Modelo de funciones ejecutivas basado en análisis factoriales en población infantil y escolar: metaanálisis

Abstract

Introduction. Executive functions are defined as a set of skills that are involved in various activities which are novel to the individual and which require a creative solution. It is not easy or straight forward to conceptualise or identify the factors that make up a population of young children. Aim. To analyse the components of executive function due to the clinical implications in different neurodevelopmental disorders in a population-based sample of young children. Development. From the body of literature, 35 published papers that used different factor analysis approaches for factor extraction were reviewed. The probability of a study with three factors being undertaken in the stage between 0 to 12 years is 1.44 times higher than studies being undertaken with some focus on another structure. The probability of a study being undertaken that focuses on the Flexibility dimension in the stage between 0 to 12 years is 1.45 times higher than a study being undertaken that focuses on any other dimension. The association between the different structures and dimensions that are analysed with respect to age using the Kendall tau-b indicates a statistically significant association between: studies with three factors and age (tau = 0.29; p = 0.044) and flexibility with age (tau = 0.37; p = 0.012). Conclusions. The diversity of the obtained results can be attributed to, and is in line with, the plurality of theoretical conceptualisations, tests used and statistical analyzes carried out. It can be concluded that working memory, inhibition and flexibility are the executive processes most commonly found in the factorial models of executive control in young children and adolescents.

Inteligencia, funciones ejecutivas y rendimiento académico de adolescentes de 13 y 14 años de Resistencia (Chaco, Argentina)

“…Conocer la estructura de las FE permite diseñar intervenciones preventivas eficaces para la estimulación cognitiva de niños que evidencian dificultades tempranas, orientar las intervenciones y evitar dificultades en relación con el RA y las habilidades sociales (Tirapu-Ustárroz et al, 2018). Las FE comprenden un conjunto de capacidades que permiten controlar, regular y planear las conductas y los procesos cognitivos, mediante las cuales se pueden desarrollar actividades independientes, propositivas y productivas (Lezak, 1994).…”

Hot Executive Function Assessment Instruments in Preschool Children: A Systematic Review

“…Yet, according to other authors, this concept only considers cold FEs [ 83 ]. Despite these conceptual differences, there is consensus that both aspects are involved in the integral development in individuals [ 84 ].…”

A Short Version of the EFECO Online Questionnaire for the Assessment of Executive Functions in School-Age Children

“…Although all theoretical models define EF as a set of skills, they do not all agree on the number of components nor the hierarchical structure [ 9 , 10 ]. The diversity of models oscillates between considering different components of the so-called cold EFs, involved in goal achievement and problem-solving, including working memory, attentional control, cognitive flexibility, inhibition, planning, organization, among others; and warm EFs, which pay attention to the role of emotional processes in cognitive control such as the ability to delay reward, self-reinforcement, decision making with affective components, empathy, theory of mind, social judgement, or emotional self-regulation [ 11 , 12 ].…”

“…Although all theoretical models define EF as a set of skills, they do not all agree on the number of components nor the hierarchical structure [9,10]. The diversity of models oscillates between considering different components of the so-called cold EFs, involved in goal achievement and problem-solving, including working memory, attentional control,…”