Sastre-Riba S
Departamento de Ciencias de la Educación, Universidad de La Rioja, Logroño, La Rioja, España.
Rev Neurol. 2009 Feb 27;48 Suppl 2:S113-8.
Understanding cognitive development requires an interdisciplinary and neuropsychological approach. Executive functions facilitates cognitive activity and they are related to progressive cerebral configuration during pregnancy and infancy.
One of the aims of the actual neuropsychology is the ontogeny of executive functions and their capacity to explain differential and normative developmental trends, specially because of its consequences on mental flexibility, monitoring, planning and cognitive control; they are also essential for good performance at school. The incidence of developmental risk factors as prematurity could affect long-term executive functioning expressed in learning difficulties or behavioral control.
We studied, comparatively and longitudinally, the individual activity on objects displayed by typical babies (n = 25), and preterm babies (n = 10) from 1.5 to 2 years-old.
Applying systematic observational methodology, spontaneous babies' activity is registered. Double intra and inter-group analysis compare the data from the resolution of a non-verbal task through a multifaceted design. Results obtained show us differential pattern of early executive functioning among the groups studied. The growth of executive functioning is showed, too, through the ages studied for every group.
理解认知发展需要跨学科和神经心理学的方法。执行功能促进认知活动，并且它们与孕期和婴儿期大脑的渐进发育有关。
当前神经心理学的目标之一是研究执行功能的个体发生及其解释差异和规范发展趋势的能力，特别是因为其对心理灵活性、监控、计划和认知控制的影响；它们对于在学校取得良好成绩也至关重要。诸如早产等发育风险因素的发生率可能会影响以学习困难或行为控制表现出的长期执行功能。
我们对25名足月婴儿和10名早产婴儿从1.5岁到2岁期间对物体的个体活动进行了纵向比较研究。
应用系统观察方法记录婴儿的自发活动。通过多方面设计进行的组内和组间双重分析比较了非语言任务解决的数据。获得的结果向我们展示了所研究组之间早期执行功能的差异模式。每个组在研究的年龄段中也显示出执行功能的发展。
