Contenido principal del artículo

Lorena Canet-Juric
Macarena Verónica del Valle
Rosario Gelpi-Trudo
Ana García-Coni
Eliana Vanesa Zamora
Isabel Introzzi
María Laura And´rés

El presente estudio tuvo como objetivo desarrollar y validar el Cuestionario de Funciones Ejecutivas (CuFE), un cuestionario accesible para evaluar las tres principales funciones ejecutivas (memoria de trabajo, inhibición y flexibilidad cognitiva) en niños de 9 a 12 años y, así, proporcionar valores descriptivos de referencia y evidencias acerca de su confiabilidad y validez. Para ello se analizó su funcionamiento en una muestra de 269 niños argentinos de 9 a 12 años de edad, alumnos del segundo ciclo de la escuela primaria. El análisis factorial exploratorio reveló una estructura de tres factores que explicaban 49.08 % de la varianza, con cargas factoriales unidimensionales y satisfactorias. Los factores retenidos presentaron buenos índices de confiabilidad y fueron llamados: memoria de trabajo, inhibición y flexibilidad y control emocional. La memoria de trabajo se asoció con la comprensión lectora, el cálculo matemático y las calificaciones escolares de Prácticas del lenguaje y Matemática. Las restantes dos subescalas se asociaron con las calificaciones escolares de ambas asignaturas. Las dimensiones del cuestionario coinciden con los actuales modelos teóricos de funcionamiento ejecutivo. En función de las evidencias de validez y confiabilidad, el CuFE se presenta como un instrumento ecológico y valioso para la medición de las funciones ejecutivas en el contexto de la evaluación infantil.

Descargas

Los datos de descargas todavía no están disponibles.
Canet-Juric, L., del Valle, M. V., Gelpi-Trudo , R. ., García-Coni, A., Zamora, E. V., Introzzi, I., & And´rés, M. L. (2021). Desarrollo y validación del Cuestionario de Funciones Ejecutivas en niños de 9 a 12 años. Avances En Psicología Latinoamericana , 39(1). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.9892

Macarena Verónica del Valle, Universidad Nacional de Mar del Plata; Instituto de Investigación en Psicología Básica, Aplicada y Tecnología; Consejo Nacional de Investigaciones Científicas y Técnicas, Mar del Plata, Argentina.

Lic. en Psicología - Esp. en Psicoterapia Cognitiva - MS. en Investigación en Educación.

Abusamra, V., Canet-Juric, L., Cartoceti, R., Olariaga, Y., & Andrés, M. L. (s.f.). Baremos de Screening de Evaluación de la Comprensión Lectora para 4to y 5to grado (manuscrito inédito).

Abusamra, V., Ferreres, A., Raiter, A., De Beni, R., & Cornoldi, C. (2010). Test Leer para Comprender tlc. Paidós.

Aiken, L. R. (2003). Test psicológicos y evaluación. Prentice Hall.

Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The working memory rating scale: A classroom-based behavioral assessment of working memory. Learning and Individual Differences, 19(2), 242–245. https://doi. org/10.1016/j.lindif.2008.10.003

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. American Psychological Association. http:// www.apa.org/ethics/code/principles.pdf

Andrés, M. L., Stelzer, F., Vernucci, S., Canet Juric, L., Galli, J. I., & Navarro Guzmán, J. I. (2017). Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad.

Suma Psicológica, 24(2), 79–86. https://doi. org/10.1016/j.sumpsi.2017.07.001

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. https://doi.org/10.1207/ s15326942dn2801_5

Avgerinou, V. A., & Tolmie, A. (2020). Inhibition and cognitive load in fractions and decimals. British Journal of Educational Psychology, 90(S1), 240–256. https://doi.org/10.1111/bjep.12321

Baddeley, A. D. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1–29. https://doi.org/10.1146/ annurev-psych-120710-100422

Best, J. R., & Miller, P. H. (2010). A developmen- tal perspective on executive function. Child Development, 81(6), 1641–1660. https://doi. org/10.1111/j.1467-8624.2010.01499.x

