Desarrollo temprano de las funciones ejecutivas: un estudio dife-rencial.

Autores/as

  • Sylvia Sastre i Riba Universidad de la Rioja
  • Eduardo Fonseca-Pedrero Universidad de La Rioja
  • María Luisa Poch-Olivé Hospital San Pedros (SERIS) La Rioja Neuropediatra
DOI: https://doi.org/10.6018/analesps.31.2.180711
Palabras clave: Desarrollo temprano, desarrollo diferencial, función ejecutiva, resultado cognitivo

Resumen

La ontogénesis de las funciones ejecutivas es esencial para explicar el desarrollo típico y atípico. Las funciones ejecutivas deben ser estudiadas desde edades tempranas debido a sus consecuencias sobre la flexibilidad mental, la monitorización de la información, la planificación y el control cognitivo. Proponemos un estudio diferencial en cursos de desarrollo alternativos: bebés típicos, bebés con Síndrome de Down y bebés con factores de riesgo al nacer (hipotiroidismo congénito y bajo peso). Mediante la metodología observacional sistemática se registró la actividad espontánea de los bebés. Los resultados indicaron que: a) los bebés típicos mostraron mayor flexibilidad en su actividad y en el logro de objetivos; b) entre los bebés de riesgo, la menor eficacia ejecutiva se detecta entre los de bajo peso al nacer, en cambio los bebés con hipotiroidismo congénito se situaron más cerca de los bebés típicos, c) los niños con bajo peso al nacer mostraron un buen nivel de combinación de acciones pero menor número de resultados; y d) los bebés con Síndrome de Down mostraron más dificultades de funcionamiento ejecutivo, menor flexibilidad, mayor perseverancia y menor detección de errores.

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Biografía del autor/a

Sylvia Sastre i Riba, Universidad de la Rioja

Catedrática de Psicología Evolutiva y de la Educación

Departamento de Ciencias de la Educación

Eduardo Fonseca-Pedrero, Universidad de La Rioja

Profesor Titular Interino

Departamento de Ciencias de la Educación

Citas

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Publicado
25-04-2015
Cómo citar
Sastre i Riba, S., Fonseca-Pedrero, E., & Poch-Olivé, M. L. (2015). Desarrollo temprano de las funciones ejecutivas: un estudio dife-rencial. Anales de Psicología / Annals of Psychology, 31(2), 607–614. https://doi.org/10.6018/analesps.31.2.180711
Número
Sección
Psicología evolutiva y de la educación

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