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Montoya-Arenas, D. A., Aguirre-Acevedo, D. C., Díaz Soto, C. M., & Pineda Salazar, D. A. (2018). Funciones ejecutivas y alta capacidad intelectual en niños en edad escolar: ¿se superponen por completo?. International Journal of Psychological Research, 11(1), 19–32. https://doi.org/10.21500/20112084.3239
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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.
Resumen
Objetivo: Analizar la relación entre las dimensiones de la función ejecutiva y capacidad intelectual en niños escolarizados con alto rendimiento académico. Método: investigación de tipo analítica, observacional, prospectiva, con muestra no aleatoria de 104 niños entre los 7 y 11 años de edad pertenecientes a instituciones educativas de Medellín-Colombia, dividida en tres grupos de acuerdo con la medida de Capacidad Intelectual Total (CIT). 1. Aquellos con CIT promedio entre 85-115. 2. Niños con CI superior; puntuaciones entre 116-129 y 3. Niños con un CIT ≥ 130; talentos excepcionales. Se les suministro pruebas de función ejecutiva con cumplimiento de condiciones bioéticas. Resultados y conclusiones: La Capacidad Intelectual no es concepto análogo ni sinónimo de función ejecutiva. Este estudio demostró que el elemento común entre todos los participantes es un alto rendimiento académico y una ausencia de alteración de la función ejecutiva. Finalmente, un adecuado funcionamiento ejecutivo posibilita un alto rendimiento académico.
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Referencias
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Anderson, V. (2001). Assessing executive functions in children: biological, psychological, and developmental considerations. Pediatric Rehabilitation, 4(3), 119-136. doi:10.1080/13638490110091347
Aran-Filippetti, V. (2011). Funciones ejecutivas en niños escolarizados: efectos de la edad y del estrato socioeconómico. Executive functions in school-aged children: age and socioeconomic status effects, 29(1), 98-113.
Arán-Filippetti, V., Krumm, G. L., & Raimondi, W. (2015). Funciones Ejecutivas y sus correlatos con Inteligencia Cristalizada y Fluida: Un estudio en Niños y Adolescentes. Revista Neuropsicología Latinoamericana, 7(2), 24-33.
Ardila, A. (1999). A Neuropsychological Approach to Intelligence. Neuropsychology Review, 9(3), 117-136. doi:10.1023/a:1021674303922
Ardila, A., & Ostrosky, F. (2012). Guía para el diagnóstico neuropsicológico. Florida: American Board of Professional Neuropsychology.
Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation Between Intelligence Test Scores and Executive Function Measures. Archives of Clinical Neuropsychology, 15(1), 31-36. doi:10.1016/S0887-6177(98)00159-0
Ardila, A., Rosselli, M., & Puente, A. (1994). Neuropsychological assessment of the Spanish speaker. New York: Plenum Press. Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22(8), 969-978. doi:10.1016/j.acn.2007.08.001
Arffa, S., Lovell, M., Podell, K., & Goldberg, E. (1998). Wisconsin Card Sorting Test Performance in Above Average and Superior School Children: Relationship to Intelligence and Age. Archives of Clinical Neuropsychology, 13(8), 713-720. doi:10.1016/S0887-6177(98)00007-9
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child development, 81(6), 1641-1660. doi:10.1111/j.1467-8624.2010.01499.x
Carroll, J. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York, NY, US: Cambridge University Press.
Carroll, J. (1994). Cognitive abilities: Constructing a theory from data. In D. K. Detterman (Ed.), Current topics in human intelligence (Vol. 4, pp. 43-63). New Jersey: Ablex Publishing Corporation.
Castillo-Parra, G., Gómez, E., & Ostrosky-Solís, F. (2009). Relación entre las funciones cognitivas y el nivel de rendimiento académico en niños. Revista Neuropsicología, Neuropsiquiatría y Neurociencias 9(1), 41-54.
Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1-22. doi:10.1037/h0046743
Damasio, A., & Anderson, S. (1993). The frontal lobes. In M. Heilman & E. Valestein (Eds.), Clinical neuropsychology (3 ed., pp. 409-460). New York: Oxford University Press.
