Cognitive stimulation in children at social risk: its transference to school performance
The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The c...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad de San Buenaventura
2017-07-01
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| Series: | International Journal of Psychological Research |
| Subjects: | |
| Online Access: | http://revistas.usb.edu.co/index.php/IJPR/article/view/2760/2627 |
| Summary: | The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting
executive functions in children at social risk. The quasi-experimental, pretest-posttest design included a control
group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by
means of a battery of neuropsychological EF tests and a teacher-rated behavioral EF scale. The intervention
program included 30 group cognitive stimulation sessions that increased in difficulty and were embedded into
school curr´ıcula. Trained children performed better in terms of cognitive flexibility, planning, metacognition and
inhibitory control, as compared to their baseline values and to children in the control group. This study provides
new evidence of the effectiveness of cognitive interventions for children and of children’s capability to transfer
cognitive improvements to daily school activities.
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| ISSN: | 2011-2084 2011-7922 |