastorno por déficit de atención con hiperactividad: nuevo estudio factorial en niños españoles. Revista de Neurología, 25, 200–204.
Arán Filippetti, V. (2013). Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children. The Spanish Journal of Psychology, 16, e101, 1-15. doi:10.1017/sjp.2013.102
Arán Filippetti, V., & Mías, C. D. (2009). Neuropsicología del Trastorno por Déficit de Atención/Hiperactividad: subtipos predominio Déficit de Atención y predominio Hiperactivo-Impulsivo. Revista Argentina de Neuropsicología, 13, 14–28.
Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.
Baddeley, A. (2010). Working memory. Current Biology, 20, R136–R140.
Barkley, R. A. (1997). Behavioural Inhibition, Sustained Attention, and Executive Functions: Constructing a unifying theory of AD/HD. Psychological Bulletin, 121, 65–94.
Barkley, R. A. (2003). Issues in the diagnosis of attention-deficit/hyperactivity disorder in children. Brain and Development, 25, 77-83. doi: 10.1016/S0387-7604(02)00152-3
Bench, C., Frith, C. D., Grasby, P. M., Friston, K. J., Paulesu, E., Frackowiak, R. S. J., & Dolan, R. J. (1993). Investigations of the functional anatomy of attention using the Stroop test. Neuropsychologia, 31, 907-922. doi: 10.1016/j.bbr.2011.03.031
Brickenkamp, R. (2004). d2, test de atención (2ª ed). Madrid, España: TEA Ediciones.
Brown, T. E. (2005). Attention deficit disorder: The unfocused mind in children and adults. New Haven, CT: Yale University Press.
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development and Education, 53, 35–46. doi: 10.1080/10349120500510024
Cairns, E., & Cammock, T. (1978). Development of a more reliable version of the Matching Familiar Figures Test. Developmental Psychology, 14, 555–560. Adaptación Española por Buela-Casal, G., Carretero-Dios, H. & De los Santos-Roig, M. (2005). Madrid: TEA Ediciones.
Farré-Riba, A., & Narbona, J. (1997). Escalas de Conners en la evaluación del trastorno por déficit de atención con hiperactividad: nuevo estudio factorial en niños españoles. Revista de Neurología, 25, 200–204.
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