Inteligencia emocional y su papel en la flexibilidad cognitiva de niños con y sin trastorno por déficit de atención con hiperactividad


  • Seyed Amir Amin Yazdi Ferdowsi University of Mashhad, Islamic Azad University, Torbat-e-Jam
  • Seyedeh Maryam Moshirian Farahi Ferdowsi University of Mashhad, Islamic Azad University, Torbat-e-Jam
  • Seyed Mohammad Mahdi Moshirian Farahi Ferdowsi University of Mashhad, Islamic Azad University, Torbat-e-Jam
  • Javad Hosseini Ferdowsi University of Mashhad, Islamic Azad University, Torbat-e-Jam
Palabras clave: inteligencia emocional, flexibilidad cognitiva, déficit de atención, desorden de hiperactividad.


El objetivo de este estudio fue comparar el papel de la inteligencia emocional en la flexibilidad cognitiva de niños con y sin trastorno por déficit de atención e hiperactividad (TDAH). Los participantes fueron 20 niños (edad promedio = 10.25, DT = 2.12) con TDAH y 30 niños normales (edad promedio = 10.96, DT = 1.32) que todos eran niños. Todos los participantes completaron el Cuestionario de inteligencia emocional (Schutte et al., 1998) y la prueba clásica de Stroop, como una medida de la flexibilidad cognitiva. Los niños con TDAH se desempeñaron peor en ambas medidas que los niños sin TDAH. Y predictores de inteligencia emocional de la flexibilidad cognitiva en dos grupos. En general, en niños con déficit de atención - trastorno de hiperactividad hay bajo rendimiento de inteligencia emocional y flexibilidad cognitiva.


Los datos de descargas todavía no están disponibles.


Alderson, R. M., Rapport, M. D., Hudec, K. L., Sarver, D. E., & Kofler, M. J. (2010). Competing core processes in attention-deficit/hyperactivity disorder (ADHD): do working memory deficiencies underlie behavioral inhibition deficits?. Journal of Abnormal Child Psychology, 38(4), 497-507.

Alipour, A., Arefnasab, Z., & Babamahmoodi, A. (2011). Emotional Intelligence and Prefrontal Cortex: A Comparative Study Based on Wisconsin Card Sorting Test (WCST). Iranian journal of psychiatry and behavioral sciences, 5(2), 114.

Aman, C. J., Roberts Jr, R. J., & Pennington, B. F. (1998). A neuropsychological examination of the underlying deficit in attention deficit hyperactivity disorder: frontal lobe versus right parietal lobe theories. Developmental psychology, 34(5), 956.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

Amin Yazdi, A. (2012). The developmental, individual-difference, relationship-based model (DIR). Foundation of Education, 2(1), 109-126.

Amni-khanavandi, M. (2009). The relationship of emotional intelligence and emotional instability among students with and without attention deficit hyperactivity. Personality Psychology Master's thesis. Azad University of Karaj, Karaj, Iran.

dos Santos Assef, E. C., Capovilla, A. G. S., & Capovilla, F. C. (2007). Computerized Stroop test to assess selective attention in children with attention deficit hyperactivity disorder. The Spanish journal of psychology, 10(01), 33-40.

Austin, E. J., Evans, P., Goldwater, R., & Potter, V. (2005). A preliminary study of emotional intelligence, empathy and exam performance in first year medical students. Personality and Individual Differences, 39(8), 1395-1405.

Barkley, R. A. (Ed.). (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.

Barkley, R. A. (2003). Issues in the diagnosis of attention-deficit/hyperactivity disorder in children. Brain and development, 25(2), 77-83.

Bálint, S., Bitter, I., & Czobor, P. (2014). [Neurobiological correlates of cognitive flexibility in ADHD-A systematic review of the literature]. Psychiatria Hungarica: A Magyar Pszichiatriai Tarsasag tudomanyos folyoirata, 30(4), 363-371.

Behrouz, B., Aliabadi , SH., Yazdkhasti, F., Vaisi, S. (2012). Children with Attention Deficit Hyperactivity Disorder and normal compared to the two categories of emotional intelligence and attachment styles. Research in Rehabilitation Sciences, 8(6), 1032-1044.

Bresnahan, S. M., Anderson, J. W., & Barry, R. J. (1999). Age-related changes in quantitative EEG in attention-deficit/hyperactivity disorder. Biological psychiatry, 46(12), 1690-1697.

Bledsoe, J. C., Semrud-Clikeman, M., & Pliszka, S. R. (2010). Response inhibition and academic abilities in typically developing children with attention-deficit-hyperactivity disorder-combined subtype. Archives of clinical neuropsychology, acq048.

Curatolo, P., D'Agati, E., & Moavero, R. (2010). The neurobiological basis of ADHD. Italian journal of pediatrics, 36(1), 1.

Familiar, I., Ruisenor-Escudero, H., Giordani, B., Bangirana, P., Nakasujja, N., Opoka, R., & Boivin, M. (2015). Use of the Behavior Rating Inventory of Executive Function and Child Behavior Checklist in Ugandan Children with HIV or a History of Severe Malaria. Journal of developmental and behavioral pediatrics: JDBP, 36(4), 277-284.

Farrant, B. M., Fletcher, J., & Maybery, M. T. (2014). Cognitive flexibility, theory of mind, and hyperactivity/inattention. Child development research, 2014.

