Producción CyT
Congreso
Autoría
Pietto, M.
;
Giovannetti, F.
;
SEGRETIN, MARIA SOLEDAD
;
Kamienkowski, J.
;
Lipina, S.J.
Fecha
2019
Editorial y Lugar de Edición
Elsevier
ISSN
2451-8301
Resumen
Información suministrada por el agente en
SIGEVA
ObjectiveCognitive control (CC) is a central aspect of self-regulatory development, which can be modulated by individual differences, the quality of experiences in several developmental contexts (e.g., home, school, community), and cognitive interventions. In particular, associations between childhood poverty and cognitive and neural aspects of CC have also been documented in recent years. Less evidence is available regarding the brain areas influence by cognitive intervention in children from ...
ObjectiveCognitive control (CC) is a central aspect of self-regulatory development, which can be modulated by individual differences, the quality of experiences in several developmental contexts (e.g., home, school, community), and cognitive interventions. In particular, associations between childhood poverty and cognitive and neural aspects of CC have also been documented in recent years. Less evidence is available regarding the brain areas influence by cognitive intervention in children from poor homes. In the present study, we examined the impact of a computerized, cognitive training that was implemented at a kindergarten on inhibitory control performance by cognitive and EEG methods.MethodsChildren (n=77; 33 girls) were trained weekly for 8 weeks and tested before and after the intervention using EEG recordings during a Go/NoGo task performance. Children in the intervention groups (high performance and low performance) played games that tapped inhibitory control, working memory, and planning demands on a tablet, whereas those in the control groups (high performance and low performance) played Internet free games with the same schedule.ResultsElectrophysiological measures related to performance of inhibitory control showed improvements only in high performance children of the intervention group, and no differences were found in cognitive performance. Specifically, only high performance children of the intervention group showed in increase in the frontal N2-effect; that is, there was larger differentiation between the amplitude of N2-NoGo and N2-Go in the post-test stage.ConclusionsThese results show: (a) that the implemented intervention modulated the neural resources related to inhibitory control processes, and (b) it is possible to implement portable neural methodologies in school settings to enhance the evaluation of cognitive training interventions by adding an EEG component.
Ver más
Ver menos
Palabras Clave
CHILDHOOD POVERTYDEVELOPMENTAL CONTEXTINHIBITORY CONTROLEVENT-RELATED POTENTIALSCOGNITIVE INTERVENTION