Denckla, M, B. (1996). Research on executive function in a neurodevelopmental context: Application of clinical measures. Developmental Neuropsychology, 12(1), 5-15. doi:10.1080/87565649609540637
Donders, J., & Kirsch, N. (1991). Nature and implications of selective impairment on the booklet category test and Wisconsin card sorting test. Clinical Neuropsychologist, 5(1), 78-82. doi:10.1080/13854049108401844
Duncan, J., Burgess, P., & Emslie, H. (1995). Fluid intelligence after frontal lobe lesions. Neuropsychologia, 33(3), 261-268. doi:10.1016/0028-3932(94)00124-8.
Duggan, E. C., & Garcia-Barrera, M. A. (2015). Executive Functioning and Intelligence. In S. Goldstein, D. Princiotta & J. A. Naglieri (Eds.), Handbook of Intelligence: Evolutionary Theory, Historical Perspective, and Current Concepts (pp. 435-458). New York, NY: Springer New York.
Emick, J., & Welsh, M. (2005). Association between formal operational thought and executive function as measured by the Tower of Hanoi-Revised. Learning and Individual Differences, 15(3), 177- 188. doi:10.1016/j.lindif.2004.11.004
Flores Lázaro, J., & Tinajero Carrasco, B., & Castro Ruiz, B. (2011). Influencia del nivel y de la actividad escolar en las funciones ejecutivas. Interamerican Journal of Psychology, 45 (2), 281-292.
Flores Lázaro J. C. & Ostrosky-Shejet F., (2012). Desarrollo neuropsicológico de lóbulos frontales y funciones ejecutivas. México, D. F: Manual Moderno.
Flores-Lázaro, J. C., Castillo-Preciado, R. E., & Jiménez- Miramonte, N. A. (2014). Desarrollo de funciones ejecutivas, de la niñez a la juventud. Anales de Psicología, 30(2), 463-473.
Fonseca, G.P., Rodríguez, L.C., & Parra, J. H. (2016). Relación entre funciones ejecutivas y rendimiento académico por asignaturas en escolares de 6 a 12 años. Hacia la promoción de la salud, 21(2), 41-58.
Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not All Executive Functions Are Related to Intelligence. Psychological Science, 17(2), 172-179. doi:10.1111/j.1467-9280.2006.01681.x
Garbanzo, G. M. (2007). Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública. Educación, 31(1), 43-63.
García-Molina, A., Tirapu-Ustárroz, J., Luna-Lario, P., Ibáñez, J., & Duque, P. (2010). ¿Son lo mismo inteligencia y funciones ejecutivas?. Rev Neurol, 50(12), 738-746.
Giofrè, D., Mammarella, I. C., & Cornoldi, C. (2013). The structure of working memory and how it relates to intelligence in children. Intelligence, 41(5), 396-406.
Golden, C.J., (1981). The Luria Nebraska children´s battery: theory and formulation. In Hynd GW, & Obrzut JE, (Eds.), Neuropsychological assessment and the school aged child (pp. 277-302). New York: Grune & Strattion.
Goldstein, S., & Naglieri, J. A. (Eds.). (2013). Handbook of executive functioning. Springer Science & Business Media.
Guilford, J. P. (1985). The structure of Intellect model. In B.B. Wolman (Ed.), Handbook of intelligence: Theories, measurements, and applications (pp. 225-266 ). Nueva York: Wiley.
Grant, D. A., & Berg, E. A. (1948). The performance of topectomized patients on the University of Wisconsin Card Sorting Test. American Psychologist, 3, 360.
Harris, J.C. (1995). Neuropsychological testing: assessing the mechanism of cognition and complex behavioral functioning. In Harris J. C. (Ed.), Developmental neuropsychiatry (pp. 20-54). New York: Oxford University Press.
Johnstone, B, Holland, D, & Larimore, C. (2000). Language and academic abilities. In Groth-Marnat, G. (Ed.), Neuropsychological assessment in clinical practice: A guide to test interpretation and integration (pp. 335-354). Hoboken, NJ: John Wiley.
