Review of the Article
“Activities and Programs That Improve Children’s Executive Functions”
This review elaborates on an argument that describes the relevance of studying executive functions in the context of assessment and intervention. The main topics discussed in the article, such as conceptualization of executive function, general principles of intervention and effectiveness of some training programs, are described. It concludes by emphasizing the need to explore different intervention methods to choose the one that best suits the individuality of each subject. Similarly, the interest of the vast majority of researchers in studying training methods aimed at schoolchildren, putting aside those who are not linked to a formal education process, is criticized.
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As the author of the article, I declare that is an original unpublished work exclusively created by me, that it has not been submitted for simultaneous evaluation by another publication and that there is no impediment of any kind for concession of the rights provided for in this contract.
In this sense, I am committed to await the result of the evaluation by the journal Pensando Psicología before considering its submission to another medium; in case the response by that publication is positive, additionally, I am committed to respond for any action involving claims, plagiarism or any other kind of claim that could be made by third parties.
At the same time, as the author or co-author, I declare that I am completely in agreement with the conditions presented in this work and that I cede all patrimonial rights, in other words, regarding reproduction, public communication, distribution, dissemination, transformation, making it available and all forms of exploitation of the work using any medium or procedure, during the term of the legal protection of the work and in every country in the world, to the Universidad Cooperativa de Colombia Press.
Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science. 21(5), 335–341. doi: 10.1177/0963721412453722.
Diamond, A., Barnett, W. S., Thomas, J., y Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388. Recuperado de http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2174918/pdf/nihms-36247. pdf.
Organización de las Naciones Unidas para la Educación, Ciencia y Cultura. [unesco]. (2014). El número de niños sin escolarizar no logra reducirse. Recuperado de: http://www.unesco.org/new/es/media-services/in-focus-articles/unesco-no-progress-in-reducingglobal-number-of-children-out-of-school/.
