Cognitive Training in Childhood and Adolescence

Rueda, M. Rosario; Cómbita, Lina M.; Pozuelos, Joan P.

doi:10.1007/978-3-030-39292-5_9

Cited by 7 publications

(5 citation statements)

References 43 publications

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“…For example, Peijnenborgh et al [ 39 ], in their systematic review of cognitive training in children and adolescents with learning difficulties, show short-term improvements in verbal working memory, visuospatial working memory and decoding of words as results of this training. Similarly, in the study by Rueda et al (2021) [ 40 ], they state that training of cognitive skills such as working memory, executive attention and cognitive flexibility produces improvements in performance on these tasks, and these benefits appear to be greater for children with lower initial levels of cognitive skills. In relation to this, the study by Tellado [ 38 ] compared a sample of children with low levels of planning with a sample with high levels of planning after training, indicating that “those who needed it most gained more” (p. 249).…”

Section: Discussionmentioning

confidence: 98%

Cognitive Intervention Programs in Minors Belonging to Disadvantaged Contexts in Spain: A Systematic Review

et al. 2022

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Research studies show a strong influence of socioeconomic status (SES) on human development, and how the exposure to risk contexts in the earliest stages translates into dangers in the cognitive development of children and adolescents. To alleviate these consequences and favour development, different cognitive training programs have contributed to this field by identifying the criteria of efficacy. This systematic review identifies and synthesizes the evidence of cognitive intervention studies implemented with psychosocial risk groups carried out in Spain. The search strategy was adapted to different databases. Only studies published in English or Spanish and developed in Spain that included interventions applied in populations aged 5 to 18 years with a low SES were included. The analysis of the literature showed nine interventions that indicated an improvement in those cognitive functions worked with low SES children. The cognitive domains that most worked were executive functions, followed by social cognition and language. After reviewing the available literature, a clear scarcity of interventions carried out in Spain was observed. Variables such as age, cognitive functions or personal vulnerability were identified as factors to be taken into account in future lines of research due to their influence on minors. These findings indicate the relevance of this review to help decision-making in relation to the actions to be carried out by the competent bodies in Spain.

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Section: Discussionmentioning

confidence: 98%

Cognitive Intervention Programs in Minors Belonging to Disadvantaged Contexts in Spain: A Systematic Review

et al. 2022

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“…Another type of approach within this study framework consisted of teaching strategies for the development of metacognitive knowledge about the relevant procedures to carry out a task more efficiently [20]. In addition, multiple studies conducted during childhood and adolescence showed that cognitive skills training is associated with better performance on tasks that involve cognitive functions similar to those trained (near transfer effect); particularly in skills related to executive functions (e.g., working memory, inhibitory control, cognitive flexibility) and in contexts of typical and atypical development [21]. Likewise, other studies have shown impacts of cognitive intervention in untrained domains, such as academic learning, suggesting an effect of training in skills related to language and mathematics [22].…”

Section: Ecological Interventions In Neurodidactics: Beyond the Labor...mentioning

confidence: 99%

Towards an Ecological Vision of Neurodidactics

2022

JEPR

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Neuroeducation is a discipline that studies the teaching and learning processes from a neural perspective, in order to contribute to the educational field through interventions that seek to promote changes in the subjects of knowledge. On the other hand, neurodidactics is an emerging discipline with a recent theoretical development, whose implementation could contribute to the development of interventions, given its eminently practical nature in the field of teaching. That is why, in the present work, a journey through some of the conceptualizations of neurodidactics is exposed, trying to provide its differentiation of what is understood by neuroeducation; as well as an ecological vision of neurodidactics is proposed, as an approach that considers the classroom as a natural environment from which and for which pedagogical intervention strategies are developed in the light of neuroscientific findings, and positions the teacher as a mediator of this process, who plans their interventions to optimize the teaching and learning process.

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“…En reiteradas ocasiones, se suele hacer referencia al rol que tendrían procesos tales como las funciones ejecutivas en el desarrollo cognitivo, académico y social (por ejemplo, Diamond y Lee, 2011; Green y Newcombe, 2020; Rueda, Cómbita y Pozuelos, 2021; o Smid, Karbach y Steinbeis, 2020)). A modo de ejemplo, algunos planteamientos recientes refieren una relación entre el desarrollo cognitivo y el futuro "éxito" en la vida adulta (Diamond y Lee, 2011) o el "florecimiento económico y social" como sociedad (Rueda et al, 2021). Por otro lado, Colzato y Hommel (2016) resaltan algunos motivos ideológicos asociados con ideas individualistas y neoliberales que acarrean un creciente interés por aspectos individuales por sobre valores más colectivos.…”

Section: El Origen Normativista De Las Intervenciones Cognitivasunclassified

Intervenciones cognitivas en niños y niñas: aportes desde el marco de la diversidad del desarrollo

Giovannetti

2022

Apunt. Psic.

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En las últimas décadas se ha generado un creciente interés en el diseño de intervenciones cognitivas orientadas a promover el desarrollo de procesos ejecutivos y autorregulatorios en niños y niñas de diversas edades. Sin embargo, la evidencia muestra que no todas las intervenciones alcanzan sus objetivos. En el presente escrito se propone, por un lado, repensar los discursos que fundamentan el diseño e implementación de intervenciones cognitivas en pos de evitar nociones normativistas del desarrollo. Por otro lado, se buscará abordar las limitaciones de las intervenciones cognitivas desde una perspectiva relacional que comprenda al desarrollo de los/as niños/as en términos de su complejidad y diversidad. Por último, se enunciarán algunos abordajes y direcciones futuras que podrían beneficiar al avance del área.

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Cognitive Training in Childhood and Adolescence

Cited by 7 publications

References 43 publications

Cognitive Intervention Programs in Minors Belonging to Disadvantaged Contexts in Spain: A Systematic Review

Cognitive Intervention Programs in Minors Belonging to Disadvantaged Contexts in Spain: A Systematic Review

Towards an Ecological Vision of Neurodidactics

Intervenciones cognitivas en niños y niñas: aportes desde el marco de la diversidad del desarrollo

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