Kerr, A., & Zelazo, P. D. (2004). Development of “hot” executive function: The children’s gambling task. Brain and cognition, 55(1), 148-157. Lezak, M. D. (1995). Neuropsychological Assessment. Oxford University Press.
Luria, A. R. (1973). The frontal lobes and the regulation of behavior. In K. H. Pribram & A. R. Luria (Eds.), Psychophysiology of the frontal lobes (pp. 3-26). Oxford, England: Academic Press.
Mahone, E. M., Hagelthorn, K. M., Cutting, L. E., Schuerholz, L. J., Pelletier, S. F., Rawlins, C., ... & Denckla, M. B. (2002). Effects of IQ on executive function measures in children with ADHD. Child Neuropsychology, 8(1), 52-65.
Milner, B. (1982). Some cognitive effects of frontallobe lesions in man. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 298(1089), 211-226.
Monette, S., Bigras, M., & Lafrenière, M. A. (2015). Structure of executive functions in typically developing kindergarteners. Journal of experimental child psychology, 140, 120-139.
Montoya-Arenas, D. A., Trujillo-Orrego, N., & Pineda-Salazar, D. A. (2010). Capacidad intelectual y función ejecutiva en niños intelectualmente talentosos y en niños con inteligencia promedio. Universitas Psychologica, 9(3), 737-747.
Obonsawin, M. C., Crawford, J. R., Page, J., Chalmers, P., Cochrane, R., & Low, G. (2002). Performance on tests of frontal lobe function reflect general intellectual ability. Neuropsychologia, 40(7), 970-977.
O’Reilly, R. C. (2010). The what and how of prefrontal cortical organization. Trends in neurosciences, 33(8), 355-361.
Passow, A. (1993). “National/State policies regarding education of the gifted”. In K. Heller, F. Mönks & A. Passow (Eds.), International Handbook of research and development of giftedness and talent (pp. 29-46). Oxford: Pergamon Press.
Pineda, D. A., Merchán, V., Rosselli, M., & Ardila, A. (2000). Estructura factorial de la función ejecutiva en estudiantes universitarios jóvenes. Revista de Neurología, 31(12), 1112-1118.
Pineda, D., Ardila, A., Rosselli, M. N., Cadavid, C., Mancheno, S., & Mejia, S. (1998). Executive dysfunctions in children with attention deficit hyperactivity disorder. International Journal of Neuroscience, 96(3-4), 177-196. doi:10.3109/00207459808986466
Ramírez, V., & Rosas, R. (2007). Estandarización del WISC-III en Chile: Descripción del test, estructura factorial y consistencia interna de las escalas. Psykhe (Santiago), 16(1), 91-109.
Sattler, J. M. (2003). Evaluación infantil: aplicaciones conductuales y clínicas (|). Manual Moderno.
Schmidt, E. L., Burge, W., Visscher, K. M., & Ross, L. A. (2016). Cortical thickness in frontoparietal and cingulo-opercular networks predicts executive function performance in older adults. Neuropsychology, 30(3), 322-331. doi:10.1037/neu0000242
Spearman, C. (1923). The nature of Intellicence and the principles of Cognition. London: Macmillan.
Stelzer, F., & Cervigni, M. A. (2011). Desempeño académico y funciones ejecutivas en infancia y adolescencia. Una revisión de la literatura. Revista de investigación en educación, 9(1), 148-156.
Stuss, D.T. (1992). Biological and psychological development of executive functions. Brain and Cognition. 20(1), 8-23.
Stuss, D. T., & Benson, D. F. (1986). The frontal lobes. New York: Raven Press.
Stuss, D. T. (2011). Functions of the frontal lobes: relation to executive functions. Journal of the international neuropsychological Society, 17(5), 759-765.
Thurstone, L. L. (1947). Multiple factor analysis. Chicago: University of Chicago Press.
Tirapu-Ustárroz, J., Muñoz-Céspedes, J. M., & Pelegrín-Valero, C. (2002). Funciones ejecutivas: necesidad de una integración conceptual. Revista de neurología, 34(7), 673-685.
