<p>Desde el punto de vista teórico la inhibición ha sido un mecanismo relevante para explicar cómo las personas seleccionan información relevante y descartan información irrelevante. A su vez, parece estar fuertemente implicada en el dominio y adquisición de competencias sociales, emocionales y comportamentales. De manera inversa,  los fallos en esta habilidad se asocian a diferentes síndromes y a la emergencia de comportamientos no deseados, como por ejemplo el abuso de sustancias, los problemas atencionales, el sobrepeso, entre otros.  Aunque, actualmente existe acuerdo sobre la importancia de la inhibición, existen divergencias en cuanto a su definición conceptual y operativa. Principalmente, existe un fuerte debate en torno a si la inhibición es un constructo unitario o debería fragmentarse en un conjunto de procesos. El objetivo de este  trabajo, es por tanto, describir los hallazgos y posturas más relevantes en relación a las problemáticas en el abordaje del constructo inhibitorio. Para ello, en primer lugar se expondrá una propuesta explicativa del control de la interferencia basada en un enfoque no inhibitorio. En segundo lugar, se describirán los modelos más representativos, de uno, dos y tres factores para finalmente, exponer algunos de los aportes y hallazgos propuestos como principal fuente de evidencia a favor del enfoque fragmentado.</p>

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psicología desde el caribe issn 0123-417x (impreso) issn 2011-7485 (on line) Vol. 33, n.° 2, mayo-agosto de 2016 http://dx. AbstractThe Cognitive Reappraisal Ability (CRA) is an emotional regulation strategy that involves giving a new meaning to an event in order to change the emotional response. In children, this skill helps reduce negative emotional experiences and has proven to be a protective factor against anxiety and depression. However, there's still the need to understand the factors that may influence on the individual differences in the CRA. One of these factors is executive functions, since they contribute to the cognitive control of emotion. The aim of this study was to analyze the role of executive functions in the CRA. We evaluated 100 children whose ages ranged from 9 to 12 years (M=10,49; DS=1,10) on their working memory capacity, spontaneous cognitive flexibility, inhibition and CRA using a Verbal Span Task (AWMA) , Verbal Fluency Task (ENI Battery) and a Cognitive Reappraisal Task CRT, which was designed for this research. Data set was analyzed by linear regression analysis. The results showed executive functions preceded CRA, i.e. children who performed better in executive functioning showed higher CRA. It is expected that these results permit a deeper understanding of the processes involved in cognitive control of emotion.

Rumination is defined as an emotion-regulation strategy that consists of focusing on negative thoughts and feelings. It is important to identify the factors that make some people prone to this response style. The goal of this study is to analyze the differential contribution of the principal inhibitory processes on 2 forms of rumination: reflection and brooding. For this purpose, we relied on a sample of 27 adults from a nonclinical population. The researchers evaluated perceptual, cognitive, and behavioral inhibition by means of computerized tasks and evaluation surveys on depression and rumination styles. The results provide evidence in support of the role of cognitive inhibition in both rumination styles and its greater contribution to maladaptive forms of rumination rather than to adaptive forms that are more oriented toward problem solving.

Título: Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos. Resumen: Las funciones ejecutivas (EF) han sido definidas como una serie de procesos cognitivos de orden superior, que permiten el control del pensamiento, comportamiento y afectividad conforme al logro de una meta. Tales procesos presentan un desarrollo posnatal prolongado, culminando su maduración sobre el final de la adolescencia. En el presente artículo se realiza una revisión de algunos de los principales modelos del desarrollo de las EF en la infancia. El objetivo central de este trabajo es describir el estado del arte respecto de dicho tópico, identificando las principales dificultades teóricas y limitaciones metodológicas asociadas a los diferentes paradigmas propuestos. Finalmente, se señalan algunas de las soluciones sugeridas para afrontar tales dificultades, destacando que el desarrollo de una ontología de las EF podría resultar una alternativa viable para contrarrestar las mismas. Consideramos que futuras investigaciones deberían encaminar sus esfuerzos en esta dirección. Palabras claves: Modelos cognitivos; funciones ejecutivas; desarrollo; ontología. Abstract:Executive functions (EF) have been defined as a series of higher-order cognitive processes which allow the control of thought, behavior and affection according to the achievement of a goal. Such processes present a lengthy postnatal development which matures completely by the end of adolescence. In this article we make a review of some of the main models of EF development during childhood. The aim of this work is to describe the state of the art related to the topic, identifying the main theoretical difficulties and methodological limitations associated with the different proposed paradigms. Finally, some suggestions are given to cope with such difficulties, emphasizing that the development of an ontology of EF could be a viable alternative to counter them. We believe that future researches should guide their efforts toward the development of that ontology.

Inhibition constitutes one of the main executive functions and it is important to more complex skills such as fluid intelligence. Actually, there is an agreement on distinguishing three inhibitory types: perceptual, cognitive and response inhibition. Several studies show the differential engagement of these inhibitory types in different skills. However, there is no registered evidence about the differential relation of inhibitory types with fluid intelligence. This inquiry is especially important during the first school years, since in this stage, inhibitory processes would already be differentiated, and inhibitory processes and fluid intelligence are linked to the performance of children in the school setting. For these reasons, the goal of this work is to study the relation and contribution of perceptual, cognitive, and response inhibition with fluid intelligence, in children in the first years of primary school. For that purpose, a sample of children from six to eight years old (N = 178) was tested with a perceptual inhibition task (perception of similarities and differences task); a cognitive inhibition task (proactive interference task); a response inhibition task (stop signal task); and a fluid intelligence task (progressive matrices task). We observed significant correlations between perceptual and response inhibition and fluid intelligence (controlling for age), but only perceptual inhibition explains significantly part of the performance in the fluid intelligence task. This study provides data about the specific contribution, during childhood, of an inhibitory type to fluid intelligence and contributes empirical evidence in support of the non-unitary approach of inhibition.

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