Introduction: Neurocognitive rehabilitation have been affected by careless monitoring provided after hospitalization. Following a multidisciplinary intervention during rehab, some improvement is expected with regards complications affecting a patient's cognitive, emotional, behavioral, social and vocational circumstances. Objective: To assess the effect of a rehabilitation program neurocognitive processes attention, memory and executive function in patients with traumatic brain injury (TBI). Methods: This would be measure through a neurocognitive rehabilitation program demonstrated with results based on the memory function and attention span. This neurocognitive rehabilitation program is design to highlight the cognitive process that act as an object of intervention: (guidance/orientation, attention, memory, executive functions, languages, behavioral manners and affective) and it was developed through 60 individual sessions and 10 collective sessions over 5 months. Results: In the results provided by the NEUROPSI test, patients from the study group showed a better performance, and significant differences were observed in memory process, attention span (p = 0,0018) and executive function (p = 0,028). Conclusions: Given the preliminary findings from the study, we suggest that changes in cognition during a patient's attention span could be linked to the implementation of this neurocognitive program.

Bullying is a subtype of violence that leads to maladaptive behaviors and emotional responses, with implications for social competence, emotions, and empathy. The present study compared the time course of emotional processing in children who were involved in the dynamics of bullying (i.e., as victims, bullies, and observers) by evaluating event-related potentials [early posterior negativity and late positive potential (LPP)] in different brain regions during a passive visualization task that involved positive, neutral, and negative social pictures. High-density electroencephalograms were recorded in 45 children, 8–12 years old (M = 9.5 years, SD = 1.3), while they observed emotional and neutral social pictures that we selected from the International Affective Picture System. Late positive potential had higher amplitudes in the victim group, especially in posterior and anterior regions. In the central region, LPP was greater toward neutral social pictures in bullying victims. The greater amplitude of LPP in victims was observed during and after the stimulus. The results showed a consistent response with a higher intensity in response to emotional stimuli in the victim group, suggesting a tendency toward hypervigilance that could interfere with emotional regulation.

La empatía ha consolidado una importante trayectoria investigativa desde el siglo pasado en las neurociencias cognitivas. Desde su definición como concepto, la construcción de instrumentos de evaluación para diferentes grupos de edad y la búsqueda de dominios y vertientes que aborden este componente no ha cesado. Esta revisión se dirige a recopilar los hallazgos representativos en la historia de la conceptualización del término y el desarrollo de la medición en empatía en las poblaciones, haciendo especial énfasis en los trabajos realizados con población infantil con herramientas de autoinforme y medidas psicofisiológicas. La revisión arrojó que existe un horizonte investigativo prometedor de la mano de técnicas psicofisiológicas como el EEG para la evaluación del constructo. Se discute la necesidad de profundizar en la búsqueda de patrones en la ontogenia de la empatía en la niñez, así como en el diseño de nuevas formas de medición a través de autoinforme para la práctica investigativa en países de habla hispana que involucre las dinámicas sociales y demográficas de estas poblaciones. Palabras clave: cognition, empathy, neuropsychology

Review question / Objective: This systematic review aimed to synthesize the existing literature reporting the effects of computer-based cognitive training on the executive functions of children with ADHD. Condition being studied: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder diagnosed in childhood, characterized by a persistent pattern of inattention, hyperactivity, and impulsivity. Today it is recognized that ADHD is associated with an alteration in the volume and level of activation in prefrontal areas related to executive functions. Based on these clinical findings, some authors suggest that ADHD is not a disorder of primary attention origin but instead responds to an alteration in the synaptic circuits of some brain areas, including the prefrontal neocortex, areas involved in cognitive regulation and control, and processes known as executive functions.

Adaptive development and executive functioning in children with diagnosis of conduct disorder and attention-deficit/hyperactivity disorder hyperactive/impulsive type. Adaptive development allows the subject emotional control, disposition towards new challenges and the expected socio-cognitive adjustment contextually, facilitating learning and executive and social functioning. The objective of the study was to determine executive-adaptive development in children with diagnostic criteria or conduct disorder (CD) or attention deficit hyperactive-impulsive type disorder (ADHD-I). With clinical instruments to identify diagnostic criteria for each nosology, 80 children were classified in control group (30), CD (34) or ADHD-I (16). Based on multinomial logistic regression, Kruskal Wallis, and χ2 tests, we found that an appropriate sleep, persistence in tasks, and academic achievement seem to act as protective factors for the clinical samples. Difficulties were observed in sequential planning, where the CD group presented better metacognitive control than ADHD-I. It was concluded that school environment provides factors to improve clinical symptomatology.Keywords: Adaptive factors; executive functions; attention deficit/hyperactivity disorder; conduct disorder; adaptive development.Resumen: El desarrollo adaptativo permite al sujeto el control emocional, la disposición hacia nuevos retos y el ajuste socio-cognitivo esperado contextualmente, facilitando el aprendizaje, funcionamiento ejecutivo y social. El objetivo del estudio fue determinar el desarrollo adaptativo-ejecutivo en niños con criterios diagnósticos para trastorno disocial (TD) o trastorno de déficit de atención/hiperactividad con predominio hiperactivo-impulsivo (TDAH-I). Con los instrumentos clínicos para identificar criterios diagnósticos de cada nosología, se seleccionaron 80 niños clasificados en el grupo de control (30), TD (34) o TDAH-I (16). Basándonos en pruebas de regresión logística multinomial, Kruskal Wallis, y χ2, encontramos que el sueño adecuado, la persistencia en las tareas y el logro académico parecían actuar como factores protectores para las muestras clínicas. Se observaron dificultades en planeación secuencial, donde el grupo TD presentó mejor control metacognitivo que el TDAH-I. Se concluyó que el ambiente escolar provee factores para mejorar la sintomatología clínica.Palabras clave: Factores adaptativos; funciones ejecutivas; trastorno de déficit de atención/hiperactividad; trastorno disocial; desarrollo adaptativo.

Background: The purpose of this systematic review is to synthesize the existing literature reporting the effects of computerized cognitive trainings on the executive functions of children with ADHD. Method: A systematic review was carried out following the PRISMA statement; the primary sources used were five electronic databases (Scopus, Science Direct, Pubmed, Springer, Taylor & Francis). Results: 20 articles met the eligibility criteria, data on the training characteristics and the effects on executive functions were extracted, followed by an analysis of bias and the methodological quality of the studies. The results of the studies were widely heterogeneous, largely associated with the variety of training programs and the measurement instruments used. The most studied executive functions were working memory and inhibitory control. Some of the studies reported that the intervention led to significant effects on working memory and attention ( N = 7), and improvements in inhibitory control ( N = 5) and planning ( N = 4) were also reported. At the same time, others did not report the effects of the intervention on these processes. The assessment of the quality of the evidence showed important risk biases among the reviewed studies. Conclusion: Some training based on computer systems showed positive effects on the executive functions of working memory, attention, and inhibitory control in children with ADHD. However, other training sessions did not show significant effects. In general, the evidence shows mixed results, a high diversity of measurement instruments, and high risks of bias between the studies. Therefore, the evidence has not been consistent about the general benefits of computerized training on the executive functions of children with ADHD.