Avances en Psicología Latinoamericana

ISSN-e: 2145-4515

ISSN: 1794-4724 

Estructura Latente de las Funciones Ejecutivas en Adolescentes: Invarianza Factorial a través del Sexo

Vanessa Arán Filippetti, Mariana Beatriz López

DOI: http://dx.doi.org/10.12804/revistas.urosario.edu.co/apl/a.4724

Texto completo:

PDF
Envíe este artículo por correo electrónico (Inicie sesión)
Escanee aquí para descargar

Resumen


Los objetivos del presente estudio fueron (i) analizar la estructura latente de las Funciones Ejecutivas (FE) en adolescentes y (ii) comprobar su invarianza factorial (i,e., configural, métrica, escalar, estructural y residual) a través del sexo. Se trabajó con una muestra de 125 adolescentes de 11 a 15 años de edad de ambos sexos a los que se administró diferentes tareas de FE. Se empleó Análisis Factorial Confirmatorio (AFC) y AFC Multigrupo (AFCMG). El AFC ofreció apoyo para la estructura de tres factores separados pero relacionados: (i) Memoria de trabajo, (ii) Flexibilidad Cognitiva y (iii) Inhibición. Además, el AFCMG reveló que la estructura de tres factores es invariante a través del sexo, lo que permite la comparación entre los grupos de los componentes hallados. Finalmente, el análisis multivariado de varianza (MANOVA) reveló diferencias significativas en el factor Flexibilidad Cognitiva a favor de las mujeres. Se discuten los resultados en términos de la naturaleza dimensional del constructo en adolescentes y de las diferencias de rendimiento cognitivo en función del sexo.


Palabras clave


Funciones Ejecutivas, Invarianza Factorial, Sexo, Adolescentes

Referencias


Adleman, N. E, Menon, V., Blasey, C. M., White, C. D., Warsofsky, I. S., Glover, G. H., et al. (2002). A developmental fMRI study of the Stroop color–word task. NeuroImage, 16, 61–75. http://dx.doi.org/10.1006/nimg.2001.1046

Aguilar-Alonso, Á., Torres-Viñals, M., & Aguilar-Mediavilla, E. M. (2014). The first Spanish version of the NEPSY for the assessment of the neuropsychological development in a sample of Spanish children. The UB Journal of psychology, 44(2), 185-198.

Aguilar-Alonso, Á., & Moreno-González, V. (2012). Neuropsychological differences between samples of dyslexic and reader children by means of NEPSY. The UB Journal of psychology, 42, 35-50.

Arán Filippetti V., & Allegri R. F. (2011). Verbal fluency in Spanish-speaking children: Analysis model according to task type, clustering, and switching strategies and performance over time. The Clinical Neuropsychologist, 25, 413–436. http://dx.doi.org/10.1080/13854046.2011.559481

Arán-Filippetti, V. (2013). Structure and invariance of executive functioning tasks across socioeconomic status: evidence from spanish-speaking children. The Spanish Journal of Psychology, 16, 1-15. http://dx.doi.org/10.1017/sjp.2013.102

Arbuckle, J. L. (2007). Amos 16.0 user´s guide. Chicago: SPSS, Inc.

Archibald S. J., & Kerns K. A. (1999). Identification and description of new tests of executive functioning in children. Child Neuropsychology, 5, 115–129. http://dx.doi.org/10.1076%2Fchin.5.2.115.3167

Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (pp. 47-90). New York: Academic Press.

Baddeley, A. D. (1992). Working memory. Science, 255, 556–559. http://dx.doi.org/10.1126/science.1736359

Best, J. R., Miller, P. H. & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180-200. http://dx.doi.org/10.1016/j.dr.2009.05.002

Boone, K. B., Pontón, M. O., Gorsuch, R. L., González, J. J., & Miller, B. L. (1998). Factor analysis of four measures of prefrontal lobe functioning. Archives of Clinical Neuropsychology, 13, 585–595. http://dx.doi.org/10.1016/S0887-6177(97)00074-7

Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26, 571–593. http://dx.doi.org/10.1207/s15326942dn2602_3

Brocki, K. C., Nyberg, L., Thorell, L. B., & Bohlin, G. (2007). Early concurrent and longitudinal symptoms of ADHD and ODD: Relations to different types of inhibitory control and working memory. Journal of Child Psychology and Psychiatry, 48, 1033-1041. http://dx.doi.org/10.1111/j.1469-7610.2007.01811.x

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A multidisciplinary journal, 9, 233–255. http://dx.doi.org/10.1207/S15328007SEM0902_5

