Impact of a combined cognitive and response inhibition training in school-age children

  1. Yesica Aydmune 1
  2. Sebastián Lipina 2
  3. María Fernanda López-Ramón 3
  4. Isabel Introzzi 1
  1. 1 Universidad Nacional de Mar del Plata
    info

    Universidad Nacional de Mar del Plata

    Mar del Plata, Argentina

    ROR https://ror.org/055eqsb67

  2. 2 Centro de Educación Médica e Investigaciones Clínicas “Norberto Quirno”
  3. 3 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

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Revista:
Revista de Psicología Clínica con Niños y Adolescentes

ISSN: 2340-8340

Año de publicación: 2021

Volumen: 8

Número: 2

Páginas: 3

Tipo: Artículo

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Otras publicaciones en: Revista de Psicología Clínica con Niños y Adolescentes

Resumen

Impacto de un entrenamiento combinado de inhibición cognitiva y de la respuesta en niños en edad escolar. Los objetivos de este trabajo fueron: (1) implementar una intervención breve de 6 sesiones, que combina actividades de entrenamiento de la inhibición cognitiva y de la respuesta, en un grupo de escolares de 6 a 8 años de edad (M = 6.8, DE = .61; n = 38; niñas = 60.5%, niños = 39.5%); (2) analizar los efectos de la intervención sobre el rendimiento en las tareas entrenadas, en tareas inhibitorias no entrenadas (transferencia cercana), y sobre el desempeño en una tarea de inteligencia fluida (transferencia lejana); y (3) estudiar las diferencias individuales en los efectos del entrenamiento asociadas con el rendimiento inhibitorio de base. Se implementó un diseño experimental con pre-test, post-test y grupo control. Los principales resultados indican un avance en el desempeño en las tareas de entrenamiento -diferencias entre primera y última sesión: entrenamiento de inhibición cognitiva, Z = -3.455, p = .001; entrenamiento de inhibición de la respuesta, Z = -3.758, p < .001- efectos bajos de la intervención sobre el desempeño en una tarea de inhibición cognitiva no entrenada – diferencias de rendimiento pre/post-test en el grupo experimental grupo experimental: F(1,16) = 3.893, p = .066, np2 = .196-, y efectos sobre el rendimiento en la tarea de inteligencia fluida - F(1,36) = 6.484, p = .015, np2 = .153. En los dos primeros casos se observó que los escolares con un rendimiento inhibitorio de base más bajo, presentaron mayores ganancias -entrenamiento de inhibición cognitiva, r = -.524, p = .031; entrenamiento de inhibición de la respuesta r = -.470, p = .057; tarea no entrenada de inhibición cognitiva, r = .755, p = .001. Se discute en torno a los alcances de la transferencia a partir de intervenciones breves y del empleo de distintas tareas de medición.

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