出版社：Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines
摘要：El estudio de la estimulación de las funciones ejecutivas (FE) en la infancia ha generado un creciente interés investigativo en la última década, especialmente por su relación con el desempeño académico y éxito escolar. De acuerdo a esto, el presente estudio tiene por objetivo estudiar el efecto de un programa de estimulación de las FE sobre el desempeño ejecutivo y el rendimiento académico de una muestra de 43 estudiantes de primero básico de la comuna de Valparaíso (Chile), de edades entre 6 y 7 años. Para ello, se implementó un diseño factorial mixto. La intervención duró 12 semanas y se llevó a cabo en el aula, dirigida por un educador diferencial y con el apoyo de la profesora del curso. Los resultados evidencian la existencia de un efecto significativo del programa implementado en la mejora del desempeño ejecutivo de los participantes, particularmente del grupo experimental. Tales efectos no fueron replicados en el rendimiento académico, lo que podría encontrar una posible explicación en los factores contextuales relacionados con las condiciones de precariedad de la institución educativa. Se observó además un efecto diferenciado del programa sobre el componente de control inhibitorio. Los hallazgos generales ponen de manifiesto la relevancia de la estimulación de las FE en la infancia temprana y los beneficios que esto puede reportar en contextos educativos. Además, sugiere el potencial aporte de la incorporación de este tipo de intervenciones en las prácticas docentes cotidianas.
其他摘要：In the last decade, the study of executive functions has reached growing interest among researchers, especially because of its association with academic performance and school success. It is broadly accepted that the stimulation of executive functions during early childhood may predict and promote school success, mainly because of its impact on personal and academic skills. Therefore, early stimulation becomes critical to establish the optimal functionality of cognitive abilities, such as executive functions, for which the school context results appropriate. The development of executive functions has been associated with the maturation of prefrontal brain structures, and its early stimulation becomes especially relevant because it may both foster or constrain the children’s individual capacities to learn and prosper along their lifetimes. Therefore, a better understanding of the executive function’s development is critical for both monitoring and stimulating them, especially when the development of any of its dimensions shows some delay or maladjustment. The stimulation of children’s executive performance may be well achieved through the implementation of intervention techniques, such as mindfulness, relaxation, strategical thinking, and psychomotor stimulation, among others. Accordingly, the present paper aims at studying the effect of an executive functions’ stimulation program (EFSP) on both executive and academic performance. The EFSP stimulated three different brain pathways associated with prefrontal regions. The stimulated brain pathways were a) The fronto-striatal (i.e., cognitive circuit), b) The fronto-limbic (i.e., emotional), and c) The fronto-cerebellar (i.e., psychomotor circuit). The fronto-striatal pathway is involved in the ability to inhibit behaviors, and to attend when distractors appear, to favor the adequate use of the working memory and to allow the organization of plans and goals. The fronto-limbic pathway underlies the emotional and motivational aspects of behavior, modulation the control of aggressive impulses...
