Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats
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...
| Main Authors: | , , , , , |
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| Format: | Online |
| Language: | spa |
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Universidad Nacional de Córdoba
2016
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| Subjects: | |
| Online Access: | https://revistas.unc.edu.ar/index.php/racc/article/view/11572 |
| _version_ | 1811171407705407488 |
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| 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 |
| collection | Portal de Revistas |
| 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. |
| format | Online |
| id | oai:ojs.revistas.unc.edu.ar:article-11572 |
| institution | Universidad Nacional de Cordoba |
| language | spa |
| publishDate | 2016 |
| publisher | Universidad Nacional de Córdoba |
| record_format | ojs |
| spelling | oai:ojs.revistas.unc.edu.ar:article-115722019-06-04T18:29:45Z 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 10.32348/1852.4206.v8.n3.11572 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 |
| 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 |
| title | Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats |
| title_alt | Estimulación de procesos cognitivos en niños de 4 años: comparaciones entre formatos individual y grupal de intervención |
| 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_short | 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 |
| topic | cognitive development intervention training modality preschool children poverty desarrollo cognitivo intervención nivel socioeconómico educación |
| topic_facet | cognitive development intervention training modality preschool children poverty desarrollo cognitivo intervención nivel socioeconómico educación |
| url | https://revistas.unc.edu.ar/index.php/racc/article/view/11572 |
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