Tirapu-Ustarroz, J., Cordero-Andres, P., Luna-Lario, P., & Hernaez-Goñi, P. (2017). Propuesta de un modelo de funciones ejecutivas basado en análisis factoriales [Proposed model of executive functions based on factorial analyses] Revista de neurología, 64(2), 75-84.
Verdejo-García, A., & Bechara, A. (2010). Neuropsicología de las funciones ejecutivas. Psicothema, 22(2), 227-235.
Wechsler, D. (1997). Test de Inteligencia para Niños WISC-III. Manual. (Ofelia Castillo, trad). Buenos Aires: Paidós. (original work published in 1991).
Welsh, M.C., Pennington, B. F., & Groisser, D.B (1991). A normative-developmental study of excutive function: A window on prefrontal function in children. Developmental Neuropsychology, 7(2), 131-149.
Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood: I. The development of executive function. Monographs of the Society for Research in Child Development, 68(3), 11-27. doi:10.1111/j.0037-976X.2003.00261.x
Anderson, V. (2001). Assessing executive functions in children: biological, psychological, and developmental considerations. Pediatric Rehabilitation, 4(3), 119-136. doi:10.1080/13638490110091347
Aran-Filippetti, V. (2011). Funciones ejecutivas en niños escolarizados: efectos de la edad y del estrato socioeconómico. Executive functions in school-aged children: age and socioeconomic status effects, 29(1), 98-113.
Arán-Filippetti, V., Krumm, G. L., & Raimondi, W. (2015). Funciones Ejecutivas y sus correlatos con Inteligencia Cristalizada y Fluida: Un estudio en Niños y Adolescentes. Revista Neuropsicología Latinoamericana, 7(2), 24-33.
Ardila, A. (1999). A Neuropsychological Approach to Intelligence. Neuropsychology Review, 9(3), 117-136. doi:10.1023/a:1021674303922
Ardila, A., & Ostrosky, F. (2012). Guía para el diagnóstico neuropsicológico. Florida: American Board of Professional Neuropsychology.
Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation Between Intelligence Test Scores and Executive Function Measures. Archives of Clinical Neuropsychology, 15(1), 31-36. doi:10.1016/S0887-6177(98)00159-0
Ardila, A., Rosselli, M., & Puente, A. (1994). Neuropsychological assessment of the Spanish speaker. New York: Plenum Press. Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22(8), 969-978. doi:10.1016/j.acn.2007.08.001
Arffa, S., Lovell, M., Podell, K., & Goldberg, E. (1998). Wisconsin Card Sorting Test Performance in Above Average and Superior School Children: Relationship to Intelligence and Age. Archives of Clinical Neuropsychology, 13(8), 713-720. doi:10.1016/S0887-6177(98)00007-9
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child development, 81(6), 1641-1660. doi:10.1111/j.1467-8624.2010.01499.x
Carroll, J. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York, NY, US: Cambridge University Press.
Carroll, J. (1994). Cognitive abilities: Constructing a theory from data. In D. K. Detterman (Ed.), Current topics in human intelligence (Vol. 4, pp. 43-63). New Jersey: Ablex Publishing Corporation.
Castillo-Parra, G., Gómez, E., & Ostrosky-Solís, F. (2009). Relación entre las funciones cognitivas y el nivel de rendimiento académico en niños. Revista Neuropsicología, Neuropsiquiatría y Neurociencias 9(1), 41-54.
Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1-22. doi:10.1037/h0046743
Damasio, A., & Anderson, S. (1993). The frontal lobes. In M. Heilman & E. Valestein (Eds.), Clinical neuropsychology (3 ed., pp. 409-460). New York: Oxford University Press.
Denckla, M, B. (1996). Research on executive function in a neurodevelopmental context: Application of clinical measures. Developmental Neuropsychology, 12(1), 5-15. doi:10.1080/87565649609540637
Donders, J., & Kirsch, N. (1991). Nature and implications of selective impairment on the booklet category test and Wisconsin card sorting test. Clinical Neuropsychologist, 5(1), 78-82. doi:10.1080/13854049108401844
Duncan, J., Burgess, P., & Emslie, H. (1995). Fluid intelligence after frontal lobe lesions. Neuropsychologia, 33(3), 261-268. doi:10.1016/0028-3932(94)00124-8.
