Línea de investigación
Neuropsicología
Las Neurociencias estudian el sistema nervioso desde un punto de vista multidisciplinario, con el objetivo último de comprender en profundidad los procesos cognitivos y el comportamiento del ser humano a lo largo del ciclo vital. La Neuropsicología es una rama de la neurociencia que estudia las relaciones entre el cerebro y la conducta tanto en personas sanas como en las que han sufrido algún tipo de daño cerebral. Su objeto de estudio es el conocimiento de las bases neurales de los procesos mentales complejos, tales como la atención, el funcionamiento ejecutivo, la memoria, el lenguaje, la percepción, las praxias, la cognición social y la emoción. La investigación en neuropsicología puede aplicarse a diferentes campos como ser, entre otros, la educación, la clínica, la selección de personal, la expedición de licencias para manejo vehicular, el área judicial-forense, el deporte, y la inteligencia artificial.
artículos
Índice
- Computerized versus manual versions of the Wisconsin Card Sorting Test: Implications with typically developing and ADHD children.
- Cognitive and socioeconomic predictors of Stroop performance in children and developmental patterns according to socioeconomic status and ADHD subtype.
- Convergent validity, academic correlates and age- and SES-based normative data for the d2 test of attention in children.
- Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children.
- Clustering and switching during verbal fluency in typical and atypical development: A systematic review in children and adolescents.
- A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement.
- The Childhood Executive Functioning Inventory (CHEXI) parent and teacher form: Factor structure and cognitive correlates in Spanish-speaking children from Argentina.
- Adult Executive Functioning Inventory (ADEXI): Factor structure, convergent validity and reliability of a Spanish adaptation.
- Executive functioning in pediatric acute lymphoblastic leukemia: CHEXI parent-report vs performance-based assessment.
- Transferencia de un entrenamiento de memoria de trabajo a las habilidades académicas y estrategias de resolución de problemas al inicio de la escolaridad.
- Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children.
- Parental Skills and Academic Competences in School Children: The Mediator Role of Executive Functions.
- Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function.
- Executive functions and attention in school-age children according to the behavioral profile rated by their teachers.
- Funciones Ejecutivas y sus correlatos con Inteligencia Cristalizada y Fluida: Un estudio en Niños y Adolescentes.
Funciones Ejecutivas y Práctica de Ajedrez: Un Estudio en Niños Escolarizados.
Computerized versus manual versions of the Wisconsin Card Sorting Test: Implications with typically developing and ADHD children.
Arán Filippetti, V., Krumm, G. L., & Raimondi, W. (2020). Computerized versus manual versions of the Wisconsin Card Sorting Test: Implications with typically developing and ADHD children. Applied Neuropsychology: Child, 1-16.
The aims of study 1 (S1) were (i) to compare the task performance of 361 typically developing (TD) children aged 7 to 12 years, according to the mode of WCST administration (manual vs. computerized), and ii) to examine the contributions of executive functions (EFs) (i.e., working memory (WM), shifting and inhibition) to each WCST version. The objectives of study 2 (S2) were (i) to study the comparability of the results obtained from the manual version to the results from the computer version in 43 children with ADHD and (ii) to compare task performance on both versions between children with ADHD and TD children. The effect of age was only significant for the manual WCST. Regression analyses revealed that WM and shifting contributed to manual WCST performance, whereas WM and inhibition contributed to the performance on the computer version. We observed differences depending on the WCST mode of administration, as better scores for the manual version were recorded for both TD children and children with ADHD, despite similar performance on tasks involving other EFs. Additionally, children with ADHD performed worse than TD children on both versions. Our findings suggest that verbal face-to-face interactions would play a significant role in supporting children’s abilities to solve novel situations characterized by uncertainty.
Cognitive and socioeconomic predictors of Stroop performance in children and developmental patterns according to socioeconomic status and ADHD subtype.
Filippetti, Vanessa & Richaud, Maria & Krumm, Gabriela & Raimondi, Waldina. (2021). Cognitive and socioeconomic predictors of Stroop performance in children and developmental patterns according to socioeconomic status and ADHD subtype.. Psychology & Neuroscience. 14. 10.1037/pne0000224.
Convergent validity, academic correlates and age- and SES-based normative data for the d2 test of attention in children.
