La construcción de abordajes integradores en el estudio del desarrollo de las funciones ejecutivas

Barra lateral de artigos

PDF (Espanhol)
Publicado: Mar 26, 2015
DOI: https://doi.org/10.32348/1852.4206.v7.n1.10708

Conteúdo do artigo principal

Sebastián Javier Lipina
Centro de Educación Médica e Investigaciones Clínicas “Norberto Quirno”. Unidad de Neurobiología Aplicada
María Soledad Segretín
Centro de Educación Médica e Investigaciones Clínicas “Norberto Quirno”. Unidad de Neurobiología Aplicada

Resumo

Funciones ejecutivas es un constructo psicológico de naturaleza multidimensional, basado en diferentes modelos que intentan dar cuenta de los procesos básicos que las componen. Una idea común a todas las perspectivas conceptuales que abordan el estudio de este constructo, es la noción de que las funciones ejecutivas refieren a procesamientos psicológicos utilizados deliberadamente para guiar la conducta a un objetivo, particularmente en situaciones novedosas... (Nota de Ed. Técnico: sigue, se presenta sólo extracto de primer párrafo, al no tener abstract).

Detalhes do artigo

Como Citar
La construcción de abordajes integradores en el estudio del desarrollo de las funciones ejecutivas. (2015). Revista Argentina De Ciencias Del Comportamiento, 7(1). https://doi.org/10.32348/1852.4206.v7.n1.10708
Edição
v. 7 n. 1 (2015): Número Especial: "Desarrollo de funciones ejecutivas - Development of executive functions"
Seção
Editoriales

Commons Attribution License, CCAL). Com esta licença, os autores conservam o direito de propriedade sobre artigos mas permitem que qualquer pessoa façam download e distribuam os artigos publicados na RACC sem necessidade da permissão do autor ou editor. Uma última condição é que sempre, e em todos os casos, o autor e a fonte original de publicação (p.e., RACC) sejam citados. Esta licença foi desenvolvido para facilitar o acesso aberto, gratuito e livre a trabalhos originais do arte e ciência.

Biografia do Autor

Sebastián Javier Lipina, Centro de Educación Médica e Investigaciones Clínicas “Norberto Quirno”. Unidad de Neurobiología Aplicada

Consejo Nacional de Investigaciones Científicas y Técnicas

Como Citar

La construcción de abordajes integradores en el estudio del desarrollo de las funciones ejecutivas. (2015). Revista Argentina De Ciencias Del Comportamiento, 7(1). https://doi.org/10.32348/1852.4206.v7.n1.10708

Referências

Allan, N.P., Hume, L.E., Allan, D.M., Farrington, A.L., & Lonigan, C.J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A Meta-Analysis. Developmental Psychology, 50, 2368-2379.

Ardila, A. (2013). Development of metacognitive and emotional executive functions in children. Applied Neuropsychology: Child, 2, 82-87.

Banich, M.T. (2009). Executive function. The search for an integrated account. Current Directions in Psychological Science, 18, 89-94.

Bernier, A., Beauchamp, M.H., Bouvette-Turcot, A.A., Carlson, S.M., & Carrier, J. (2013). Sleep and cognition in preschool years: Specific links to executive functioning. Child Development, 84, 1542-1553.

Best, J.R., & Miller, P.H. (2010). A developmental perspective on executive function. Child Development, 81, 1641-1660.

Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8, 36-41.

Bunett, A.C., Scratch, S.E, & Anderson, P.J. (2013). Executive function outcome in preterm adolescents. Early Human Development, 89, 215-220.

Buss, A.T., & Spencer, J.P. (2014). The emergent executive: A dynamic field theory of the development of executive function. Monographs of the Society of Research in Child Development, 79, 1-103.

Deater-Deckard, K. (2014). Family matters: Intergenerational and interpersonal processes of executive function and attentive behavior. Current Directions in Psychological Science, 23, 230-236.

Devine, R.T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85, 1777-1794.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959-964.

Garon, N., Bryson, S.E., & Smith, I.M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31-60.

Ghassabian, A., Henrichs, J., & Tiemeier, H. (2014). Impact of mild thyroid hormone deficiency in pregnancy on cognitive function in children: Lessons from the Generation R Study. Best Practices in Research of Clinical Endocrinology and Metabolism, 28, 221-232.

Goldin, A.P., Hermida, M.J., Shalom, D.E., Elias Costa, M., Lopez-Rosenfeld, M., Segretin, M.S., et al. (2014). Far transfer to language and math of a short software-based gaming intervention. Proceedings of the National Academy of Sciences USA, 111, 6443-6448.

Hackman, D.A., & Farah, M.J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13, 65-73.

Hughes, C. (2011). Changes and challenges in 20 years of research into the development of executive functions. Infant and Child

Development, 20, 251-271.

Hsu, N.S., & Jaeggi, S.M. (2013). The emergence of cognitive control abilities in childhood. Current Topics in Behavioral Neuroscience, 16, 149-166.

