Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro

57 Páginas.

Autores:
Ortiz Benítez, Vanessa
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2017
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Universidad de la Sabana
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Repositorio Universidad de la Sabana
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spa
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oai:intellectum.unisabana.edu.co:10818/30790
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https://hdl.handle.net/10818/30790
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repository_id_str
dc.title.es_CO.fl_str_mv Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
title Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
spellingShingle Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
title_short Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
title_full Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
title_fullStr Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
title_full_unstemmed Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
title_sort Evaluación del desempeño de las funciones ejecutivas en niños de 4 a 6 años de los diferentes municipios de la Sabana Centro
dc.creator.fl_str_mv Ortiz Benítez, Vanessa
dc.contributor.advisor.none.fl_str_mv Quiroz Padilla, María Fernanda
dc.contributor.author.none.fl_str_mv Ortiz Benítez, Vanessa
description 57 Páginas.
publishDate 2017
dc.date.accessioned.none.fl_str_mv 2017-06-30T20:03:23Z
dc.date.available.none.fl_str_mv 2017-06-30T20:03:23Z
dc.date.created.none.fl_str_mv 2017
dc.date.issued.none.fl_str_mv 2017-06-30
dc.type.es_CO.fl_str_mv Tesis/Trabajo de grado - Pregrado
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dc.identifier.citation.none.fl_str_mv Adolphs, R. (2001). The neurobiology of social cognition. Curr Opin Neurobiol, 11(2), 231-239.
Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychol, 8(2), 71-82. doi:10.1076/chin.8.2.71.8724
Arango, O., Puerta, I., & Pineda, D. (2008). Estructura factorial de la función ejecutiva desde el dominio conductual. Revista Diversitas, 4(1), 63-77.
Asato, M. R., Terwilliger, R., Woo, J., & Luna, B. (2010). White Matter Development in Adolescence: A DTI Study. Cerebral Cortex September, 20, 2122-2131.
Baddeley, A. (1996). Exploring the Central Executive. The quarterly journal of experimental psuchology, 94(1), 5-28.
Baker, S. C., Rogers, R. D., Owen, A. M., Frith, C. D., Dolan, R. J., Frackowiak, R. S., & Robbins, T. W. (1996). Neural systems engaged by planning: a PET study of the Tower of London task. Neuropsychologia, 34(6), 515-526.
Bar-On, R., Tranel, D., Denburg, N. L., & Bechara, A. (2003). Exploring the neurological substrate of emotional and social intelligence. Brain, 126(8), 1790-1800. doi:10.1093/brain/awg177
Barrasso, C., & Eslinger, P. J. (2016). Neurobiological bases of executive function and socialemotional development: Typical and atypical brain changes. Neurobiological bases of executive function and social-emotional development: Typical and atypical brain changes. Family Relations, 65, 108-119.
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive Functions after Age 5: Changes and Correlates. Dev Rev, 29(3), 180-200. doi:10.1016/j.dr.2009.05.002
Brune, M., & Brune-Cohrs, U. (2006). Theory of mind--evolution, ontogeny, brain mechanisms and psychopathology. Neurosci Biobehav Rev, 30(4), 437-455. doi:10.1016/j.neubiorev.2005.08.001
Bryck, R. L., & Fisher, P. A. (2012). Training the brain: practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science. Am Psychol, 67(2), 87-100. doi:10.1037/a0024657
Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Dev Neuropsychol, 28(2), 595-616. doi:10.1207/s15326942dn2802_3
Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Dev, 72(4), 1032-1053.
Casey, B. J., Giedd, J. N., & Thomas, K. M. (2000). Structural and functional brain development and its relation to cognitive development. Biol Psychol, 54(1-3), 241-257.
Center on the Developing Child at Harvard University. (2011). In Building the Brain¿s ¿Air Traffic Control¿ System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11.
Coalson, D. L, & Raiford, S. E. (2008). WAIS-IV Technical and Interpretative Manual. San Antonio, TX: Pearson.
Csikszentmihalyi, M. (1998). Creatividad: el fluir y la psicología del descubrimiento y la invención. Barcelona: Paidós.
Damasio, A. (1997). El Error de Descartes. Santiago de Chile: Andres Bello.
Damasio, H., Grabowski, T., Frank, R., Galaburda, A. M., & Damasio, A. R. (1994). The return of Phineas Gage: clues about the brain from the skull of a famous patient. Science, 264(5162), 1102-1105.