Arán Filippetti, V., Gutierrez, M., Krumm, G., & Mateos, D. (2021). Convergent validity, academic correlates and age- and SES-based normative data for the d2 test of attention in children. Applied Neuropsychology: Child; 1 – 11.
The d2, test of attention is one of the most used neuropsychological tests to measure attention in clinical and research settings. To date, no studies have examined neither its convergent and divergent validity in children nor its relationship with academic skills at school age. The aims of the present study were: (1) to examine the convergent and divergent validity of the d2 Test in a non-clinical pediatric population, (2) to explore the relationship between d2 task performance and academic skills (i.e., math, reading and writing abilities) and (3) to develop normative data for Spanish-speaking children (n = 360 8- to 12-year-old children) stratified by age and socioeconomic status (SES). Pearson’s correlation and Structural Equation Models (SEM) were used to analyze the d2 Test validity and its relationship with academic skills. A between-subjects factorial MANOVA was used to examine differences among SES (Middle, Low), age (8–10, 11–12), and sex (male, female). Findings revealed a significant relationship between d2 task performance and all attention and executive functions (EF) measures under analysis providing evidence of good convergent validity. Furthermore, SEM results showed that attention has direct effects on math and reading and writing skills. Finally, our study confirms the influence of age and SES on d2 task performance and provides normative data for middle- and low-SES children. These results have important implications for the assessment of attention functions in clinical and research settings in children with typical and atypical development.
Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children.
Mateo, D., Krumm, G., Arán Filippetti, V., & Gutierrez, M. (2022). Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children. NeuroSci, 3, 347-365. (Suiza).
The present research aims at examining the power spectrum and exploring functional brain connectivity/disconnectivity during concentration performance, as measured by the d2 test of attention and creativity as measured by the CREA test in typically developing children. To this end, we examined brain connectivity by using phase synchrony (i.e., phase locking index (PLI) over the EEG signals acquired by the Emotiv EPOC neuroheadset in 15 children aged 9- to 12-years. Besides, as a complement, a power spectrum analysis of the acquired signals was performed. Our results indicated that, during d2 Test performance there was an increase in global gamma phase synchronization and there was a global alpha and theta band desynchronization. Conversely, during CREA task, power spectrum analysis showed a significant increase in the delta, beta, theta, and gamma bands. Connectivity analysis revealed marked synchronization in theta, alpha, and gamma. These findings are consistent with other neuroscience research indicating that multiple brain mechanisms are indeed involved in creativity. In addition, these results have important implications for the assessment of attention functions and creativity in clinical and research settings, as well as for neurofeedback interventions in children with typical and atypical development.
Clustering and switching during verbal fluency in typical and atypical development: A systematic review in children and adolescents.
Arán Filippetti, V., Krumm, G., & López, M. (2022). Clustering and Switching During Verbal Fluency in Typical and Atypical Development: A Systematic Review in Children and Adolescents. Current Psychology. 10.1007/s12144-022-03787-4.
Empirical research studies have emphasized the importance of examining the strategic retrieval processes (i.e., clustering and switching) underlying verbal fluency (VF) performance. This systematic review aimed to summarize existing empirical studies on the development of clustering and switching strategies during VF in typically developing (TD) children and adolescents and further explore strategy use in children with atypical development (AD). A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was conducted. Most studies used the scoring method developed by Troyer et al. (1997), and some used a combination of the other available approaches (e.g., Abwender et al.’s [2001] method considering the distinction between cluster switching [CS] and hard switching [HS]). The main results suggest that clustering and switching are components that follow distinct developmental trajectories. Indeed, most studies found that the number of clusters and switches, but not the mean cluster size, increases with age, with no differences based on sex. Both the number of clusters and the number of switches drive word productivity. Switches are highly related to VF phonological productivity, while clusters are most related to semantic productivity. Finally, different profiles are observed in AD, with patterns that distinguish between impairment in cognitive flexibility (less switching) and in the organization of semantic and phonological representations (smaller cluster size). This evidence highlights the importance of utilizing qualitative analysis of VF output for understanding strategic retrieval processes and lexico-semantic knowledge in children. Furthermore, it provides valuable data for informing the neuropsychological assessment of executive functions in children and adolescents with typical and atypical development.
