Estimulación de procesos cognitivos en niños de 4 años: comparaciones entre formatos individual y grupal de intervención

Contenido principal del artículo

María Soledad Segretin
María Julia Hermida
Lucía María Prats
Carolina Soledad Fracchia
Jorge Augusto Colombo
Sebastián Javier Lipina

Resumen

El presente trabajo analiza el impacto de dos modalidades de estimulación cognitiva (implementadas en el año 2005) en el desempeño en tareas con demanda de atención, memoria de trabajo, flexibilidad cognitiva y planificación. Los niños de cuatro años de edad fueron estimulados durante cuatro meses con dos modalidades de estimulación cognitiva: individual (n = 49), que fue diseñada en base a un programa de intervención previo; y grupal (n = 143), que fue diseñada con el objetivo de disminuir la tasa operadores/niños, así como para reducir la brecha entre experiencias de entrenamiento de laboratorio y contextos educativos. Los resultados sugieren que: (a) ambas modalidades promovieron incrementos del desempeño cognitivo; y (b) existieron diferencias según el proceso cognitivo: en el caso de atención, los niños que participaron de la modalidad grupal tuvieron un menor incremento, mientras que en el caso de las tareas de memoria y planificación, el incremento de este mismo grupo fue mayor.

Detalles del artículo

Sección
Artículos Originales
Biografía del autor/a

María Soledad Segretin, Unidad de Neurobiología Aplicada

CEMIC-CONICET

María Julia Hermida, Unidad de Neurobiología Aplicada

CEMIC-CONICET

Lucía María Prats, Unidad de Neurobiología Aplicada

CEMIC-CONICET

Carolina Soledad Fracchia, Unidad de Neurobiología Aplicada

CEMIC-CONICET

Jorge Augusto Colombo, Unidad de Neurobiología Aplicada

CEMIC-CONICET

Sebastián Javier Lipina, Unidad de Neurobiología Aplicada

CEMIC-CONICET

Citas

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