Desarrollo de las funciones ejecutivas en niños preescolares. Una revisión de su vínculo con el temperamento y el modo de crianza
Universidad Nacional de Rosario
Psicólogo de la Facultad de Psicología de la Universidad Nacional de Rosario (unr). Doctor en Psicología de la Universidad Nacional de Rosario. Docente-investigador de la Facultad de Psicología de la Universidad Nacional de Rosario (unr). Cátedras de Residencia Clínica A (coordinador del área de Neurociencias Cognitivas) y trabajo de campo laboral A. Profesor adjunto de la cátedra Neuropsicología del Instituto Universitario del Gran Rosario (iugr), Rosario, Argentina.
email: cervigni@irice-conicet.gov.ar
Universidad Nacional de Rosario
Psicóloga de la Facultad de Psicología de la Universidad Nacional de Rosario (unr). Becaria Doctoral del Instituto Rosario de Investigaciones en Ciencias de la Educación (irice) y del Consejo Nacional de Investigaciones Científicas y Técnicas (conicet). Adscripta a la cátedra Residencia Clínica A (co-coordinadora del Área de Neurociencias Cognitivas) de la Facultad de Psicología de la Universidad Nacional de Rosario (unr). Docente titular de la cátedra Psicología Cognitiva de la Universidad de Ciencias Empresariales y Sociales (uces), Rosario, Argentina
email: stelzer@irice-conicet.gov.ar
Universidad Nacional de Rosario
Psicóloga de la Universidad del Rosario. Becaria Doctoral del Instituto Rosario de Investigaciones en Ciencias de la Educación (irice) y del Consejo Nacional de Investigaciones Científicas y Técnicas (conicet). Integrante del área Neurociencia Cognitiva, cátedra Residencia Clínica A de la Facultad de Psicología de la Universidad Nacional de Rosario (unr).
email: mazzoni@irice-conicet.gov.ar
Instituto de Neurología y Neurocirugía
Psicólogo de la Facultad de Psicología de la Universidad de la Habana (uh). Doctor en Ciencias Psicológicas de la Facultad de Psicología de la Universidad de la Habana (uh). Jefe e investigador principal del Laboratorio de Neurocognición del Instituto de Neurología y Neurocirugía (inn), La Habana, Cuba.
email: exxpadero@yahoo.com
El constructo “funciones ejecutivas” (ef) constituye un término “paraguas” bajo el cual se han agrupado diferentes procesos destinados al control consciente del pensamiento, el comportamiento y la afectividad. Numerosas investigaciones han revelado que durante el periodo preescolar estos procesos experimentan mejoras significativas en su rendimiento. Si bien son diversas las variables que influirían en tales cambios, el temperamento infantil (t) y el modo de crianza (mc) han sido resaltados como factores importantes asociados con tal desarrollo. Con el objetivo de analizar la interrelación entre ef, t y mc, se realizará una revisión de algunos de los principales vínculos establecidos entre estos constructos durante el periodo preescolar. La revisión efectuada revela que, si bien son numerosas las publicaciones que hallan un nexo entre las ef, el t y el mc, la diversidad de los diseños utilizados dificulta la comprensión de los mecanismos que mediarían tal vinculación. Se concluirá señalando algunas pautas a considerar para el diseño de futuras investigaciones que podrían clarificar el vínculo entre tales constructos.
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