Habilidades matemáticas y funcionamiento ejecutivo de niños con trastorno por déficit

  1. Miranda Casas, Ana
  2. Meliá de Alba, Amanda
  3. Marco Taverner, Rafaela
Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2009

Volumen: 21

Número: 1

Páginas: 63-69

Tipo: Artículo

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Otras publicaciones en: Psicothema

Resumen

A pesar de que un 26% de niños con TDAH tiene una dificultad específica en el aprendizaje de las matemáticas (DAM) las investigaciones han sido escasas. El presente estudio se planteó estudiar: 1) el perfil de los niños con TDAH+DAM en habilidades cognitivas y metacognitivas de cálculo y solución de problemas, en comparación con niños con TDAH, niños con DAM, y niños sin problemas; 2) la severidad del déficit en funcionamiento ejecutivo (FE) en niños con TDAH+DAM. Al comparar los grupos DAM, TDAH, TDAH+DAM y grupo de niños sin problemas, los resultados mostraron un claro déficit cognitivo y metacognitivo en el rendimiento matemático del grupo TDAH+DAM que además experimentaba una afectación más severa del FE que el grupo TDAH sin DAM.

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Fuente de los datos: Dialnet