Executive function development in preschool children. A review of its relation with temperament and upbringing
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
The “executive functions” (ef) construct is term under which different processes related to conscious control of thought, behaviour, and emotions have been grouped. Research has shown that, during the preschool period these processes undergo significant improvement in their performance. Even though multiple variables influence this change, child temperament (t) and the mode of upbringing (mc) have been highlighted as important factors in this development. Meaning to analyse the correlation between ef, t and mc we will make a review of the main relations that have been established between these constructs during the preschool period. The review reveals that, although multiple publications find relations between ef, t, and mc, the diversity of the employed designs makes the comprehension that govern said relations harder. We will conclude by pointing out some criteria to be considered in the design of further research to classify the relations between these constructs.
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