Collette, F., van der Linden, M., Laureys, S., Delfiore, G., Degueldre, C., & Luxen, A., et al. (2005). Exploring the unity and diversity of the neural substrates of executive functioning. Human brain mapping, 25, 409–423. http://dx.doi.org/10.1002/hbm.20118

de Frias, C. M., Dixon, R. A., & Strauss, E. (2006). Structure of Four Executive Functioning Tests in Healthy Older Adults. Neuropsychology, 20, 206–214. http://dx.doi.org/10.1037/0894-4105.20.2.206

Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70–95). New York, NY: Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780195169539.003.0006

Eslinger, P. J., Biddle, K., Pennington, B., & Page, R. B. (1999). Cognitive and behavioral development up to 4 years after early right frontal lobe lesion. Developmental Neuropsychology, 15, 157–191. http://dx.doi.org/10.1080/87565649909540744

Eslinger, P. J., & Grattan, L. M. (1993). Frontal lobe and frontal-striatal substrates for different forms of human cognitive flexibility. Neuropsychologia, 31, 17–28. http://dx.doi.org/10.1016/0028-3932(93)90077-D

Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology, 47, 404–416. http://dx.doi.org/10.1037/a0021065

Gerstadt, C., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action: Performance of 31/2–7 year old children on a Stroop-like day-night test. Cognition, 53, 129–153. http://dx.doi.org/10.1016/0010-0277(94)90068-X

Giedd, J. N., Blumenthal, J., Jeffries, N. O., Castellanos, F. X., Liu, H., Zijdenbos, A., Paus, T., Evans, A. C., & Rapoport, J. L. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2, 861–863.

Golden, C. J. (1999). Stroop, Test de Colores y Palabras. Madrid: TEA Ediciones.

Greve, K. W., Love, J. M., Sherwin, E., Mathias, C. W., Ramzinski, P., Levy J., Chenault, J. E., & Quintanilla V. A. (2002). Wisconsin card sorting test in chronic traumatic brain injury: Factor structure and performance subgroups. Brain Injury, 16, 29-40. http://dx.doi.org/10.1080/0269905011008803

Haut, M. W., Kuwabara, H., Leach, S., & Arias, R. G. (2000). Neural activation during performance of number–letter sequencing. Applied Neuropsychology: Adult, 7, 237–242. http://dx.doi.org/10.1207/S15324826AN0704_5

Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G., & Curtiss, G. (1993). Wisconsin card sorting test (WCST). Odessa, FL: Psychological Assessment Resources. Adaptación española por de la Cruz López, M. V. (1997). Madrid: TEA Ediciones.

Hull, R., Martin, R. C., Beier, M. E., Lane, D., & Hamilton, A. C. (2008). Executive function in older adults: a structural equation modeling approach. Neuropsychology, 22, 508. http://dx.doi.org/ 10.1037/0894-4105.22.4.508

Hu, L., & Bentler, P.M. (1995). Evaluating Model Fit. In R.H. Hoyle (Ed.), Structural Equation Modeling: Concepts, Issues, and Applications (pp. 76–99). Thousand Oaks, CA: Sage.

Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. http://dx.doi.org/10.1080/10705519909540118

Kaufman, A. S. & Kaufman, N. L. (2000). K-BIT. Test Breve de Inteligencia de Kaufman (K-BIT) (2ª edición). Madrid: TEA Ediciones.

Klenberg L., Korkman M., & Lahti-Nuuttila P. (2001). Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developmental Neuropsychology, 20, 407–428. http://dx.doi.org/10.1207/S15326942DN2001_6

Korkman, M., Kirk, U., & Kemp, S. L. (1998). NEPSY. A Developmental Neuropsychological Assessment. San Antonio, TX: Psychological Corporation.

Krumm, G., Lemos, V., & Filippetti, V. A. (2014). Factor structure of the Torrance tests of creative thinking figural form B in Spanish-speaking children: measurement invariance across gender. Creativity Research Journal, 26, 72-81. http://dx.doi.org/10.1080/10400419.2013.843908

Lehto, J. E., Juujärvi, P., Kooistra, L., & Pulkkinen, L. (2003). Dimensions of executive functio-ning: Evidence from children. British Journal of Developmental Psychology, 21, 59–80. http://dx.doi.org/10.1348/026151003321164627

Levin, H. S., Culhane, K. A., Hartmann, J., Evankovich, K., Mattson, A. J., Harward, H., et al. (1991). Developmental changes in performance on tests of purported frontal lobe functioning. Developmental Neuropsychology, 7, 377–395. http://dx.doi.org/10.1080/87565649109540499

Luria, A. R. (1966). Higher cortical functions in man. New York: Basic Books.

Mainville, M., Brisson, J., Nougarou, F., Stipanicic, A., & Sirois, S. (2015). Inhibition Development: Comparison of Neuropsychological and Eye Tracking Measures. Revista Argentina de Ciencias del Comportamiento, 7, 17-25.