Canet-Juric, L., Richard ́s, M. M., Introzzi, I., An- drés, M. L., & Urquijo, S. (2013). Development patterns of executive functions in children. The Spanish Journal of Psychology, 16(41), 1–13. https://doi.org/10.1017/sjp.2013.44

Canet-Juric, L., Andrés, M. L., García-Coni, A., Richard’s, M. M., & Burin, D. (2017). Desempeño en memoria de trabajo e indicadores comportamentales: Relaciones entre medidas directas e indirectas. Interdisciplinaria, 34(2), 369–387. https://www.redalyc.org/pdf/180/ 18054403008.pdf

Cartwright, K. B., Marshall, T. R., Huemer, C. M., & Payne, J. B. (2019). Executive function in the classroom: Cognitive flexibility supports reading fluency for typical readers and teacher-identified low-achieving readers. Research in Developmental Disabilities, 88, 42–52. https:// doi.org/10.1016/j.ridd.2019.01.011

Castellanos, I., Kronenberger, W. G., & Pisoni, D. B. (2018). Questionnaire-based assessment of executive functioning: Psychometrics. Applied Neuropsychology: Child, 7(2), 93–109. https:// doi.org/10.1080/21622965.2016.1248557

Comesaña, A., & García Coni, A. (2016). El ocaso de las funciones ejecutivas, ¿destino inevitable? En I. Introzzi & L. Canet Juric (Comps.), ¿Quién dirige la batuta? Funciones Ejecutivas: herramientas para la regulación de la mente, la emoción y la acción (pp. 118–126). eudem. Conners, K. C. (2008). Conners (3rd Ed.). MultiHealth Systems.

Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582. https:// doi.org/10.3389/fpsyg.2019.01582

Cronbach, L. (1998). Fundamentos de la evaluación psicológica. Biblioteca Nueva.

Dennis, J. P., & Vander Wal, J. S. (2010). The Cog- nitive Flexibility Inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34, 241–253. http://doi.org/10.1007/s10608-009-9276-4

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https:// doi.org/10.1146/annurev-psych-113011-143750

Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251. https://doi.org/10.3102/0013189X15584327

Elosúa, M. R., García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., & Gil, L. (2013). Improving reading comprehension: From metacognitive intervention on strategies to the intervention on working memory executive processes. Universitas Psychologica, 12(spe5), 1425–1438. https:// doi.org/10.11144/Javeriana.UPSY12-5.ircm

Eysenck, S. B. G., Pearson, P. R., Easting, G., & Allsopp, J. F. (1985). Age norms for impulsiveness, venturesomeness, and empathy in adults. Personality and Individual Differences, 6(5), 613–619. http://doi.or- g/10.1016/0191-8869(85)90011-X

Farré, A., & Narbona, J. (1997). EDAH. Escala de Déficit de Atención e Hiperactividad. TEA Ediciones. Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en Psicología. Papeles del Psicólogo, 31(1), 18–33. https://www.redalyc.org/

pdf/778/77812441003.pdf

García-Madruga, J. A., Vila, J. O., Gomez-Veiga, I., Duque, G., & Elosúa, M. R. (2014). Executive processes, reading comprehension and academic achievement in 3th grade primary students. Learning and Individual Differences, 35, 41–48. https://doi.org/10.1016/j.lindif.2014.07.013

Gerst, E. H., Cirino, P. T., Fletcher, J. M., & Yoshida, H. (2017). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychology, 23(4), 381–407. https://doi.org /10.1080/09297049.2015.1120860

Gioia, G. A., & Isquith, P. K. (2004). Ecological assessment of executive function in traumatic brain injury. Developmental Neuropsychology, 25(1-2), 135–158. https://doi.org/10.1080/875 65641.2004.9651925

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2017). BRIEF 2. Evaluación conductual de la función ejecutiva. TEA Ediciones.

Golden, C. J. (1994). Stroop. Test de Colores y Palabras. TEA Ediciones.

