Selective Attention: a Comparative Study on Argentine Students from Different Socioeconomic Contexts

Ison, Mirta Susana; Greco, Carolina; Korzeniowski, Celina Graciela; Morelato, Gabriela Susana

doi:10.14204/ejrep.36.14092

Cited by 14 publications

(16 citation statements)

References 31 publications

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“…La capacidad atencional, la memoria de trabajo, la flexibilidad, el control inhibitorio, la organización y la planificación son aquellos procesos de control cognitivo que se ponen en marcha frente a las exigencias y demandas de los diferentes contextos de aprendizaje. Su correcto funcionamiento es un buen predictor de logros académicos en la temprana y mediana infancia (Best, Miller y Naglieri, 2011;Blair, 2013;Ison, Greco, Korzeniowski y Morelato, 2015;Korzeniowski, Cupani, Ison y Difabio, 2016;Schmittmann, van der Maas y Raijmakers, 2012).…”

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Escala de Funcionamiento Ejecutivo para Escolares: Análisis de las Propiedades Psicométricas

Korzeniowski

Ison

2019

Psicología Educativa

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A B S T R A C TThis paper presents the psychometric properties and an initial validation study of the Executive Functioning Scale for Children (EFS). The EFS assesses parents' and teachers' perception of the frequency of certain behaviors schoolchildren may present when performing tasks that demand attentional control, inhibitory control, metacognition, organization, planning, and cognitive flexibility. The participants were 307 schoolchildren, male and female (48.2% female), between 6 and 10 years of age (M = 7.69, SD = 1.07), belonging to the middle-low SES (17%) and low SES (83%). The children attended three primary schools from first to 4th grade in the province of Mendoza, Argentina. The informants were the teachers. The results indicated that the EFS offers a unidimensional structure, adequate internal consistency, temporal stability, and predictive capacity of school performance. These results suggest that the EFS is an ecologically valid and reliable assessment instrument that can be used to complement children's neuropsychological evaluation.

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Escala de Funcionamiento Ejecutivo para Escolares: Análisis de las Propiedades Psicométricas

Korzeniowski

Ison

2019

Psicología Educativa

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“…A possible explanation may be that each group had very few participants and there was an imbalance in the number of group members between the control group (n = 12) and the intervention group (n = 8). In addition, most IG children were one year older than the regular school age, which is a complex issue involving multiple cognitive, affective and sociocontextual variables (Ison et al, 2015) that could have contributed to attenuating the benefits from the training program. Therefore, these results reflect the need to implement individual, intensive, early-start interventions with children who are older than the regular school age along with other approaches intended to tackle several aspects of this problem.…”

Section: Discussionmentioning

confidence: 99%

“…Children at social risk have poorer cognitive control performance and slower developmental pathways (Hackman et al, 2010;Ison, Greco, Korzeniowski, & Morelato, 2015;Lipina et al, 2011). In addition, specific mediators of the effects of childhood poverty have been identified, including low parental education levels, little cognitive stimulation at home, limited language interactions from parents to children, overcrowding, poor housing conditions, pre and post-natal stress and anxiety or depression on the part of parents (Noble & Farah, 2013;Segretin et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Cognitive stimulation in children at social risk: its transference to school performance

Korzeniowski

Ison

Anglat

2017

Int. j. psychol. res.

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Intervención cognitiva grupal destinada a fortalecer funciones ejecutivas en niños en riesgo socialCelina Korzeniowski 1 2 *, Mirta Susana Ison 1 2 and Hilda Difabio 3 AbstractThe present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by means of a battery of neuropsychological EF tests and a teacher-rated behavioral EF scale. The intervention program included 30 group cognitive stimulation sessions that increased in difficulty and were embedded into school currícula. Trained children performed better in terms of cognitive flexibility, planning, metacognition and inhibitory control, as compared to their baseline values and to children in the control group. This study provides new evidence of the effectiveness of cognitive interventions for children and of children's capability to transfer cognitive improvements to daily school activities. ResumenEl presente trabajo se propuso evaluar la efectividad de una intervención cognitiva grupal destinada a promover las funciones ejecutivas en niños en riesgo social. Se utilizó un diseño cuasi-experimental pretest-postest con grupo control. La muestra estuvo compuesta por 178 niños argentinos (52% varones) de 6 a 10 años de edad. Se empleó una batería de tests neuropsicológicos y una escala de funcionamiento ejecutivo versión docente. La intervención incluyó 30 sesiones grupales, de dificultad creciente y se insertó dentro de la curr'icula escolar. Los niños entrenados evidenciaron un mejor desempeño en flexibilidad cognitiva, planificación, metacognición y control inhibitorio en comparación con su desempeño basal y sus controles. Estos resultados aportan nueva evidencia sobre la efectividad de las intervenciones cognitivas infantiles y su capacidad para transferir las mejoras cognitivas a las actividades cotidianas de los niños en elámbito escolar.

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“…The thermal factor has also been correlated with academic performance, since thermal discomfort may lead to stress behaviors that influence learning [8]. Thermal alterations affect the problem-solving capacity and attention of students, which play a key role in mathematical skills competencies [9,10].…”

Section: Introductionmentioning

confidence: 99%

Classroom Indoor Environment Assessment through Architectural Analysis for the Design of Efficient Schools

et al. 2020

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Optimization of environmental performance is one of the standards to be achieved towards designing sustainable buildings. Many researchers are focusing on zero emission building; however, it is essential that the indoor environment favors the performance of the building purpose. Empirical research has demonstrated the influence of architectural space variables on student performance, but they have not focused on holistic studies that compare how space influences different academic performance, such as Mathematics and Arts. This manuscript explores, under self-reported data, the relationship between learning space and the mathematics and art performance in 583 primary school students in Galicia (Spain). For this, the Indoor Physical Environment Perception scale has been adapted and validated and conducted in 27 classrooms. The results of the Exploratory Factor Analysis have evidenced that the learning space is structured in three categories: Workspace comfort, natural environment and building comfort. Multiple linear regression analyses have supported previous research and bring new findings concerning that the indoor environment variables do not influence in the same way different activities of school architecture.

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Selective Attention: a Comparative Study on Argentine Students from Different Socioeconomic Contexts

Abstract: Introduction. Attentional Efficiency (AE) is defined as the accuracy with which a child dis-

Cited by 14 publications

References 31 publications

Escala de Funcionamiento Ejecutivo para Escolares: Análisis de las Propiedades Psicométricas

Escala de Funcionamiento Ejecutivo para Escolares: Análisis de las Propiedades Psicométricas

Cognitive stimulation in children at social risk: its transference to school performance

Classroom Indoor Environment Assessment through Architectural Analysis for the Design of Efficient Schools

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