Devine, R. T., Bignardi, G., & Hughes, C. (2016). Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability. Frontiers in Psychology, 7(1902). doi:10.3389/fpsyg.2016.01902
Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants' performance on AB. Child Dev, 56(4), 868-883.
Diamond, A. (2013). Executive Functions. Annu Rev Psychol, 64, 135-168. doi:doi: 10.1146/annurev-psych-113011-143750
Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Dev Psychol, 38(3), 352-362.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. doi:10.1126/science.1204529
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Dev Cogn Neurosci, 18, 34-48. doi:10.1016/j.dcn.2015.11.005
Dunn, B. D., Dalgleish, T., & Lawrence, A. D. (2006). The somatic marker hypothesis: a critical evaluation. Neurosci Biobehav Rev, 30(2), 239-271. doi:10.1016/j.neubiorev.2005.07.001
Elliott, R., Dolan, R. J., & Frith, C. D. (2000). Dissociable functions in the medial and lateral orbitofrontal cortex: evidence from human neuroimaging studies. Cereb Cortex, 10(3), 308-317.
Eslinger, P. J. (1998). Neurological and neuropsychological bases of empathy. Eur Neurol, 39(4), 193-199.
Eslinger, P. J., & Damasio, A. R. (1985). Severe disturbance of higher cognition after bilateral frontal lobe ablation: patient EVR. Neurology, 35(12), 1731-1741.
Espinet, S. D., Anderson, J. E., & Zelazo, P. D. (2013). Reflection training improves executive function in preschool-age children: behavioral and neural effects. Dev Cogn Neurosci, 4, 3-15. doi:10.1016/j.dcn.2012.11.009
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10818/30790
dc.identifier.local.none.fl_str_mv 265104
TE09120
identifier_str_mv Adolphs, R. (2001). The neurobiology of social cognition. Curr Opin Neurobiol, 11(2), 231-239.
Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychol, 8(2), 71-82. doi:10.1076/chin.8.2.71.8724
Arango, O., Puerta, I., & Pineda, D. (2008). Estructura factorial de la función ejecutiva desde el dominio conductual. Revista Diversitas, 4(1), 63-77.
Asato, M. R., Terwilliger, R., Woo, J., & Luna, B. (2010). White Matter Development in Adolescence: A DTI Study. Cerebral Cortex September, 20, 2122-2131.
Baddeley, A. (1996). Exploring the Central Executive. The quarterly journal of experimental psuchology, 94(1), 5-28.
Baker, S. C., Rogers, R. D., Owen, A. M., Frith, C. D., Dolan, R. J., Frackowiak, R. S., & Robbins, T. W. (1996). Neural systems engaged by planning: a PET study of the Tower of London task. Neuropsychologia, 34(6), 515-526.
Bar-On, R., Tranel, D., Denburg, N. L., & Bechara, A. (2003). Exploring the neurological substrate of emotional and social intelligence. Brain, 126(8), 1790-1800. doi:10.1093/brain/awg177
Barrasso, C., & Eslinger, P. J. (2016). Neurobiological bases of executive function and socialemotional development: Typical and atypical brain changes. Neurobiological bases of executive function and social-emotional development: Typical and atypical brain changes. Family Relations, 65, 108-119.
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive Functions after Age 5: Changes and Correlates. Dev Rev, 29(3), 180-200. doi:10.1016/j.dr.2009.05.002
Brune, M., & Brune-Cohrs, U. (2006). Theory of mind--evolution, ontogeny, brain mechanisms and psychopathology. Neurosci Biobehav Rev, 30(4), 437-455. doi:10.1016/j.neubiorev.2005.08.001
Bryck, R. L., & Fisher, P. A. (2012). Training the brain: practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science. Am Psychol, 67(2), 87-100. doi:10.1037/a0024657
Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Dev Neuropsychol, 28(2), 595-616. doi:10.1207/s15326942dn2802_3
Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Dev, 72(4), 1032-1053.
Casey, B. J., Giedd, J. N., & Thomas, K. M. (2000). Structural and functional brain development and its relation to cognitive development. Biol Psychol, 54(1-3), 241-257.
Center on the Developing Child at Harvard University. (2011). In Building the Brain¿s ¿Air Traffic Control¿ System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11.
Coalson, D. L, & Raiford, S. E. (2008). WAIS-IV Technical and Interpretative Manual. San Antonio, TX: Pearson.