Goldin, A. P., Hermida, M. J., Shalom, D. E., Elias-Costa, M., Lopez-Rosenfeld, M., Segretin, M. S., Fernández-Slezak, D., Lipina, S. J., & Sigman, M. (2014). Far transfer to language and math scores of a short software-based gaming intervention. Proceedings of the National Academy of Sciences (PNAS), 111(17), 6443–6448. https://doi.org/10.1073/pnas.1320217111

Gómez, A. G. (2015). Desarrollo y validación de un cuestionario de observación para la evaluación de las funciones ejecutivas en la infancia. Revista Intercontinental de Psicología y Educación, 17(1), 141–162. https://www.redalyc.org/ pdf/802/80242935008.pdf

Gratz, K., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54. https://doi.org/10.1007/s10862-008-9102-4

Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395–413. https://doi.

org/10.1016/S0022-4405(02)00108-5

Gutiérrez, M., Arán Filippetti, V., & Lemos, V. (2020). Análisis factorial confirmatorio del cuestionario de funcionamiento ejecutivo en niños (CHEXI) para padres y profesores. Revista Argentina de Ciencias del Comportamiento, 12(Sup.1), 47–48. https://revistas.unc.edu.ar/index.php/racc/issue/view/2105/325

Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G., & Curtiss, G. (2001). WCST: Test de clasificación de tarjetas de Wisconsin. TEA Ediciones. Hernández-Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6ta Ed.). Mc Graw Hill.

Hofmann, W., Friese, M., & Wiers, R. W. (2008). Impulsive versus reflective influences on health behavior: A theoretical framework and empirical review. Health Psychology Review, 2(2), 111–137.

https://doi.org/10.1080/17437190802617668

Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174–180.

https://doi.org/10.1016/j.tics.2012.01.006

Hollingshead, A. B. (2011). Four Factor Index of Social Status. Yale Journal of Sociology, 8, 21–52. https://sociology.yale.edu/sites/default/files/files/yjs_fall_2011.pdf#page=21

Huston, A. C., & Ripke, M. N. (2006). Middle childhood: Contexts of development. In A. C. Huston, & M. N. Ripke (Eds.), Developmental contexts in middle childhood (pp. 1–22). http://

doi.org/10.1017/CBO9780511499760.002

Introzzi, I. (2016). Las funciones ejecutivas. In I. Introzzi & L. Canet Juric (Eds.), ¿Quién dirige la batuta?: funciones ejecutivas: herramientas para la regulación de la mente, la emoción y la acción (pp. 9-24). EUDEM.

Introzzi, I., Zamora, E., Aydmune, Y., Richard’s, M.M., Comesaña, A., & Canet Juric, L. (2020). The processes of change in selective attention during adulthood: Inhibition or processing speed? The Spanish Journal of Psychology, 23, e37. https://doi.org/10.1017/SJP.2020.41

Jacobsen, G. M., De Mello, C. M., Kochhann, R., & Fonseca, R. P. (2017). Executive functions in school-age children: Influence of age, gender, school type and parental education. Applied Cognitive Psychology, 31(4), 404–413. https:// doi.org/10.1002/acp.3338

Kane, M. J., Bleckley, M. K., Conway, A. R., & Engle, R. W. (2001). A controlled-attention view of working-memory capacity. Journal of Experimental Psychology: General, 130(2), 169–183. https://doi.org/10.1037/0096- 3445.130.2.169

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(1), 407–428. https://doi.org/10.1207/ S15326942DN2001_6

Korzeniowski, C., & Ison, M. (2019). Escala de Funcionamiento Ejecutivo para Escolares: Análisis de las Propiedades Psicométricas. Psicología Educativa, 25(2), 147–157. https://doi. org/10.5093/psed2019a4

Korzeniowski, C., Cupani, M., Ison, M., & Difabio, H. (2016). School performance and poverty: The mediating role of executive functions. Electronic Journal of Research in Educational Psychology, 14(3), 474–494. https://doi.org/10.14204/ ejrep.40.15152

Kraft, D., Rademacher, L., Eckart, C., & Fiebach, C. J. (2020). Cognitive, affective, and feedback-based flexibility-disentangling shared and different aspects of three facets of psychological flexibility. Journal of Cognition, 3(1), 21. https://doi.org/10.5334/joc.120

Leary, M. R. (1983). A Brief Version of the Fear of Negative Evaluation Scale. Personality and Social Psychology Bulletin, 9(3), 371–375. https://doi.org/10.1177/0146167283093007

Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151–1169. https://doi.org/10.6018/analesps.30.3.199361

Lorenzo-Seva, U., & Ferrando, P. J. (2020). Factor Analysis (Versión 10.10.03) [Software]. https://

psico.fcep.urv.cat/utilitats/factor

Malanchini, M., Engelhardt, L. E., Grotzinger, A. D., Harden, K. P., & Tucker-Drob, E. M. (2019). “Same but different”: Associations between multiple aspects of self-regulation, cognition, and academic abilities. Journal of Personality and Social Psychology, 117(6), 1164–1188. https:// doi.org/10.1037/pspp0000224

Malooly, A. M., Genet, J. J., & Siemer, M. (2013). Individual differences in reappraisal effectiveness: The role of affective flexibility. Emotion, 13(2), 302-313. https://doi.org/10.1037/ a0029980

Mărcuș, O., Martins, E. C., Sassu, R., & Visu-Petra, L. (2020). On the importance of being flexible: Early interrelations between affective flexibility, executive functions and anxiety symptoms in preschoolers. Early Child Development and Care, 1–18. https://doi.org/10.1080/0300443 0.2020.1816995

Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11(1), 1–9. http://doi. org/10.1080/08934219809367680

Martins, E. C., Mărcuș, O., Leal, J., & Visu-Petra, L. (2018). Assessing hot and cool executive functions in preschoolers: Affective flexibility predicts emotion regulation. Early Child Development and Care, 190(11), 1667–1681. https:// doi.org/10.1080/03004430.2018.1545765

Ministerio de Educación. (2013). Núcleos de Aprendizaje Prioritarios. 2o Ciclo Educación Primaria. 4o, 5o y 6o Años. Presidenta de la República. https://www.educ.ar/recursos/ 132576/nap-educacion-primaria-segundo-ci- clo/download/inline

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(1), 49–100. https://doi. org/10.1006/cogp.1999.0734

Montero, I., & León, O. G. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 7(3), 847–862. https://psycnet. apa.org/record/2007-14302-016

Neuenschwander, R., Röthlisberger, M., Cimeli, P., & Roebers, C. M. (2012). How do different aspects of self-regulation predict successful adaptation to school? Journal of Experimental Child Psychology, 113(3), 353–371. https://doi. org/10.1016/j.jecp.2012.07.004

Nigg, J. T. (2000). On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126(2), 220-246. https://doi. org/10.1037/0033-2909.126.2.220

Nock, M. K., Wedig, M. M., Holmberg, E. B., & Hooley, J. M. (2008). The emotion reactivity scale: Development, evaluation, and relation to self-injurious thoughts and behaviors. Behavior Therapy, 39(2), 107–116. https://doi. org/10.1016/j.beth.2007.05.005

Nouwens, S., Groen, M. A., & Verhoeven, L. (2017). How working memory relates to children’s reading comprehension: The importance of domain-specificity in storage and processing. Reading and Writing, 30(1), 105–120. https://doi. org/10.1007/s11145-016-9665-5

Panayiotou, M., & Humphrey, N. (2018). Mental health difficulties and academic attainment: Evidence for gender-specific developmental cascades in middle childhood. Development and Psychopathology, 30(2), 523–538. http://doi.org/10.1017/S095457941700102X

Pascual, L., Galperín, C. Z., & Bornstein, M. H. (1993). La medición del nivel socioeconómico y la psicología evolutiva: el caso argentino. Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 27(1), 59–74. https://journal.sipsych.org/index.php/IJP/arti-

cle/view/786/680

Patton, J. H., Stanford, M. S., & Barratt, E. S. (1995). Factor structure of the Barratt impulsiveness scale. Journal of Clinical Psychology, 51(6), 768–774. https://doi.org/10.1002/1097-4679(1 99511)51:6<768::AID-JCLP2270510607>3.0. CO;2-1

Peters-Scheffer, N., Didden, R., Green, V. A., Sigafoos, J., Korzilius, H., Pituch, K., O’Reilly, M. F., & Lancioni, G. (2008). The behavior flexibility rating scale-revised (BFRS-R): Factor analysis, internal consistency, inter-rater and intra-rater reliability, and convergent validity. Research in Developmental Disabilities, 29(5), 398–407. https://doi.org/10.1016/j.ri- dd.2007.07.004

Pureza, J. R., & Fonseca, R. P. (2017). Development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention. Dementia & Neuropsychologia, 11(1), 79–87. https://doi.org/10.159 0/1980-57642016dn11-010012

Sautú, R. (1989). Teoría y técnica en la medición del status ocupacional: escalas objetivas de prestigio. Documento de trabajo. Universidad de Buenos Aires.

