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

International Journal of Psychological Research

卷:10

Celina Korzeniowski¹  Mirta Susana Ison¹  Hilda Difabio² 

[1] Aconcagua University;

[2] CIC-CONICET;

关键词: Cognitive intervention;    executive functions;    children;    poverty;   

DOI  :  10.21500/20112084.2760

来源: DOAJ

【 摘 要 】

The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promotingexecutive functions in children at social risk. The quasi-experimental, pretest-posttest design included a controlgroup. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated bymeans of a battery of neuropsychological EF tests and a teacher-rated behavioral EF scale. The interventionprogram included 30 group cognitive stimulation sessions that increased in difficulty and were embedded intoschool curr´ıcula. Trained children performed better in terms of cognitive flexibility, planning, metacognition andinhibitory control, as compared to their baseline values and to children in the control group. This study providesnew evidence of the effectiveness of cognitive interventions for children and of children’s capability to transfercognitive improvements to daily school activities.

【 授权许可】

Unknown