Csikszentmihalyi, M. (1998). Creatividad: el fluir y la psicología del descubrimiento y la invención. Barcelona: Paidós.
Damasio, A. (1997). El Error de Descartes. Santiago de Chile: Andres Bello.
Damasio, H., Grabowski, T., Frank, R., Galaburda, A. M., & Damasio, A. R. (1994). The return of Phineas Gage: clues about the brain from the skull of a famous patient. Science, 264(5162), 1102-1105.
Devine, R. T., Bignardi, G., & Hughes, C. (2016). Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability. Frontiers in Psychology, 7(1902). doi:10.3389/fpsyg.2016.01902
Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants' performance on AB. Child Dev, 56(4), 868-883.
Diamond, A. (2013). Executive Functions. Annu Rev Psychol, 64, 135-168. doi:doi: 10.1146/annurev-psych-113011-143750
Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Dev Psychol, 38(3), 352-362.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. doi:10.1126/science.1204529
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Dev Cogn Neurosci, 18, 34-48. doi:10.1016/j.dcn.2015.11.005
Dunn, B. D., Dalgleish, T., & Lawrence, A. D. (2006). The somatic marker hypothesis: a critical evaluation. Neurosci Biobehav Rev, 30(2), 239-271. doi:10.1016/j.neubiorev.2005.07.001
Elliott, R., Dolan, R. J., & Frith, C. D. (2000). Dissociable functions in the medial and lateral orbitofrontal cortex: evidence from human neuroimaging studies. Cereb Cortex, 10(3), 308-317.
Eslinger, P. J. (1998). Neurological and neuropsychological bases of empathy. Eur Neurol, 39(4), 193-199.
Eslinger, P. J., & Damasio, A. R. (1985). Severe disturbance of higher cognition after bilateral frontal lobe ablation: patient EVR. Neurology, 35(12), 1731-1741.
Espinet, S. D., Anderson, J. E., & Zelazo, P. D. (2013). Reflection training improves executive function in preschool-age children: behavioral and neural effects. Dev Cogn Neurosci, 4, 3-15. doi:10.1016/j.dcn.2012.11.009
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spelling Quiroz Padilla, María FernandaOrtiz Benítez, VanessaPsicólogo2017-06-30T20:03:23Z2017-06-30T20:03:23Z20172017-06-30Adolphs, R. (2001). The neurobiology of social cognition. Curr Opin Neurobiol, 11(2), 231-239.Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychol, 8(2), 71-82. doi:10.1076/chin.8.2.71.8724Arango, O., Puerta, I., & Pineda, D. (2008). Estructura factorial de la función ejecutiva desde el dominio conductual. Revista Diversitas, 4(1), 63-77.Asato, M. R., Terwilliger, R., Woo, J., & Luna, B. (2010). White Matter Development in Adolescence: A DTI Study. Cerebral Cortex September, 20, 2122-2131.Baddeley, A. (1996). Exploring the Central Executive. The quarterly journal of experimental psuchology, 94(1), 5-28.Baker, S. C., Rogers, R. D., Owen, A. M., Frith, C. D., Dolan, R. J., Frackowiak, R. S., & Robbins, T. W. (1996). Neural systems engaged by planning: a PET study of the Tower of London task. Neuropsychologia, 34(6), 515-526.Bar-On, R., Tranel, D., Denburg, N. L., & Bechara, A. (2003). Exploring the neurological substrate of emotional and social intelligence. Brain, 126(8), 1790-1800. doi:10.1093/brain/awg177Barrasso, C., & Eslinger, P. J. (2016). Neurobiological bases of executive function and socialemotional development: Typical and atypical brain changes. Neurobiological bases of executive function and social-emotional development: Typical and atypical brain changes. Family Relations, 65, 108-119.Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive Functions after Age 5: Changes and Correlates. Dev Rev, 29(3), 180-200. doi:10.1016/j.dr.2009.05.002Brune, M., & Brune-Cohrs, U. (2006). Theory of mind--evolution, ontogeny, brain mechanisms and psychopathology. Neurosci Biobehav Rev, 30(4), 437-455. doi:10.1016/j.neubiorev.2005.08.001Bryck, R. L., & Fisher, P. A. (2012). Training the brain: practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science. Am Psychol, 67(2), 87-100. doi:10.1037/a0024657Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Dev Neuropsychol, 28(2), 595-616. doi:10.1207/s15326942dn2802_3Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Dev, 72(4), 1032-1053.Casey, B. J., Giedd, J. N., & Thomas, K. M. (2000). Structural and functional brain