Age Related Changes in the Executive Function of Colombian Children
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may 18, 2017
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Resumen
Executive Function (EF) is a higher cognitive process responsible for control and self-regulation of behavior. The aim of this study is to describe the developmental trajectory of EF in four and six-year old Colombian children, and to highlight possible differences by socio-cultural variables such as age, sex, type of school or socio-economic status. One hundred and sixty-three normotypical children were tested using psychological tests validated for a Spanish population belonging to the Weschler and Luria Initial batteries. HJ-biplot analysis showed that EF developed commensurate with age and school grade, although differences by socio-economic status and type of school were evident.
Keywords
neuropsicología, funciones ejecutivas, niños, Colombianeuropsychology, executive functions, children, Colombia
References
Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation between Intelligence Test Scores and Executive Function Measures. Archives of Clinical Neuropsychology, 15(1), 31-36.
Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The Influence of the Parents' Educational Level on the Development of Executive Functions. Developmental neuropsychology, 28(1), 539-560.
Barkley, R. A. (1996). Linkages between attention and executive functions. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 307-325). Baltimore: Paul H Brookes Publishing.
Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology review, 11(1), 1-29.
Bauselas-Herrera, E., & Orozco, C. I. (2009). Análisis de algunas propieades psicométricas de la batería Luria-Inicial en una muestra de escolares potosinos. Boletín de la Sociedad de Pediatría de Asturias, Cantabria, Castilla y León, 49, 35-40.
Bialystok, Ellen, & Viswanathan, Mythili (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112(3), 494-500.
Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental neuropsychology, 26(2), 571-593.
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development and Education, 53(1), 35-46.
Capilla, A., Romero, D., Maestú, F., Campo, P., Fernández, S., González-Márques, J., et al. (2004). Emergencia y desarrollo cerebral de las funciones ejecutivas. Actas Españolas de Psiquiatría, 32(6), 377-386.
Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive Function and Theory of Mind: Stability and Prediction From Ages 2 to 3. Developmental psychology, 40(6), 1105-1122.
Departamento Administrativo Nacional de Estadística - DANE (n.d.) Preguntas frecuentes Estratificación Socioeconómica. Recuperado de http://www.dane.gov.co/files/geoestadistica/Preguntas_frecuentes_estratificación.pdf
Denckla, M. B. (1996). A theory and model of executive function: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 263-278). Baltimore: Paul H Brookes Publishing.
Díaz-Victoria, A. R., Ortega-Pérez, K. V., Olivo-Ruiz, A., & Soto-Salgado, M. L. (2007). Análisis neuropsicológico de la hipomelanosis de lto. Estudio de caso. Revista Mexicana de Neurociencia, 8(1), 86-90.
Duncan, Greg J., & Brooks-Gunn, Jeanne (1994). Economic Deprivation and Early Childhood Development. Child development, 65(2), 296-318.
Duncan, J., Emolie, H., & Williams, P. (1996). Intelligence and the Frontal Lobe: The organization of goal-directed behavior. Cognitive Psychology, 30, 257-303.
Flores, F., Moreno, M. T., & Cubero, J. I. (1998). A comparison of univariate and multivariate methods to analyze G X E interaction. Field Crops Research, 56, 271-286.
Galindo, M. P. (1986). Una alternativa de representación simultánea: HJ-Biplot. Questíio, 10(1), 13-23.
Galindo, M. P. & Cuadras, C. M. (1986). Una extension del método Biplot y su relación con otras técnicas. Publicaciones de Bioestadística y Biomatemática. Universidad de Barcelona. Nº 17
Gioia, G. A., & Isquith, P. K. (2004). Ecological Assessment of Executive Function in Traumatic Brain Injury. Developmental neuropsychology, 25(1-2), 135-158.
Hughes, C. (2002). Executive functions and development: Why the interest? Infant and Child Development, 11(2), 69-71.
Isquith, P. K., Gioia, G. A., & Espy, K. A. (2004). Executive Function in Preschool Children: Examination Through Everyday Behavior. Developmental neuropsychology, 26(1), 403-422.
Klenberg, L., Korkman, M., & LahtiNuuttila, P. (2001). Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developmental neuropsychology, 20(1), 407-428.
Lee, K., Bull, R. & Ho, R. M. H. (2013). Developmental Changes in Executive Functioning. Child Development, 84, 1933–1953. doi: 10.1111/cdev.12096
Manga, D., & Ramos, F. (2001). Evaluación de los síndromes neuropsicológicos infantiles. Revista de Neurología, 32, 664-675.
Manga, D., & Ramos, F. (2006). Luria Inicial: Evaluación Neuropsicológica en la edad preescolar. Madrid: TEA.