Mardia, K.V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57, 519–530. http://dx.doi.org/10.2307/2334770

Martins, I.P., Castro-Caldas, A., Townes, B., Ferreira, G., Rodríguez, P., Marques, S., Rosebaum G., Benton, T. S., Leito J., Deroguen, T. et al., (2005). Age and sex differences in neurobehavioral performance: A study of Portuguese elementary school children. International Journal of Neuroscience, 115, 1687-1709. http://dx.doi.org/10.1080/00207450590958556

Matute, E., Rosselli, M., Ardila, A., & Ostrosky-Solís, F. (2007). Evaluación neuropsicológica infantil (ENI). México: Manual Moderno.

Matute, E., Chamorro, Y., Inozemtseva, O., Barrios, O., Rosselli, M., & Ardila, A. (2008). Efecto de la edad en una tarea de planificación y organización (pirámide de México) en escolares. Revista de Neurología, 47, 61-70.

Matute Villaseñor, E., Sanz Martín, E., Gumá Díaz, A., Rosselli, M., & Ardila, A. (2009). Influencia del nivel educativo de los padres, el tipo de escuela y el sexo en el desarrollo de la atención y la memoria. Revista Latinoamericana de Psicología, 41, 257-276.

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: a latent variable analysis. Cognitive Psychology, 41, 49–100. http://dx.doi.org/10.1006/cogp.1999.0734

Pratt, M. L., Leonard, H. C., Adeyinka, H., & Hill, E. L. (2014). The effect of motor load on planning and inhibition in developmental coordination disorder. Research in developmental disabilities, 35, 1579-1587. http://dx.doi.org/10.1016/j.ridd.2014.04.008

Pineda, D. A., Merchán, V., Rosselli, M., & Ardila, A. (2000). Estructura factorial de la función ejecutiva en estudiantes universitarios jóvenes. Revista de Neurología, 31, 1112–1118.

Regard, M., Strauss, E., & Knapp, P. (1982). Children’s production on verbal and non-verbal fluency tasks. Perceptual and Motor Skills, 55, 839–844. http://dx.doi.org/10.2466/pms.1982.55.3.839

Reyes, S., Barreyro, J. P., & Injoque-Ricle, I. (2014). Evaluación de de componentes implicados en la Función Ejecutiva en niños de 9 años. Cuadernos de neuropsicología, 8, 44-59. http://dx.doi.org/10.7714/cnps/8.1.202

Roberts R. J., & Pennington B. F. (1996). An interactive framework for examining prefrontal cognitive processes. Developmental Neuropsychology, 12, 105–126. http://dx.doi.org/10.1080/87565649609540642

Rosenthal, E. N., Riccio, C. A., Gsanger, K. M., & Pizzitola Jarratt, K. (2006). Digit Span components as predictors of attention problems and executive functioning in children. Archives of Clinical Neuropsychology, 21, 131–139. http://dx.doi.org/10.1016/j.acn.2005.08.004

Rosselli, M., & Ardila, A. (1993). Developmental norms for the Wisconsin Card Sorting Test in 5-to 12-year-old children. The Clinical Neuropsychologist, 7(2), 145-154.

Spreen, O. & Strauss, E. (1998). A Compendium of Neuropsychological Test: Administration, Norms and Commentary (2nd. ed.). New York: Oxford University Press.

Stuss, D. T., & Benson, D. F. (1986). The frontal lobes. New York: Raven Press.

Wechsler, D. (2003). Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV). San Antonio, TX: The Psychological Corporation. Adaptación española (2005), Madrid: TEA Ediciones.

Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative-developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131–149. http://dx.doi.org/10.1080/87565649109540483

Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44, 575–587. http://dx.doi.org/10.1037/0012-1649.44.2.575

Wiebe, S. A., Sheffield, T., Nelson, J. M., Clark, C. A. C., Chevalier, N., & Espy, K. A. (2011). The structure of executive function in 3-year-olds. Journal of Experimental Child Psychology, 108, 436–452. http://dx.doi.org/10.1016/j.jecp.2010.08.008

Xu, F., Han, Y., Sabbagh, M. A., Wang, T., Ren, X., & Li, C. (2013). Developmental differences in the structure of executive function in middle childhood and adolescence. PloS one, 8, e77770. http://dx.doi.org/10.1371/journal.pone.0077770


El archivo PDF seleccionado se debe cargar aquí si su navegador tiene instalado un módulo de lectura de PDF (por ejemplo, una versión reciente de Adobe Acrobat Reader).

Si desea más información sobre cómo imprimir, guardar y trabajar con PDFs, Highwire Press le proporciona una guía útil de Preguntas frecuentes sobre PDFs.

Por otro lado, puede descargar el PDF directamente a su ordenador donde podrá abrirlo con un lector de PDF. Para descargar el PDF, haga clic en el enlace anterior.


Métricas