Resumen

SEGRETIN, María Soledad et al. Estimulación de procesos cognitivos de control en niños de cuatro años: comparaciones entre formatos individual y grupal de intervención. Rev Arg Cs Comp. [online]. 2016, vol.8, n.3, pp.00-00. ISSN 1852-4206.

Comparisons between two cognitive control training modalities in four-year-old children: individual and group intervention formats. The present study examines the effects of two cognitive training modalities (implemented in the year 2005) on cognitive performance in a set of tasks demanding attention, working memory, flexibility and planning processes. Four-year-old children were trained during four months, and two modalities of cognitive training were implemented: Individual-modality (n = 49) -designed based on a previous intervention program; Group-modality (n = 143) -designed to reduce adults/children ratio and to reduce the gap between laboratory training experiences and school contexts. Results suggest that: (a) both modalities of training promoted gains in the cognitive tasks performance; (b) there were differences according to the cognitive process: for attention, children in the group-modality had lower increments, while for memory and planning children in the same group had higher increments after training.

Palabras clave : cognitive development; Intervention; training modality; preschool children; poverty.