A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement.
Arán Filippetti, V., & Krumm, G. (2020). A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child Neuropsychology, 1-31
We conducted two empirical studies to (1) explore the latent structure of cognitive flexibility in children as measured by performancebased tasks, (2) analyze the contribution of working memory (WM) and inhibition to reactive and spontaneous flexibility, and (3) examine the contribution of the different flexibility components to academic skills (i.e., reading comprehension and writing) and creativity. In S1 (n = 112 8- to 12-year-old children), confirmatory factor analysis (CFA) showed best fit for the two-factor solution with reactive flexibility (RF) and spontaneous flexibility (SF) as separate but related components. When considering the joint contribution of WM and inhibition to both cognitive flexibility components, it was found that WM and inhibition contributed to SF, whereas only inhibition contributed to RF. Besides, only SF proved to be a significant predictor of writing and reading comprehension by using a latent-variable structural equation approach (SEM). In S2 (n = 177 8- to 13-year-old children), hierarchical regressions and SEM models showed consistently that the flexibility component in relation to creativity deals with the ability to generate diverse responses driven by internal stimuli (i.e., spontaneous flexibility). Taken together, these results suggest that cognitive flexibility is not a unified construct. Besides, the close relationship between SF and creativity and academic skills raise the question whether considering SF as a higher-level form of cognitive flexibility (different from a lower-level shifting skill) could be an interesting approach for the study of cognitive flexibility in children.
The Childhood Executive Functioning Inventory (CHEXI) parent and teacher form: Factor structure and cognitive correlates in Spanish-speaking children from Argentina.
Gutierrez, M., Arán Filippetti, V., & Lemos V. (2021). The Childhood Executive Functioning Inventory (CHEXI) parent and teacher form: Factor structure and cognitive correlates in Spanish-speaking children from Argentina. Developmental Neuropsychology.
The aims of the present study were: (1) to explore the CHEXI factor structure parent (n = 183) and teacher (n = 206) forms in Spanish-speaking children aged 6 to 11 years, (2) to analyze the relationship between parent- and teacher-rated data and performance-based measures of EF (including working memory, inhibition, and cognitive flexibility tasks) and academic achievement and (3) to examine the association between parents and teachers reports. Confirmatory Factor analysis (CFA) showed that the two-factor model including (1) Working memory and (2) Inhibition best fit the data. McDonald’s Omega coefficient was adequate for both the total parents (ω = .98). and teachers’ (ω = .98) scales. In addition, low and selective associations were found between performance and rater-based assessments. However, stronger associations were observed between CHEXI and academic performance with differences according to the informant (parents vs. teachers). Finally, low correlations were found between parents and teachers reports. Taken together, our results suggest that the CHEXI is a reliable measure to assess EF in Argentinean Spanish-speaking children, supporting existing evidence that proposes that ratings and performance-based measures would assess different underlying mental constructs. Clinical and educational implications for considering both perspectives during neuropsychological assessment, further including parent- and teacher-rated reports are discussed.
Adult Executive Functioning Inventory (ADEXI): Factor structure, convergent validity and reliability of a Spanish adaptation.
López, M. B., Arán Filippetti, V. & Richaud, M. C. (2021). Adult Executive Functioning Inventory (ADEXI): Factor structure, convergent validity and reliability of a Spanish adaptation. Applied Neuropsychology: Adult.
Although there are several ratings to assess Executive Functions (EF) in adults, most of these are lengthy and comprise items which describe extreme or pathologic behaviors (e.g., ADHD symptoms), proving inadequate for the assessment of EF in general population. The Adult Executive Functioning Inventory (ADEXI) seeks to assess EF taking these limitations into account. The aims of the present study were to analyze the factor structure, the convergent and divergent validity, and the reliability of a Spanish adaptation of the ADEXI in a non-clinical population. The Spanish adaptation of the ADEXI, the Interpersonal Reactivity Index (IRI), the Cognitive Flexibility Scale (CFS), and an adaptation of the Aggression Scale (AS) were administered to 369 healthy adults between 18 and 60-years-old. To analyze the factor structure of the ADEXI, Confirmatory Factor Analysis (CFA) was used. In addition, the relationship between the inventory and the IRI, the CFS and the AS was analyzed. Finally, Cronbach’s α index was calculated. CFA showed that the two-factor model including (1) Working memory and (2) Inhibition best fit the data. Significant correlations were found between the ADEXI scores and the CFS, the IRI and the AS, providing additional evidence of construct validity. The internal consistency of the ADEXI was high (α = 0.87). Taken together, our results indicate that the Spanish adaptation of the ADEXI shows satisfactory psychometric properties and would be a valid and reliable measure to assess EF in non-clinical populations both for clinical and research purposes.