Duggan, E. C., & Garcia-Barrera, M. A. (2015). Executive Functioning and Intelligence. In S. Goldstein, D. Princiotta & J. A. Naglieri (Eds.), Handbook of Intelligence: Evolutionary Theory, Historical Perspective, and Current Concepts (pp. 435-458). New York, NY: Springer New York.
Emick, J., & Welsh, M. (2005). Association between formal operational thought and executive function as measured by the Tower of Hanoi-Revised. Learning and Individual Differences, 15(3), 177- 188. doi:10.1016/j.lindif.2004.11.004
Flores Lázaro, J., & Tinajero Carrasco, B., & Castro Ruiz, B. (2011). Influencia del nivel y de la actividad escolar en las funciones ejecutivas. Interamerican Journal of Psychology, 45 (2), 281-292.
Flores Lázaro J. C. & Ostrosky-Shejet F., (2012). Desarrollo neuropsicológico de lóbulos frontales y funciones ejecutivas. México, D. F: Manual Moderno.
Flores-Lázaro, J. C., Castillo-Preciado, R. E., & Jiménez- Miramonte, N. A. (2014). Desarrollo de funciones ejecutivas, de la niñez a la juventud. Anales de Psicología, 30(2), 463-473.
Fonseca, G.P., Rodríguez, L.C., & Parra, J. H. (2016). Relación entre funciones ejecutivas y rendimiento académico por asignaturas en escolares de 6 a 12 años. Hacia la promoción de la salud, 21(2), 41-58.
Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not All Executive Functions Are Related to Intelligence. Psychological Science, 17(2), 172-179. doi:10.1111/j.1467-9280.2006.01681.x
Garbanzo, G. M. (2007). Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública. Educación, 31(1), 43-63.
García-Molina, A., Tirapu-Ustárroz, J., Luna-Lario, P., Ibáñez, J., & Duque, P. (2010). ¿Son lo mismo inteligencia y funciones ejecutivas?. Rev Neurol, 50(12), 738-746.
Giofrè, D., Mammarella, I. C., & Cornoldi, C. (2013). The structure of working memory and how it relates to intelligence in children. Intelligence, 41(5), 396-406.
Golden, C.J., (1981). The Luria Nebraska children´s battery: theory and formulation. In Hynd GW, & Obrzut JE, (Eds.), Neuropsychological assessment and the school aged child (pp. 277-302). New York: Grune & Strattion.
Goldstein, S., & Naglieri, J. A. (Eds.). (2013). Handbook of executive functioning. Springer Science & Business Media.
Guilford, J. P. (1985). The structure of Intellect model. In B.B. Wolman (Ed.), Handbook of intelligence: Theories, measurements, and applications (pp. 225-266 ). Nueva York: Wiley.
Grant, D. A., & Berg, E. A. (1948). The performance of topectomized patients on the University of Wisconsin Card Sorting Test. American Psychologist, 3, 360.
Harris, J.C. (1995). Neuropsychological testing: assessing the mechanism of cognition and complex behavioral functioning. In Harris J. C. (Ed.), Developmental neuropsychiatry (pp. 20-54). New York: Oxford University Press.
Johnstone, B, Holland, D, & Larimore, C. (2000). Language and academic abilities. In Groth-Marnat, G. (Ed.), Neuropsychological assessment in clinical practice: A guide to test interpretation and integration (pp. 335-354). Hoboken, NJ: John Wiley.
Kerr, A., & Zelazo, P. D. (2004). Development of “hot” executive function: The children’s gambling task. Brain and cognition, 55(1), 148-157. Lezak, M. D. (1995). Neuropsychological Assessment. Oxford University Press.
Luria, A. R. (1973). The frontal lobes and the regulation of behavior. In K. H. Pribram & A. R. Luria (Eds.), Psychophysiology of the frontal lobes (pp. 3-26). Oxford, England: Academic Press.