Melcón, M. A., & Manga, D. (2002). Alternativas a las escalas de Wechsler en la evaluación neuropsicológica de los procesos cognitivos. Polibea, 63, 28-33.
Mezzacappa, E. (2004). Alerting, Orienting, and Executive Attention: Developmental Properties and Sociodemographic Correlates in an Epidemiological Sample of Young, Urban Children. Child Development, 75(5), 1373-1386.
Miller, M. R., Giesbrecht, G. F., Müller, U., McInerney, R. J. & Kerns, K. A. (2012). A latent variable approach to determining the structure of executive function in preschool children. Journal of Cognition and Development, 13(3), 395-423. doi: 10.1080/15248372.2011.585478
Richerson, P.J. & Boyd, R. (2005). Not by genes alone: how culture transformed human evolution. Chicago: The University of Chicago Press.
Santiuste-Bermejo, V., & Santiuste-Díaz, M. (2008). Epistemics for Learning Disabilities: Contributions from Magnoencephalography, a Functional Neuroimaging Tool. Universitas Psychologica, 7(3), 655-671.
Shayer, B., Carvalho, C., Mota, M., Argollo, N., Abreu, N. & Bueno, O. F. A. (2015). Desempenho de escolares em atenção e funções executivas no Nepsy e inteligência. Revista Psicologia-Teoria e Prática, 17(1), 120-135.
Tamm, L., Menon, V., & Reiss, A. L. (2002). Maturation of brain function associated with response inhibition. Journal of the American Academy of Child & Adolescent Psychiatry, 41(10), 1231-1238.
Turkheimer, Eric, Haley, Andreana, Waldron, Mary, D'Onofrio, Brian, & Gottesman, Irving I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14(6), 623-628.
Usai, M. C., Viterbori, P., Traverso, L., & De Franchis, V. (2014). Latent structure of executive function in five-and six-year-old children: a longitudinal study. European Journal of Developmental Psychology, 11(4), 447-462.
Villardón, J.L. (2007). Programa MULTBIPLOT v.alpha 2.1. Departamento de Estadística, Universidad de Salamanca.
Wechsler, D. (2001). WPPSI Escala de Inteligencia de Wechsler para Preescolar y Primaria (6 ed.). Madrid: TEA.
Wechsler, D. (2005). WISC-IV Escala de inteligencia de Wechsler para niños-IV. Adaptación española. Madrid: TEA.
Welsh, M. C. (2002). Developmental and clinical variations in executive functions. In D. L. Molfese & V. J. Molfese (Eds.), Developmental variations in learning: Applications to social, executve function, language and reading skills (pp. 139-185). New Jersey: Lawrence Erlbaum Associates.
Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The Influence of the Parents' Educational Level on the Development of Executive Functions. Developmental neuropsychology, 28(1), 539-560.
Barkley, R. A. (1996). Linkages between attention and executive functions. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 307-325). Baltimore: Paul H Brookes Publishing.
Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology review, 11(1), 1-29.
Bauselas-Herrera, E., & Orozco, C. I. (2009). Análisis de algunas propieades psicométricas de la batería Luria-Inicial en una muestra de escolares potosinos. Boletín de la Sociedad de Pediatría de Asturias, Cantabria, Castilla y León, 49, 35-40.
Bialystok, Ellen, & Viswanathan, Mythili (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112(3), 494-500.
Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental neuropsychology, 26(2), 571-593.
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development and Education, 53(1), 35-46.
Capilla, A., Romero, D., Maestú, F., Campo, P., Fernández, S., González-Márques, J., et al. (2004). Emergencia y desarrollo cerebral de las funciones ejecutivas. Actas Españolas de Psiquiatría, 32(6), 377-386.
Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive Function and Theory of Mind: Stability and Prediction From Ages 2 to 3. Developmental psychology, 40(6), 1105-1122.
Departamento Administrativo Nacional de Estadística - DANE (n.d.) Preguntas frecuentes Estratificación Socioeconómica. Recuperado de http://www.dane.gov.co/files/geoestadistica/Preguntas_frecuentes_estratificación.pdf
Denckla, M. B. (1996). A theory and model of executive function: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 263-278). Baltimore: Paul H Brookes Publishing.
Díaz-Victoria, A. R., Ortega-Pérez, K. V., Olivo-Ruiz, A., & Soto-Salgado, M. L. (2007). Análisis neuropsicológico de la hipomelanosis de lto. Estudio de caso. Revista Mexicana de Neurociencia, 8(1), 86-90.
Duncan, Greg J., & Brooks-Gunn, Jeanne (1994). Economic Deprivation and Early Childhood Development. Child development, 65(2), 296-318.
