An Observational Analysis of Executive Performance in School Children

Rio González, Pablo Del; Cadavid Ruiz, Natalio

Publication:
An Observational Analysis of Executive Performance in School Children

dc.affiliation.dpto	UC3M. Departamento de Comunicación	es
dc.contributor.author	Rio González, Pablo Del
dc.contributor.author	Cadavid Ruiz, Natalio
dc.date.accessioned	2024-01-09T12:28:30Z
dc.date.available	2024-01-09T12:28:30Z
dc.date.issued	2018-01-01
dc.description.abstract	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, socio-economic 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 socio-economic status.	es
dc.format.extent	14	es
dc.format.mimetype	application/pdf	en
dc.identifier.bibliographicCitation	Cadavid-Ruiz, N. del Río, P. (2018). An Observational Analysis of Executive Performance in School Children. Psychology in Russia: State of the Art 11(3), pp. 195-208.	es
dc.identifier.doi	10.11621/pir.2018.0314
dc.identifier.issn	2074-6857
dc.identifier.publicationfirstpage	195	es
dc.identifier.publicationlastpage	208	es
dc.identifier.publicationtitle	Psychology in Russia: State of the Art (Psychology in Russia: State of the Art)	en
dc.identifier.publicationvolume	11	es
dc.identifier.uri	https://hdl.handle.net/10016/39182
dc.identifier.uxxi	AR/0000022087
dc.language.iso	eng	en
dc.publisher	Russian Psychological Society.	en
dc.rights	© Lomonosov Moscow State University, 2018. © Russian Psychological Society, 2018.	en
dc.rights	Atribución-NoComercial 3.0 España	es
dc.rights.accessRights	open access	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc/3.0/es/	es
dc.subject.other	Executive function (Ef)	en
dc.subject.other	Children	en
dc.subject.other	Observational analysis	en
dc.subject.other	Cognition socio-economic status (Ses)	en
dc.title	An Observational Analysis of Executive Performance in School Children	en
dc.type	research article	en
dc.type.hasVersion	VoR	en
dspace.entity.type	Publication