Executive functioning in pediatric acute lymphoblastic leukemia: CHEXI parent-report vs performance-based assessment.
Gutierrez, M., Arán Filippetti, V. & Lemos, V. (2021). Executive functioning in pediatric acute lymphoblastic leukemia: CHEXI parent-report vs performance-based assessment. Current Psychology, 1-11.
Several studies have emphasized the need for comprehensive neuropsychological assessment in pediatric cancer. To date, no study has analyzed Executive functions (EF) in children with Acute Lymphoblastic Leukemia (ALL) undergo treatment by means of both the Childhood Executive Functioning Inventory (CHEXI), parent form and performance-based measures. The aims of the present study were: (1) to explore the sensitivity of ratings vs. cognitive measures of EF to identify executive functions deficits in children with ALL and (2) to analyze the relationship between the parent-rated data and performance-based measures of EF in children with ALL. We assessed EF in typically developing (TD) children (n = 70) and children with ALL (n = 20) aged 6 to 12 years by means of performance-based measures of EFs (including working memory, cognitive flexibility, and inhibition) and the CHEXI parent form, also including IQ, depression, and anxiety measures. When controlling for age, IQ, depression and anxiety, children with ALL exhibited greater difficulties than their TD peers on working memory, cognitive flexibility (spontaneous and reactive) and inhibitory control tasks. Equally, at a behavioral level, differences between groups were observed regarding the CHEXI’s inhibition and WM subscales. However, the CHEXI parent related poorly to EF performance-based measures, supporting earlier research that suggests that ratings and laboratory measures would assess distinct underlying mental constructs. Overall, our results stress the importance of considering both measures when assessing EF in children with ALL as they would offer distinctive but relevant information. The clinical implications of findings are discussed.
Transferencia de un entrenamiento de memoria de trabajo a las habilidades académicas y estrategias de resolución de problemas al inicio de la escolaridad.
López, M., & Arán Filippetti, V. (2021). Transferencia de un entrenamiento de memoria de trabajo a las habilidades académicas y estrategias de resolución de problemas al inicio de la escolaridad. 15. 97-107. 10.7714/CNPS/15.3.208.
El objetivo del presente estudio fue analizar la efectividad de un programa de entrenamiento para incrementar la capacidad de la memoria de trabajo (MT) en niños que presentan un perfil descendido de desempeño, y examinar la transferencia del entrenamiento al desempeño en lengua y matemáticas y estrategias de resolución empleadas. Se realizó un estudio cuasi experimental, en niños de 1° grado (n =20). El entrenamiento de la MT se realizó con el programa Cogmed RM (edad escolar 6-17 años). Para evaluar la MT (antes, después) se administraron las siguientes pruebas: dígitos, cubos y letras y números de la escala de memoria WISC IV, Trail Making test, Test de Stroop y Paradigma n-back. Para evaluar el desempeño escolar en lengua y matemáticas se administraron el test LEE y el Pro-cálculo. Al finalizar el tratamiento, observamos que los niños incrementaron su capacidad de MT en todos sus componentes (de 80% al 220%). Además, observamos un beneficio en los aprendizajes elementales en el grupo experimental, obteniendo mayores desempeños en las pruebas de matemática, lectura y comprensión. Ejercitar sistemáticamente la MT en niños con un perfil descendido de desempeño se traduce en una mejora de su rendimiento, transfiriéndose en particular al rendimiento de tareas matemáticas y en menor medida en lengua. Estos datos pueden favorecer el diseño de programas y estrategias de intervención temprana destinadas a prevenir posibles dificultades de aprendizaje al inicio de la escolaridad formal.
Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children
Mateo, D., Krumm, G., Arán Filippetti, V., & Gutierrez, M. (2022). Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children. NeuroSci, 3, 347-365. (Suiza).