Duncan, J., Emolie, H., & Williams, P. (1996). Intelligence and the Frontal Lobe: The organization of goal-directed behavior. Cognitive Psychology, 30, 257-303.
Flores, F., Moreno, M. T., & Cubero, J. I. (1998). A comparison of univariate and multivariate methods to analyze G X E interaction. Field Crops Research, 56, 271-286.
Galindo, M. P. (1986). Una alternativa de representación simultánea: HJ-Biplot. Questíio, 10(1), 13-23.
Galindo, M. P. & Cuadras, C. M. (1986). Una extension del método Biplot y su relación con otras técnicas. Publicaciones de Bioestadística y Biomatemática. Universidad de Barcelona. Nº 17
Gioia, G. A., & Isquith, P. K. (2004). Ecological Assessment of Executive Function in Traumatic Brain Injury. Developmental neuropsychology, 25(1-2), 135-158.
Hughes, C. (2002). Executive functions and development: Why the interest? Infant and Child Development, 11(2), 69-71.
Isquith, P. K., Gioia, G. A., & Espy, K. A. (2004). Executive Function in Preschool Children: Examination Through Everyday Behavior. Developmental neuropsychology, 26(1), 403-422.
Klenberg, L., Korkman, M., & LahtiNuuttila, P. (2001). Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developmental neuropsychology, 20(1), 407-428.
Lee, K., Bull, R. & Ho, R. M. H. (2013). Developmental Changes in Executive Functioning. Child Development, 84, 1933–1953. doi: 10.1111/cdev.12096
Manga, D., & Ramos, F. (2001). Evaluación de los síndromes neuropsicológicos infantiles. Revista de Neurología, 32, 664-675.
Manga, D., & Ramos, F. (2006). Luria Inicial: Evaluación Neuropsicológica en la edad preescolar. Madrid: TEA.
Melcón, M. A., & Manga, D. (2002). Alternativas a las escalas de Wechsler en la evaluación neuropsicológica de los procesos cognitivos. Polibea, 63, 28-33.
Mezzacappa, E. (2004). Alerting, Orienting, and Executive Attention: Developmental Properties and Sociodemographic Correlates in an Epidemiological Sample of Young, Urban Children. Child Development, 75(5), 1373-1386.
Miller, M. R., Giesbrecht, G. F., Müller, U., McInerney, R. J. & Kerns, K. A. (2012). A latent variable approach to determining the structure of executive function in preschool children. Journal of Cognition and Development, 13(3), 395-423. doi: 10.1080/15248372.2011.585478
Richerson, P.J. & Boyd, R. (2005). Not by genes alone: how culture transformed human evolution. Chicago: The University of Chicago Press.
Santiuste-Bermejo, V., & Santiuste-Díaz, M. (2008). Epistemics for Learning Disabilities: Contributions from Magnoencephalography, a Functional Neuroimaging Tool. Universitas Psychologica, 7(3), 655-671.
Shayer, B., Carvalho, C., Mota, M., Argollo, N., Abreu, N. & Bueno, O. F. A. (2015). Desempenho de escolares em atenção e funções executivas no Nepsy e inteligência. Revista Psicologia-Teoria e Prática, 17(1), 120-135.
Tamm, L., Menon, V., & Reiss, A. L. (2002). Maturation of brain function associated with response inhibition. Journal of the American Academy of Child & Adolescent Psychiatry, 41(10), 1231-1238.
Turkheimer, Eric, Haley, Andreana, Waldron, Mary, D'Onofrio, Brian, & Gottesman, Irving I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14(6), 623-628.
Usai, M. C., Viterbori, P., Traverso, L., & De Franchis, V. (2014). Latent structure of executive function in five-and six-year-old children: a longitudinal study. European Journal of Developmental Psychology, 11(4), 447-462.
Villardón, J.L. (2007). Programa MULTBIPLOT v.alpha 2.1. Departamento de Estadística, Universidad de Salamanca.
Wechsler, D. (2001). WPPSI Escala de Inteligencia de Wechsler para Preescolar y Primaria (6 ed.). Madrid: TEA.
Wechsler, D. (2005). WISC-IV Escala de inteligencia de Wechsler para niños-IV. Adaptación española. Madrid: TEA.
Welsh, M. C. (2002). Developmental and clinical variations in executive functions. In D. L. Molfese & V. J. Molfese (Eds.), Developmental variations in learning: Applications to social, executve function, language and reading skills (pp. 139-185). New Jersey: Lawrence Erlbaum Associates.
Cómo citar
Cadavid Ruiz, N., del Río, P., Egido, J., & Galindo, P. (2017). Age Related Changes in the Executive Function of Colombian Children. Universitas Psychologica, 15(5). https://doi.org/10.11144/Javeriana.upsy15-5.arce
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