Shah, J. Y., Friedman, R., & Kruglanski, A. W. (2002). Forgetting all else: On the antecedents and consequences of goal shielding. Journal of Personality and Social Psychology, 83(6), 1261–1280. https://doi.org/10.1037/0022- 3514.83.6.1261

Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916. https://doi.org/10.1037/0012-1649. 33.6.906

Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., Clevenger, W., Davies, M., Elliott, G. R., Green- hill, L. L., Hechtman, L., Hoza, B., Jensen, P. S., March, J. S., Newcorn, J. H., Owens, E. B., Pelham, W. E., Schiller, E., Severe, J. B., ... & Wu, M. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and odd symptoms at the end of treatment. Journal of the American Academy of Child & Adolescent Psychiatry, 40(2), 168–179. https://doi.org/10.1097/00004583- 200102000-00011

Thorell, L. B., & Nyberg, L. (2008). The Childhood Executive Functioning Inventory (CHEXI): A new rating instrument for parents and teachers. Developmental Neuropsychology, 33(4), 536–552. https://doi.org/10.1080/87565640802101516

Tsukayama, E., Duckworth, A. L., & Kim, B. (2013). Domain-specific impulsivity in school-age children. Developmental Science, 16(6), 879–893. https://doi.org/10.1111/desc.12067

Vernucci, S., Galli, J. I., Andrés, M. L., Vanesa, E., Richards, M. M., Canet-juric, L., & Burin, D. I. (2020). Working Memory screening in Latin American children: Psychometric properties of a Spanish version of the Working Memory Rating Scale. Journal of Research in Childhood Education, 34(3), 1–13. https://doi.org/10.108 0/02568543.2019.1710730

Watson, M., & Greer, S. (1983). Development of a questionnaire measure of emotional control. Journal of Psychosomatic Research, 27(4), 299–305. https://doi.org/10.1016/0022- 3999(83)90052-1

Wen, A., & Yoon, K. L. (2019). Depression and affective flexibility: A valence-specific bias. Behaviour Research and Therapy, 123, 103502. https://doi.org/10.1016/j.brat.2019.103502

Whiteside, S. P., Lynam, D. R., Miller, J. D., & Reynolds, S. K. (2005). Validation of the UPPS Impulsive Behaviour Scale: A four-factor model of impulsivity. European Journal of Personality, 19(7), 559–574. https://doi.org/10.1002/per.556

Wilkey, E. D., Pollack, C., & Price, G. R. (2020). Dyscalculia and typical math achievement are associated with individual differences in number-specific executive function. Child Development, 91(2), 596–619. https://doi.org/10.1111/cdev.13194

Wilkinson, G. S. (1993). WRAT-3: Wide Range Achievement Test administration manual. Wide Range.

World Medical Association. (2013). Declaration of Helsinki - Ethical principles for medical research involving human subjects. World Medical Association. https://www.wma.net/ policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/

Zamora, E. V., Del Valle, M., Galli, J. I., Vernucci, S., Canet-Juric, L., & Richard’s, M. (2020). Evaluación de la impulsividad a través de múltiples informantes: evidencias de validez de la Escala de Impulsividad de Dominio Específico en Niños. Revista Evaluar, 20(2), 35–50. https:// revistas.unc.edu.ar/index.php/revaluar

Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1(2), 198–226. https://doi. org/10.1037/1089-2680.1.2.198

Zeman, J., Shipman, K., & Penza-Clyve, S. (2001). Development and initial validation of the Children’s Sadness Management Scale. Journal of Nonverbal Behavior, 25(3), 187–205. https:// doi.org/10.1023/A:1010623226626

Detalles del artículo

Artículos más leídos del mismo autor/a