Gray, S. A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., ... & Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial. Journal of Child Psychology and Psychiatry, 53(12), 1277-1284.

Greenspan, S. I. (2009). Overcoming Anxiety, Depression and other Mental Health Disorders in Children and Adults: A New Roadmap for Families and Professionals. Bethesda, Maryland: Interdisciplinary council on developmental and learning disorders.

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2011). Exceptional learners: An introduction to special education. Pearson Higher Ed.

Hashemi Nosratabad , T., Mahmoud Alilou, M., Ne'mati Sougi Tapeh, F & Gholam Rostami, H.A., (2010). Comparison of self-regulation of Emotional and Motivational Executive Functions in Subtypes of Attenti on-Deficit / Hyperactivity Disorder Based on Barkley's Model. Advances in Cognitive Science, 12(1), 1-16.

Khosrow Javidi, M. (2002). Verifying the Reliability and validity of emotional intelligence, shooting, MA thesis. Tarbiat Modares University, Tehran, Iran.

Mashhadi, A., Rasoulzadeh-Tabatabaie, K., Azadfallah, P., & Soltanifar, A. T. E. F. E. H. (2009). The comparison of response inhibition and interference control in ADHD and normal children. Journal of Clinical Psycology, 1(2), 0-0.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: new ability or eclectic traits?. American psychologist, 63(6), 503.

McMillan, D.W. (2006). Emotion rituals: A resource for therapists and clients. Taylor & Francis Group.

Moshirian Farahi, S. M. M., Asghari Ebrahimabad, M.J, Moshirian Farahi, S.M., Razaghi Kashani, SH. & Tavakoli, H. (2016). The relationship between the religious attitudes with marital satisfaction and psychological health and resilience in prison officer. Journal of Reaserch on Religion & Health, 2(2), 24-33.

Mueller, S. C. (2011). The influence of emotion on cognitive control: relevance for development and adolescent psychopathology. Cognitive and affective control, 111.

Nigg, J.T. (2006). What causes ADHD Understanding What Goes Wrong and Why. New York: The Guilford Press.

Pessoa, L. (2010). Emotion and cognition and the amygdala: from “what is it?” to “what's to be done?”. Neuropsychologia, 48(12), 3416-3429.

Rabiner, D. L., Murray, D. W., Skinner, A. T., & Malone, P. S. (2010). A randomized trial of two promising computer-based interventions for students with attention difficulties. Journal of abnormal child psychology, 38(1), 131-142.

Rajendran, K., Trampush, J. W., Rindskopf, D., Marks, D. J., O’Neill, S., & Halperin, J. M. (2013). Association between variation in neuropsychological development and trajectory of ADHD severity in early childhood. American Journal of Psychiatry, 170(10), 1205-1211.

Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical psychology review, 33(8), 1237-1252.

Sachjog Velez, S.M. (2009). Relationships between Executive Functions, Attention Deficit Hyperactivity Disorder (ADHD), Comorbid Disorders, and Familial History in a Nonclinical Population. Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Psychology, Department of Psychology, Philadelphia College of Osteopathic Medicine.

Salovey, P., Brackett, M. A., & Mayer, J. D. (Eds.). (2004). Emotional intelligence: Key readings on the Mayer and Salovey Model. Portchester, New York: National Professional Resources.

Savitz, J. B., & Jansen, P. (2003). The Stroop Color-Word Interference Test as an indicator of ADHD in poor readers. The Journal of genetic psychology, 164(3), 319-333.

Scheres, A., Oosterlaan, J., Geurts, H., Morein-Zamir, S., Meiran, N., Schut, H., ... & Sergeant, J. A. (2004). Executive functioning in boys with ADHD: primarily an inhibition deficit?. Archives of Clinical Neuropsychology, 19(4), 569-594.

Shue, K. L., & Douglas, V. I. (1992). Attention deficit hyperactivity disorder and the frontal lobe syndrome. Brain and cognition, 20(1), 104-124.

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences, 25(2), 167-177.

Tehrani- Doost, M., Radgoodarzi., R., Sepasi , M., Alaghebandrad, J. (2003). Executive function deficits in children with attention deficit - hyperactivity. Cognitive Science News, 5 (1), 1-9.

Vinogradov, S., Fisher, M., & de Villers-Sidani, E. (2012). Cognitive training for impaired neural systems in neuropsychiatric illness. Neuropsychopharmacology, 37(1), 43-76.

Walcott, C. M., & Landau, S. (2004). The relation between disinhibition and emotion regulation in boys with attention deficit hyperactivity disorder. Journal of clinical child and adolescent psychology, 33(4), 772-782.

Waring, J. D., & Kensinger, E. A. (2011). How emotion leads to selective memory: Neuroimaging evidence. Neuropsychologia, 49(7), 1831-1842.

Zeidner, M., Matthews, G., & Roberts, R. D. (2012). What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. MIT press.

Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., ... & Carlson, S. M. (2003). The development of executive function in early childhood. Monographs of the society for research in child development, i-151

Cómo citar
Amin Yazdi, S. A., Moshirian Farahi, S. M., Moshirian Farahi, S. M. M., & Hosseini, J. (2018). Inteligencia emocional y su papel en la flexibilidad cognitiva de niños con y sin trastorno por déficit de atención con hiperactividad. Anales de Psicología / Annals of Psychology, 34(2), 299–304.
Psicología evolutiva y de la educación