Cognitive stimulation in children at social risk: its transference to school performance

The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk, and its resulting effect on school performance. The quasi-experimental, pretest-posttest design included a control group. The sample was made...

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Autores principales:	Celina Graciela Korzeniowski, Mirta Susana Ison, Hilda Difabio
Formato:	article
Lenguaje:	EN ES
Publicado:	Universidad de San Buenaventura 2017
Materias:	cognitive intervention executive functions school performance children poverty. Psychology BF1-990
Acceso en línea:	https://doaj.org/article/3c6f24de32cc41248f2f04c9d5f44a0d
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spelling	oai:doaj.org-article:3c6f24de32cc41248f2f04c9d5f44a0d2021-11-17T02:21:45ZCognitive stimulation in children at social risk: its transference to school performance2011-20842011-7922https://doaj.org/article/3c6f24de32cc41248f2f04c9d5f44a0d2017-08-01T00:00:00Zhttps://revistas.usb.edu.co/index.php/IJPR/article/view/2760https://doaj.org/toc/2011-2084https://doaj.org/toc/2011-7922 The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk, and its resulting effect on school performance. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by means of a battery of neuropsychological EF tests, learning achievement tests, and a teacher-rated behavioral EF scale. The intervention program included 30 group cognitive stimulation sessions that increased in difficulty and was embedded into school curricula. Trained children performed better in terms of cognitive flexibility, planning, metacognition, inhibitory control, word identification and dictation, as compared to their baseline values and children in the control group. This study provides new evidence of the effectiveness of cognitive interventions in children and its possibility to transfer cognitive gains to school performance contexts. Key words: cognitive intervention, executive functions, school performance, children, poverty. Celina Graciela KorzeniowskiMirta Susana IsonHilda DifabioUniversidad de San Buenaventuraarticlecognitive interventionexecutive functionsschool performancechildrenpoverty.PsychologyBF1-990ENESInternational Journal of Psychological Research, Vol 10, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	cognitive intervention executive functions school performance children poverty. Psychology BF1-990
spellingShingle	cognitive intervention executive functions school performance children poverty. Psychology BF1-990 Celina Graciela Korzeniowski Mirta Susana Ison Hilda Difabio Cognitive stimulation in children at social risk: its transference to school performance
description	The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk, and its resulting effect on school performance. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by means of a battery of neuropsychological EF tests, learning achievement tests, and a teacher-rated behavioral EF scale. The intervention program included 30 group cognitive stimulation sessions that increased in difficulty and was embedded into school curricula. Trained children performed better in terms of cognitive flexibility, planning, metacognition, inhibitory control, word identification and dictation, as compared to their baseline values and children in the control group. This study provides new evidence of the effectiveness of cognitive interventions in children and its possibility to transfer cognitive gains to school performance contexts. Key words: cognitive intervention, executive functions, school performance, children, poverty.
format	article
author	Celina Graciela Korzeniowski Mirta Susana Ison Hilda Difabio
author_facet	Celina Graciela Korzeniowski Mirta Susana Ison Hilda Difabio
author_sort	Celina Graciela Korzeniowski
title	Cognitive stimulation in children at social risk: its transference to school performance
title_short	Cognitive stimulation in children at social risk: its transference to school performance
title_full	Cognitive stimulation in children at social risk: its transference to school performance
title_fullStr	Cognitive stimulation in children at social risk: its transference to school performance
title_full_unstemmed	Cognitive stimulation in children at social risk: its transference to school performance
title_sort	cognitive stimulation in children at social risk: its transference to school performance
publisher	Universidad de San Buenaventura
publishDate	2017
url	https://doaj.org/article/3c6f24de32cc41248f2f04c9d5f44a0d
work_keys_str_mv	AT celinagracielakorzeniowski cognitivestimulationinchildrenatsocialriskitstransferencetoschoolperformance AT mirtasusanaison cognitivestimulationinchildrenatsocialriskitstransferencetoschoolperformance AT hildadifabio cognitivestimulationinchildrenatsocialriskitstransferencetoschoolperformance
_version_	1718425982532059136

Cognitive stimulation in children at social risk: its transference to school performance

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