Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats

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The present study examines the effects of two cognitive training modalities (implemented in the year 2005) on cognitive performance in a set of tasks demanding attention, working memory, flexibility and planning processes. Four-year-old children were trained during four months, and two modalities of...

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Autores principales: Segretin, María Soledad, Hermida, María Julia, Prats, Lucía María, Fracchia, Carolina Soledad, Colombo, Jorge Augusto, Lipina, Sebastián Javier
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba 2016
Materias:
cognitive development
intervention
training modality
preschool children
poverty
desarrollo cognitivo
intervención
nivel socioeconómico
educación
Acceso en línea:https://revistas.unc.edu.ar/index.php/racc/article/view/11572
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
id I10-R10-article-11572
record_format ojs
spelling I10-R10-article-115722019-06-04T15:29:45Z Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats Estimulación de procesos cognitivos en niños de 4 años: comparaciones entre formatos individual y grupal de intervención Segretin, María Soledad Hermida, María Julia Prats, Lucía María Fracchia, Carolina Soledad Colombo, Jorge Augusto Lipina, Sebastián Javier cognitive development intervention training modality preschool children poverty desarrollo cognitivo intervención nivel socioeconómico educación The present study examines the effects of two cognitive training modalities (implemented in the year 2005) on cognitive performance in a set of tasks demanding attention, working memory, flexibility and planning processes. Four-year-old children were trained during four months, and two modalities of cognitive training were implemented: Individual-modality (n = 49) -designed based on a previous intervention program; Group-modality (n = 143) -designed to reduce adults/children ratio and to reduce the gap between laboratory training experiences and school contexts. Results suggest that: (a) both modalities of training promoted gains in the cognitive tasks performance; (b) there were differences according to the cognitive process: for attention, children in the group-modality had lower increments, while for memory and planning children in the same group had higher increments after training. 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. Universidad Nacional de Córdoba 2016-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/racc/article/view/11572 Argentinean Journal of Behavioral Sciences; Vol. 8 No. 3 (2016): Revista Argentina de Ciencias del Comportamiento; 48-60 Revista Argentina de Ciencias del Comportamiento; Vol. 8 Núm. 3 (2016): Revista Argentina de Ciencias del Comportamiento; 48-60 1852-4206 10.32348/1852.4206.v8.n3 spa https://revistas.unc.edu.ar/index.php/racc/article/view/11572/segretin_2016 Derechos de autor 2016 María Soledad Segretin, María Julia Hermida, Lucía María Prats, Carolina Soledad Fracchia, Jorge Augusto Colombo, Sebastián Javier Lipina
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic cognitive development
intervention
training modality
preschool children
poverty
desarrollo cognitivo
intervención
nivel socioeconómico
educación
spellingShingle cognitive development
intervention
training modality
preschool children
poverty
desarrollo cognitivo
intervención
nivel socioeconómico
educación
Segretin, María Soledad
Hermida, María Julia
Prats, Lucía María
Fracchia, Carolina Soledad
Colombo, Jorge Augusto
Lipina, Sebastián Javier
Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
topic_facet cognitive development
intervention
training modality
preschool children
poverty
desarrollo cognitivo
intervención
nivel socioeconómico
educación
author Segretin, María Soledad
Hermida, María Julia
Prats, Lucía María
Fracchia, Carolina Soledad
Colombo, Jorge Augusto
Lipina, Sebastián Javier
author_facet Segretin, María Soledad
Hermida, María Julia
Prats, Lucía María
Fracchia, Carolina Soledad
Colombo, Jorge Augusto
Lipina, Sebastián Javier
author_sort Segretin, María Soledad
title Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
title_short Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
title_full Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
title_fullStr Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
title_full_unstemmed Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
title_sort comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
description The present study examines the effects of two cognitive training modalities (implemented in the year 2005) on cognitive performance in a set of tasks demanding attention, working memory, flexibility and planning processes. Four-year-old children were trained during four months, and two modalities of cognitive training were implemented: Individual-modality (n = 49) -designed based on a previous intervention program; Group-modality (n = 143) -designed to reduce adults/children ratio and to reduce the gap between laboratory training experiences and school contexts. Results suggest that: (a) both modalities of training promoted gains in the cognitive tasks performance; (b) there were differences according to the cognitive process: for attention, children in the group-modality had lower increments, while for memory and planning children in the same group had higher increments after training.
publisher Universidad Nacional de Córdoba
publishDate 2016
url https://revistas.unc.edu.ar/index.php/racc/article/view/11572
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first_indexed 2022-08-20T00:49:33Z
last_indexed 2022-08-20T00:49:33Z
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