Jain, G., Mahendra, V., Singhal, S., Dzara, K., Pilla, T.R., Manworren, R., et al. (2014). Long-term neuropsychological effects of opioid use in children: A descriptive literature review. Pain Physician, 17, 109-118.

Jiao, J., Li, Q., Chu, J., Zeng, W., Yang, M., & Zhu, S. (2014). Effect of n-3 PUFA supplementation on cognitive function throughout the life span from infancy to old age: A systematic review and meta-analysis of randomized controlled trials. American Journal of Clinical Nutrition, 100, 1422-1436.

Karbach, J., & Unger, K. (2014). Executive control training from middle childhood to adolescence. Frontiers in Psychology, 5, doi: 10.3389/fpsyg.2014.00390.

Khan, N.A., & Hillman, C.H. (2014). The relation of childhood physical activity and aerobic fitness to brain function and cognition: A review. Pediatric Exercise Science, 26, 138-146.

Koziol, L.F., & Lutz, J.T. (2013). From movement to thought: The development of executive function. Applied Neuropsychology: Child, 2, 104-115.

Kuhnle, C., Hofer, M., & Kilian, B. (2012). Self-control as predictor of school grades, life balance, and flow in adolescents. British Journal of Educational Psychology, 82, 533-548.

Landry, S.H., Zucker, T.A., Taylor, H.B., Swank, P.R., Williams, J.M., Crawford, A., et al. (2014). Enhancing early childcare quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50, 526-541.

LeCuyer, E.A., & Zhang, Y. (2015). An integrative review of ethnic and cultural variation in socialization and children´s self-regulation. Journal of Advanced Nursery, 71, 735-750.

Lee, K., Bull, R., Ho, R.M.H. (2013). Developmental changes in executive functioning. Child Development,

Lipina, S.J., & Colombo, J.A. (2009). Poverty and brain development during childhood. An approach from cognitive psychology and neuroscience. Washington DC: American Psychological Association.

Lipina, S.J., & Segretin, M.S. (2015). Strengths and weakness of neuroscientific investigations of childhood poverty: Future directions. Frontiers in Human Neuroscience, 2, doi: 10.3389/fnhum.2015.00053.

Lipina, S.J., Segretin, S., Hermida, J., Prats, L., Fracchia, C., López-Camelo, J.S., et al. (2013). Linking childhood poverty and cognition: Environmental mediators of non-verbal executive control in an Argentine sample. Developmental Science, 16, 697-707.

Miller, A.L., Lee, H.J., & Lumeng, J.C. (2015). Obesity-associated biomarkers and executive function in children. Pediatric Research, 77, 143-147.

Moriguchi, Y. (2014). The early development of executive function and its relation to social interaction: A brief review. Frontiers in Psychology, 4, doi:10.3389/fpsyg.2014.00388.

Otero, T.M., Barker, L.A., & Naglieri, J.A. (2014). Executive function treatment and intervention in schools. Applied Neuropsychology: Child, 3, 205-214.

Raver, C.C., McCoy, D.C., Lowenstein, A.E., & Pess, R. (2013). Predicting individual differences in low-income´s executive control from early to middle childhood. Developmental Science, 16, 394-408.

Segretin, M.S., Lipina, S.J., Hermida, M.J., Sheffield, T.D., Nelson, J.M., Espy, K.A., et al. (2014). Predictors of cognitive enhancement after training in preschoolers from diverse socioeconomic backgrounds. Frontiers in Psychology, 3, doi: 10.3389/fpsyg.2014.00205.

Sheese, B., & Lipina, S.J. (2011). Funciones ejecutivas: Consideraciones sobre su evaluación y el diseño de intervenciones orientadas a optimizarlas. Capítulo 12 en La pizarra de Babel. Puentes entre neurociencia, psicología y educación (Eds. S.J. Lipina, M. Sigman). Buenos Aires: Libros del Zorzal.

Sirois, S., Spratling, M., Thomas, M.S., Westermann, G., Mareschal, D., & Johnson, M.H. (2008). Précis of neuroconstructivism: How the brain constructs cognition. Behavioural and Brain Sciences, 31, 321-331.

Tang, Y.Y., Yang, L., Leve, L.D., & Harold, G.T. (2012). Improving executive function and its neurobiological mechanisms through a mindfulness-based intervention: Advances within the field of developmental neuroscience. Child Development Perspectives, 6, 361-366.

Treitz, F., Heyder, K., & Daum, I. (2007). Differential course of executive control changes during normal aging. Aging, Neuropsychology, and Cognition, 14, 370-393.

Turnbull, K., Reid, G.J., Morton, J.B. (2013). Behavioral sleep problems and their potential impact on developing executive function in children. Sleep, 36, 1077-1084.

Wass, S.V. (2015). Applying cognitive training to target executive functions during early development. Child Neuropsychology, 21, 150-166.

Wasserman, T., & Wasserman, L.D. (2013). Toward and integrated model of executive functioning in children. Applied Neuropsychology: Child, 2, 88-96.