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Arán-Filippetti, V., & L. Krumm, G. (2013). Funciones ejecutivas y atención en niños en edad escolar de acuerdo con el perfil comportamental valorado por sus docentes. 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.
Resumen
El objetivo del presente estudio fue analizar la correspondencia entre el desempeño en pruebas neuropsicológicas que exploran las funciones ejecutivas (FE) y atención y el perfil conductual (i.e., Déficit de Atención (DA) e Hiperactividad (HA)) valorado por docentes, en niños en edad escolar. Para esto, se administraron diferentes tareas para valorar las FE y los mecanismos atencionales a una muestra de 124 niños de 3ro. a 6to. año de escolaridad primaria. Además, los docentes de cada grado completaron una escala comportamental para cada niño. Para analizar el efecto del factor DA y del factor HA, controlando la inteligencia, sobre el desempeño cognitivo del niño se empleó MANCOVA bifactorial. Los resultados revelaron diferencias significativas, según el nivel de DA, en las tareas que valoran (i) atención selectiva, (ii) memoria de trabajo, (iii) flexibilidad cognitiva reactiva, (iv) fluidez verbal y (v) reflexividad-impulsividad. En cambio, respecto al nivel de HA, los resultados revelaron diferencias significativas sólo en cuanto al número de errores cometidos en el MFFT20. Este trabajo aporta evidencia sobre la relación entre las conductas del niño en el ámbito escolar y su rendimiento cognitivo.
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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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