Mahone, E. M., Hagelthorn, K. M., Cutting, L. E., Schuerholz, L. J., Pelletier, S. F., Rawlins, C., ... & Denckla, M. B. (2002). Effects of IQ on executive function measures in children with ADHD. Child Neuropsychology, 8(1), 52-65.
Milner, B. (1982). Some cognitive effects of frontallobe lesions in man. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 298(1089), 211-226.
Monette, S., Bigras, M., & Lafrenière, M. A. (2015). Structure of executive functions in typically developing kindergarteners. Journal of experimental child psychology, 140, 120-139.
Montoya-Arenas, D. A., Trujillo-Orrego, N., & Pineda-Salazar, D. A. (2010). Capacidad intelectual y función ejecutiva en niños intelectualmente talentosos y en niños con inteligencia promedio. Universitas Psychologica, 9(3), 737-747.
Obonsawin, M. C., Crawford, J. R., Page, J., Chalmers, P., Cochrane, R., & Low, G. (2002). Performance on tests of frontal lobe function reflect general intellectual ability. Neuropsychologia, 40(7), 970-977.
O’Reilly, R. C. (2010). The what and how of prefrontal cortical organization. Trends in neurosciences, 33(8), 355-361.
Passow, A. (1993). “National/State policies regarding education of the gifted”. In K. Heller, F. Mönks & A. Passow (Eds.), International Handbook of research and development of giftedness and talent (pp. 29-46). Oxford: Pergamon Press.
Pineda, D. A., Merchán, V., Rosselli, M., & Ardila, A. (2000). Estructura factorial de la función ejecutiva en estudiantes universitarios jóvenes. Revista de Neurología, 31(12), 1112-1118.
Pineda, D., Ardila, A., Rosselli, M. N., Cadavid, C., Mancheno, S., & Mejia, S. (1998). Executive dysfunctions in children with attention deficit hyperactivity disorder. International Journal of Neuroscience, 96(3-4), 177-196. doi:10.3109/00207459808986466
Ramírez, V., & Rosas, R. (2007). Estandarización del WISC-III en Chile: Descripción del test, estructura factorial y consistencia interna de las escalas. Psykhe (Santiago), 16(1), 91-109.
Sattler, J. M. (2003). Evaluación infantil: aplicaciones conductuales y clínicas (|). Manual Moderno.
Schmidt, E. L., Burge, W., Visscher, K. M., & Ross, L. A. (2016). Cortical thickness in frontoparietal and cingulo-opercular networks predicts executive function performance in older adults. Neuropsychology, 30(3), 322-331. doi:10.1037/neu0000242
Spearman, C. (1923). The nature of Intellicence and the principles of Cognition. London: Macmillan.
Stelzer, F., & Cervigni, M. A. (2011). Desempeño académico y funciones ejecutivas en infancia y adolescencia. Una revisión de la literatura. Revista de investigación en educación, 9(1), 148-156.
Stuss, D.T. (1992). Biological and psychological development of executive functions. Brain and Cognition. 20(1), 8-23.
Stuss, D. T., & Benson, D. F. (1986). The frontal lobes. New York: Raven Press.
Stuss, D. T. (2011). Functions of the frontal lobes: relation to executive functions. Journal of the international neuropsychological Society, 17(5), 759-765.
Thurstone, L. L. (1947). Multiple factor analysis. Chicago: University of Chicago Press.
Tirapu-Ustárroz, J., Muñoz-Céspedes, J. M., & Pelegrín-Valero, C. (2002). Funciones ejecutivas: necesidad de una integración conceptual. Revista de neurología, 34(7), 673-685.
Tirapu-Ustarroz, J., Cordero-Andres, P., Luna-Lario, P., & Hernaez-Goñi, P. (2017). Propuesta de un modelo de funciones ejecutivas basado en análisis factoriales [Proposed model of executive functions based on factorial analyses] Revista de neurología, 64(2), 75-84.
Verdejo-García, A., & Bechara, A. (2010). Neuropsicología de las funciones ejecutivas. Psicothema, 22(2), 227-235.
Wechsler, D. (1997). Test de Inteligencia para Niños WISC-III. Manual. (Ofelia Castillo, trad). Buenos Aires: Paidós. (original work published in 1991).
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