Age Related Changes in the Executive Function of Colombian Children

Ruiz, Nathalia Cadavid; Río, Pablo del; Egido, Jaime; Galindo-Villardón, Purificación

doi:10.11144/javeriana.upsy15-5.arce

Cited by 7 publications

(11 citation statements)

References 26 publications

(23 reference statements)

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“…In relation to SES differences, the expected results were obtained. Children of middle and high SES levels tend to control and regulate their classroom activities more often than children of rural and low SES levels, as was evidenced in other studies (Cadavid- Ruiz & Del Río, 2012;Cadavid-Ruiz et al, 2016). This may be due to the influence of other variables such as the quality of family and school education the children receive.…”

Section: Discussionmentioning

confidence: 63%

“…Three variables explain some of the differences in the behavioral patterns observed in the children we evaluated: age, EF performance level, and SES. These same variables had been highlighted by studies of EF based on psychometric measures as well (Benson et al, 2013;Cadavid-Ruiz et al, 2016).…”

Section: Discussionmentioning

confidence: 66%

“…As is shown in Table 1, few children with high SES showed low executive performances (percentile scores between 80 and 100), and few children with low SES showed high executive performances (percentile scores between 1 and 20). This finding suggests that the development of EF in Colombian children may depend to some extent on their living conditions, which are associated with their socio-economic status (For more information about this subject, consult Cadavid- Ruiz & Del Río, 2012;Cadavid-Ruiz et al, 2016). Secondly, observational analysis run on the 37 final recordings showed that only 14 of the 37 children developed a meaningful activity during the class hour.…”

Section: Resultsmentioning

confidence: 96%

“…A group of Colombian children who participated in previous work on EF development (Cadavid- Ruiz et al, 2016), and who satisfied the requirements of age, sex, and SES established for this study, were selected to participate. The main objective was to examine whether children aged four, six, and eight years, from different SES levels and with low and high EF performances, behave executively to control and regulate their behavior to accomplish one hour of class goals.…”

Section: Methodsmentioning

confidence: 99%

“…The executive functioning profiles obtained in our previous studies (Cadavid -Ruiz & Del Río, 2012;Cadavid-Ruiz, del Río, Egido, & Galindo, 2016) of 244 Colombian children aged four, six, and eight years old who attended public and private schools in Bogotá-Colombia, and who showed typical psychological development, were used to identify children with the highest (percentile scores between 80 and 100) and lowest scores (percentile scores between 1 and 20) on EF performance per age group. We then classified them according to their socio-economic status (SES)--rural, low, middle, and high.…”

Section: Participantsmentioning

confidence: 99%

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An Observational Analysis of Executive Performance in School Children

Cadavid-Ruiz¹,

Río²

2018

Psych. Rus.

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Background. Today's research on human executive functioning (EF) demonstrates a deepening understanding of this psychological concept as a mental process, as it has been assessed in testing contexts. But little effort has been made to approach the executive function from an ecological viewpoint, one which allows its study in the context of real life, and treats this function as simultaneously mental and behavioral. Objective and Design. The purpose of the present research was to explore how 37 Colombian children, aged four, six, and eight years old, with typical psychological development, used their executive functions in a daily context, such as school classes. Results. Observational analysis revealed that only 40% of the participants could control and regulate their behavior to achieve class goals. In the few cases where executive regulation was observed, socioeconomic status and executive performance marked the behavioral patterns used by children to control and regulate their tasks in class. Conclusion. Participants in this study showed that, independent of their EF performance level, their ability to use EF to control and regulate a daily activity, such as their behavior in class, depends on their ability to understand the advantages of acting executively. Most importantly, this skill differs among children by variables such as socioeconomic status.

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 66%

Section: Resultsmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

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An Observational Analysis of Executive Performance in School Children

Cadavid-Ruiz¹,

Río²

2018

Psych. Rus.

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Studying executive functions in senior preschoolers

2019

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Contributing Towards a Cultural Neuropsychology Assessment Decision-Making Framework: Comparison of WAIS-IV Norms from Colombia, Chile, Mexico, Spain, United States, and Canada

Duggan

Awakon

Loaiza

et al. 2018

Archives of Clinical Neuropsychology

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Objective Test and normative data selection in cross-cultural neuropsychology remain a complex issue. Despite growing awareness, more studies and instruments are needed to adequately address the impact of cultural factors, such as quantity and quality of education. In this study, we examine the interpretive effects of applying six relevant WAIS-IV norms to a Colombian sample. Method A sample of 305 highly educated Colombian corporate executives completed the WAIS-IV. Data were scored using norms from Colombia, Chile, Mexico, Spain, United States, and Canada and scores were compared using ANOVA. Additionally, a comparative sociodemographic framework was established to contextualize our sample to the standardization samples and populations of the six countries. Results Colombian and Chilean norms yielded systematically similar FSIQ/Index scores (mean range = 117–121), while incrementally lower scores were found with norms from Mexico (–3–9 points), Spain (–3–11 points), USA (–8–13 points), and Canada (–11–18 points). Verbal scores differed, with highest scores obtained with Mexican and Spanish norms. Working memory and processing speed scores had the lowest score agreement across norms. Conclusions Although the Chilean norms are more frequently used in Colombia, the recently developed Colombian norms appear optimal for our sample; the scores do not have meaningful differences with those obtained with Chilean norms and offer local population representation fidelity. Mexican, Spanish, US, and Canadian norms underestimated WAIS-IV scores and distorted the sample’s score distribution. Finally, verbal scores highlight potential education representation within Spanish and Mexican norms, while working memory and processing speed scores suggest cultural nuances likely captured within different norms.

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Age Related Changes in the Executive Function of Colombian Children

Cited by 7 publications

References 26 publications

An Observational Analysis of Executive Performance in School Children

An Observational Analysis of Executive Performance in School Children

Studying executive functions in senior preschoolers

Contributing Towards a Cultural Neuropsychology Assessment Decision-Making Framework: Comparison of WAIS-IV Norms from Colombia, Chile, Mexico, Spain, United States, and Canada

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