Neurofeedback is a neuronal self-regulation technique that teaches people to modulate their brain frequencies using visual and auditory reinforcements presented on a computer screen. To assess the effect of neurofeedback training in children with ADHD as far as improved attention and impulse control, and analyze whether or not there are differences between the inattentive and hyperactive subtypes. Fifty children diagnosed with ADHD participated in the study: 14 comprised the control group, and 36 the experimental group (16 with the inattentive ADHD subtype, 20 with the hyperactive ADHD subtype). Attention and impulse control were assessed using the Integrated Visual Auditory CPT (IVA/CPT). Results indicated that the predominantly inattentive group showed significant differences on the Control Scale (p = .023, d = 1.31) and the Attention Scale (p < .01, d = 1.89) of the IVA/CPT; meanwhile the predominantly hyperactive group showed significant improvement on the Control Scale (p = .016, d = 1.21). The control group exhibited no significant differences on either of the two scales (p > .5). In terms of theta/beta ratio, no significant differences were detected (p = .10) between ADHD subtypes. The findings suggest that neurofeedback training using the theta/beta protocol was more effective in the predominantly inattentive subset of individuals with ADHD.

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PSICO-A es un sistema informático para el aprendizaje de la Psicología. Está especialmente destinado a estudiantes de Educación Secundaria. Es el primer sistema integrado computacional concebido para la enseñanza de unidades didácticas de Psicología. PSICO-A combina diversas herramientas e influencias didácticas: introduce mapas conceptuales, recuperación libre del recuerdo, un mecanismo efectivo de “feedback”, simulaciones, juegos digitales y explora la capacidad metacognitiva de los alumnos. Hemos confirmado una mejora significativa en el rendimiento conceptual en aquellos alumnos que construyeron mapas conceptuales a través del sistema frente a aquellos que tuvieron que trazarlos a mano. Además, hemos analizado la interrelación entre mapas conceptuales y simulaciones, comprobando que el primer grupo de alumnos rindió más en una simulación que el segundo grupo. Quedaría para un trabajo futuro demostrar qué sucedería si, después de realizar el mapa conceptual (en sus dos condiciones), los alumnos fueran expuestos a un juego relacionado con una unidad didáctica de la asignatura.

Background Recent research has pointed to impaired executive functions (EF) as a potential early predictor of progression from Mild Cognitive Impairment (MCI) to dementia in the Alzheimer’s clinical syndrome (ACS) (Junquera et al, 2020). In this study, we investigated the EF tests that hold the best sensitivity and specificity to discriminate, using baseline data, between cognitively unimpaired older adults and MCI patients who converted to ACS or remained stable after two years (aim 1). We then explored which EF components can best predict conversion from MCI to ACS in a two‐year follow‐up (aim 2). Method We assessed 210 participants, 71 cognitively unimpaired older adults (CU) and 130 MCI patients. Eight tests assessing EF (Similarities, Arithmetic, Reverse Digits, and Letters and Numbers, Trail‐Making Test, Stroop Test, Verbal Fluency – phonemic and categories, and Zoo Map) were administered at baseline and at 2‐year follow‐up, together with cognitive screening tools and IADL measures. ROC analysis was used to address aim 1. A binary regression model was then used to examine the EF components and tests identified via aim 1 that reliably predict progression from MCI to ACS (aim 2). Result Baseline scores from the TMT and semantic categories' fluency were significantly lower in MCI patients who later progressed to ACS (p<.001) than those who remained stable. ROC analysis showed that the TMT and semantic category fluency test were the best tests to differentiate at baseline between MCI converter and non‐converter (AUC = 0.768 and 0.77, respectively), CU and MCI converter (AUC = 0.864 and 0.876, respectively), and between CU and MCI no converter (AUC = 0.602 and 0.673, respectively). Binary logistic regression results revealed that indeed, the TMT and semantic categories fluency test significantly predicted the conversion from MCI to ACS (p<.05). Conclusion Switching abilities and verbal fluency (categories) were the executive function that best predicts MCI to ACS conversion in two years. TMT and semantic verbal fluency clearly identify people with high risk to develop ACS in two years. It is recommended to include these tests in the prodromal Alzheimer’s disease characterization.

Un traumatismo craneoencefálico (TCE)ocurrido durante la infancia puede incidirnotablemente en el proceso de desarrollocerebral del niño y, como consecuencia,en su desarrollo cognitivo y conductual.Sin embargo, la evolución de las capacidadescognitivas y conductuales tras unTCE en la infancia no es siempre igual,sino que depende de una serie de factores.Diversos estudios han revelado dosgrupos principales de factores que interaccionanfuertemente entre sí