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Sergio Andrés Gatica-Ferrero
Cristopher Milla-Cano
Elizabeth Ardiles-González
Valeria Rosas-Molina

El tdah es el trastorno del neurodesarrollo más diagnosticado en escolares. La evidencia indica que las funciones ejecutivas, como es el caso de la velocidad de procesamiento y la memoria de trabajo, están afectadas en estudiantes con tdah, aunque no existe un acuerdo definitivo sobre su presencia sistemática en este trastorno. Esta investigación pretende determinar si la velocidad de procesamiento y la memoria de trabajo corresponden a variables cognitivas en el tdah. Participaron 138 estudiantes de 10 a 17 años, y se determinó tdah con la escala vadtrs. Se evaluó velocidad de procesamiento con una tarea de rapidez grafomotora y memoria de trabajo con una tarea de dígitos. Se utilizó un diseño transversal, univariante e intersujeto para el análisis de los datos. El vadtrs detectó un grupo con tdah (N = 97) y otro sin tdah (N = 41). A ambos grupos se aplicaron tareas de velocidad de procesamiento y memoria de trabajo, y los análisis permitieron detectar diferencias significativas en estas variables entre los grupos con y sin tdah. El grupo con tdah fue dividido según su presentación, no se detectaron diferencias significativas en velocidad de procesamiento, la memoria de trabajo mostró un rendimiento significativamente menor en las presentaciones de tdah inatenta y combinada. La velocidad de procesamiento y la memoria de trabajo parecen distinguir entre sujetos con y sin tdah, la velocidad de procesamiento no parece distinguir entre presentaciones y la memoria de trabajo aparece alterada en aquellas presentaciones en que el componente atencional es definitorio.

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Gatica-Ferrero, S. A., Milla-Cano, C., Ardiles-González, E., & Rosas-Molina, V. (2023). Velocidad de procesamiento en escolares chilenos con y sin Trastorno por Déficit de Atención con Hiperactividad (TDAH). Avances En Psicología Latinoamericana , 41(2), 1-14. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.11364

Sergio Andrés Gatica-Ferrero, Universidad Católica de la Santísima Concepción

Académico Departamento de Fundamentos de la Pedagogía, Facultad de Educación

Cristopher Milla-Cano, Universidad Católica de la Santísima Concepción

Profesor de Educación Diferencial, Magíster en Psicopedagogía y Educación Especial.

Académico de la Facultad de Educación, Universidad Católica de la Santísima Concepción.

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