The present research aims at examining the power spectrum and exploring functional brain connectivity/disconnectivity during concentration performance, as measured by the d2 test of attention and creativity as measured by the CREA test in typically developing children. To this end, we examined brain connectivity by using phase synchrony (i.e., phase locking index (PLI) over the EEG signals acquired by the Emotiv EPOC neuroheadset in 15 children aged 9- to 12-years. Besides, as a complement, a power spectrum analysis of the acquired signals was performed. Our results indicated that, during d2 Test performance there was an increase in global gamma phase synchronization and there was a global alpha and theta band desynchronization. Conversely, during CREA task, power spectrum analysis showed a significant increase in the delta, beta, theta, and gamma bands. Connectivity analysis revealed marked synchronization in theta, alpha, and gamma. These findings are consistent with other neuroscience research indicating that multiple brain mechanisms are indeed involved in creativity. In addition, these results have important implications for the assessment of attention functions and creativity in clinical and research settings, as well as for neurofeedback interventions in children with typical and atypical development.
Parental Skills and Academic Competences in School Children: The Mediator Role of Executive Functions.
Azar, Elisa & Vargas Rubilar, Jael & Filippetti, Vanessa. (2022). Parental Skills and Academic Competences in School Children: The Mediator Role of Executive Functions. Revista Colombiana de Psicología. 32. 11-27. 10.15446/rcp.v32n1.94808.
The role of parenting in the development of children’s learning constitutes, at present, part of the discussion in the psychoeducational field. Although parental competences (PC) and executive functions (EF) have been investigated by psychology and neuropsychology, their relationship with academic competences remains to be fully studied. The aim of this investigation was to analyze the effect of pc perceived by parents on behavioral EF and performance-based measures of reading and mathematical competences in children. We worked with 131 school children of both sexes, between 9 and 11 years old, and their respective parents. Multivariate Analysis of Variance (MANOVA) and structural equation model (SEM) were used. The results indicate that parental skills from the parents’ perspective have a significant effect on EF, reading, and mathematical skills. However, the best fit model indicates that EFs mediate the relationship between parenting skills and reading and math skills.
Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function.
Muñoz, Mónica & Filippetti, Vanessa. (2022). Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function. The Journal of genetic psychology. 1-17. 10.1080/00221325.2022.2156266.
The aim of the present study was to analyze the association of executive function (EF) based on performance-based measures and behavioral ratings (Behavior Rating Inventory of Executive Function-2 [BRIEF-2]) with coping and social skills in children. To this end, we first examined the structure of EF based on performance-based measures in a Chilean sample of 275 girls and boys aged 8-12 years. Confirmatory factor analysis showed the best fit for the three-factor solution, with (1) working memory, (2) cognitive flexibility, and (3) inhibition as separate but related components. Selective associations were found between EF and coping and social skills, with differences according to the assessment method for EF. Specifically, only inhibitory control was related to the constructs when EF was assessed based on the performance-based measures. Meanwhile, EF assessed based on the behavioral ratings, including all dimensions of the BRIEF-2, were selectively associated with coping and social skills, mainly when the evaluation was performed by the teachers. Finally, structural equation models (SEM) showed that inhibitory control had direct effects on coping and social skills. However, when EF was assessed based on ratings, differences were observed between the teachers’ and parents’ reports. These results reveal the varying effects of EF on coping and social skills depending not only on the modality of assessment but also on the informant, emphasizing the relevance of comprehensive EF evaluation; they also provide relevant information regarding the relationship between EF and coping and social skills in children.
Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function.
Muñoz, Mónica & Filippetti, Vanessa. (2022). Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function. The Journal of genetic psychology. 1-17. 10.1080/00221325.2022.2156266.
