Contexto socioeconómico y desempeño ejecutivo de alumnos de séptimo grado

Detalles Bibliográficos
Publicado en:	Congreso Internacional de Investigación (5 : 2015 : La Plata) - [Actas] - . La Plata : Universidad Nacional de La Plata. Facultad de Psicología, 2015
Autor Principal:	Mazzoni, Cecilia Clara
Formato:	Documento de evento
Temas:	Contexto socioeconómico Control inhibitorio Planificación Escolaridad primaria Socioeconomic context Inhibitory control Planning Primary school
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.12278/ev.12278.pdf https://libros.unlp.edu.ar/index.php/unlp/catalog/book/522
Resumen:	Las funciones ejecutivas (FE) constituyen un conjunto de procesos cognitivos de orden superior, dependientes en gran medida de la corteza prefrontal, orientados al control del pensamiento, el comportamiento y la afectividad conforme al logro de una meta. Las mismas resultan esenciales para el desempeño académico y para la adaptación general del individuo a su ambiente. El objetivo general de este estudio es comparar el desempeño en estas funciones, de niños de séptimo grado pertenecientes a distintos contextos socioeconómicos (CSE). Numerosos estudios han destacado el impacto negativo que las múltiples privaciones asociadas a la pobreza ocasionarían sobre el desarrollo de las FE, centrándose fundamentalmente en la etapa preescolar o en los primeros años de la escolaridad primaria. Por otra parte, los métodos usualmente empleados en América Latina para abordar el CSE se orientan a la medición de la pobreza, y tanto el método de necesidades básicas como el de ingresos económicos, han recibido diversas críticas y resultan insuficientes especialmente en estudios sobre desarrollo cognitivo. Esto es asídada la importancia que tienen en el mismo las dimensiones vinculadas al nivel educativo de los padres y su ocupación, no consideradas por ninguno de estos métodos. Es por ello que en este trabajo nos proponemos dos objetivos específicos: (1) explorar y describir los patrones de asociación existentes entre distintas dimensiones del CSE y, en función de esto, caracterizar y clasificar a los alumnos de séptimo grado participantes de esta investigación; (2) comparar el desempeño ejecutivo de esos niños en las funciones de control inhibitorio y planificación, de acuerdo al CSE. (Resumen parcial) Executive functions (EF) are higher-order cognitive processes, largely dependent on the prefrontal cortex. Several studies have highlighted the negative impact of poverty on EF, focusing primarily on preschool or early elementary school. The aims of this paper are: (1) to explore and describe the associations between different dimensions of SEC and to characterize and classify the seventh-graders that participated in this study; (2) to compare their executive performance on inhibitory control and planning, according to SEC. 96 seventh-graders from three public primary schools in Rosario and their parents participated in this study. We administer the Economic Social Level Scale and computerized versions of Stroop Test and Tower of Hanoi. Participants result classified into three clusters. Cluster 1: children from the most disadvantaged SEC of the sample; Cluster 3: students from the most advantaged SEC; Cluster 2: children with intermediate socioeconomic characteristics relative to each other two clusters. Cluster 1 had the lowest performance profile, differing on speed processing in the two tests of Cluster 3 and Cluster 2, which had a similar performance. We discuss the advantages of the method used here for addressing SEC and the value of deepen the specific differences in executive performance profiles.

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Contexto socioeconómico y desempeño ejecutivo de alumnos de séptimo grado

https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.12278/ev.12278.pdf

https://libros.unlp.edu.ar/index.php/unlp/catalog/book/522

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