development and its relation to cognitive development. Biol Psychol, 54(1-3), 241-257.Center on the Developing Child at Harvard University. (2011). In Building the Brain¿s ¿Air Traffic Control¿ System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11.Coalson, D. L, & Raiford, S. E. (2008). WAIS-IV Technical and Interpretative Manual. San Antonio, TX: Pearson.Csikszentmihalyi, M. (1998). Creatividad: el fluir y la psicología del descubrimiento y la invención. Barcelona: Paidós.Damasio, A. (1997). El Error de Descartes. Santiago de Chile: Andres Bello.Damasio, H., Grabowski, T., Frank, R., Galaburda, A. M., & Damasio, A. R. (1994). The return of Phineas Gage: clues about the brain from the skull of a famous patient. Science, 264(5162), 1102-1105.Devine, R. T., Bignardi, G., & Hughes, C. (2016). Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability. Frontiers in Psychology, 7(1902). doi:10.3389/fpsyg.2016.01902Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants' performance on AB. Child Dev, 56(4), 868-883.Diamond, A. (2013). Executive Functions. Annu Rev Psychol, 64, 135-168. doi:doi: 10.1146/annurev-psych-113011-143750Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Dev Psychol, 38(3), 352-362.Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. doi:10.1126/science.1204529Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Dev Cogn Neurosci, 18, 34-48. doi:10.1016/j.dcn.2015.11.005Dunn, B. D., Dalgleish, T., & Lawrence, A. D. (2006). The somatic marker hypothesis: a critical evaluation. Neurosci Biobehav Rev, 30(2), 239-271. doi:10.1016/j.neubiorev.2005.07.001Elliott, R., Dolan, R. J., & Frith, C. D. (2000). Dissociable functions in the medial and lateral orbitofrontal cortex: evidence from human neuroimaging studies. Cereb Cortex, 10(3), 308-317.Eslinger, P. J. (1998). Neurological and neuropsychological bases of empathy. Eur Neurol, 39(4), 193-199.Eslinger, P. J., & Damasio, A. R. (1985). Severe disturbance of higher cognition after bilateral frontal lobe ablation: patient EVR. Neurology, 35(12), 1731-1741.Espinet, S. D., Anderson, J. E., & Zelazo, P. D. (2013). Reflection training improves executive function in preschool-age children: behavioral and neural effects. Dev Cogn Neurosci, 4, 3-15. doi:10.1016/j.dcn.2012.11.009https://hdl.handle.net/10818/30790265104TE0912057 Páginas.Varias de las actividades que realizan los seres humanos para cumplir con las demandas del medio ambiente, requieren de diversos procesos cognitivos como son las Funciones Ejecutivas (FE) y los emocionales como en la Teoría de la Mente y la cognición social. Teniendo en cuenta la presencia de dichos procesos en edades tempranas, se analizó las posibles relaciones o diferencias entre el desempeño de las FE con la edad, el sexo, el estrato socioeconómico y el nivel educativo del cuidador; para tal fin se evaluó el desempeño de las FE en 82 niños (as) entre los 4 a 6 años de edad. Al aplicar Kruskal Wallis con una corrección de Dunn-Bonferroni se encontró que la edad no tuvo un efecto significativo para los procesos de flexibilidad cognitiva, inhibición cognitiva, organización, planeación, clasificación, memoria de trabajo y cognición social. Sin embargo, sí se identificaron diferencias significativas en la toma de decisiones, planeación y organización en laberintos (X2=7.9, p=.016), en la velocidad de procesamiento del tiempo de incongruencia del Stroop (X2=18.3, p<.000), en la cognición social en la falsa creencia (X2=6.5, p<.036), y en el razonamiento de la subprueba de matrices (X2=9.0, p<.011). Al aplicar Mann-Whitney, se observó que el sexo tuvo un efecto significativo para la organización y clasificación de conceptos (U= 615,000, p= .036, r= .23), y para la memoria de trabajo en clave de figuras (U= 496,000, p= .001, r= .35). Finalmente, las regresiones lineales también mostraron relaciones positivas entre la edad y los procesos de toma de decisión, planeación, organización de la prueba de laberintos (B=0.346; p=.001), de cognición social de la prueba de Falsa Creencia (B=0.249; p=0.007) y una relación negativa en la velocidad de procesamiento del tiempo de incongruencia del Stroop (B=-0.488; p=.000). 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