The aim of the present study was to analyze the association of executive function (EF) based on performance-based measures and behavioral ratings (Behavior Rating Inventory of Executive Function-2 [BRIEF-2]) with coping and social skills in children. To this end, we first examined the structure of EF based on performance-based measures in a Chilean sample of 275 girls and boys aged 8-12 years. Confirmatory factor analysis showed the best fit for the three-factor solution, with (1) working memory, (2) cognitive flexibility, and (3) inhibition as separate but related components. Selective associations were found between EF and coping and social skills, with differences according to the assessment method for EF. Specifically, only inhibitory control was related to the constructs when EF was assessed based on the performance-based measures. Meanwhile, EF assessed based on the behavioral ratings, including all dimensions of the BRIEF-2, were selectively associated with coping and social skills, mainly when the evaluation was performed by the teachers. Finally, structural equation models (SEM) showed that inhibitory control had direct effects on coping and social skills. However, when EF was assessed based on ratings, differences were observed between the teachers’ and parents’ reports. These results reveal the varying effects of EF on coping and social skills depending not only on the modality of assessment but also on the informant, emphasizing the relevance of comprehensive EF evaluation; they also provide relevant information regarding the relationship between EF and coping and social skills in children.
Executive functions and attention in school-age children according to the behavioral profile rated by their teachers.
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.
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.
Funciones Ejecutivas y sus correlatos con Inteligencia Cristalizada y Fluida: Un estudio en Niños y Adolescentes
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.
El presente estudio examina la relación entre las habilidades intelectuales (i.e., Gc = inteligencia cristalizada y Gf = inteligencia fluida) y las funciones ejecutivas (FE) (i.e., memoria de trabajo, inhibición, flexibilidad cognitiva, planificación y fluidez verbal y no verbal) en una muestra de 214 niños y adolescentes divididos en dos grupos según la edad: (a) 7 a 10 años y (b) 11 a 15 años. Asimismo, se analizan las diferencias de rendimiento en tareas ejecutivas según el nivel de Inteligencia General (IG) (i.e., MB: medio bajo, M: medio y MA: medio alto). En la muestra de niños, los resultados revelaron bajas correlaciones en el rango de .22 a .39, entre las habilidades intelectuales y algunas FE. En cambio, en la muestra de adolescentes, se hallaron bajas y moderadas correlaciones entre las habilidades intelectuales con todas las FE analizadas. Además, los resultados del MANOVA revelaron diferencias significativas según el nivel de IG de los adolescentes, en la mayoría de las FE analizadas. Los resultados apoyan la hipótesis que sostiene que tanto Gf como Gc se asocian a los diferentes componentes del constructo de FE, aunque selectivamente y con diferencias según la etapa del desarrollo evolutivo.
Funciones Ejecutivas y Práctica de Ajedrez: Un Estudio en Niños Escolarizados .
Ramos, L., Arán Filippetti, V., & Krumm, G. (2018). Funciones ejecutivas y práctica de ajedrez: un estudio en niños escolarizados. Psicogente, 21(39), 25-34.
Diversas investigaciones han demostrado los beneficios del ajedrez para el desarrollo cognitivo. Sin embargo, son escasos los estudios que han analizado el efecto del ajedrez en las Funciones Ejecutivas (FE) con base en un modelo que evalúe cada uno de los componentes del constructo, el fin del presente estudio fue analizar las diferencias de rendimiento cognitivo en tareas que valoran las FE de memoria de trabajo, inhibición, flexibilidad cognitiva y planificación entre niños practicantes de ajedrez y no practicantes. Método: A través de un estudio de tipo ex postfacto de corte transversal, con una muestra seleccionada a través de un muestreo no probabilístico intencional, empleando el Análisis Multivariado de Varianza (MANOVA) para analizar las diferencias de rendimiento cognitivo según la práctica de ajedrez. Se evaluaron 65 niños escolarizados de 8 a 12 años, de ambos sexos divididos en dos grupos de acuerdo a la práctica de ajedrez: (1) 30 niños practicantes activos y (2) 35 niños sin ninguna experiencia con el ajedrez. Resultados: El MANOVA reveló diferencias significativas según la práctica de ajedrez, en todas las FE analizadas a favor de los niños practicantes. Estos datos sugieren que el ajedrez podría emplearse como una estrategia efectiva para favorecer el desarrollo de los procesos ejecutivos en la niñez. Se discuten los resultados en función de sus implicancias clínicas y educativas. Conclusión: Para la realización de futuras investigaciones sería relevante estudiar el efecto de la práctica de ajedrez en las FE en poblaciones adolescentes y adultas, para comprobar si la experticia y la edad podrían explicar, en parte, las variaciones individuales de funcionamiento ejecutivo según la práctica de ajedrez.