Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren
Intervención en funciones ejecutivas frías y regulación emocional: impacto de la aplicación de dos programas en el procesamiento ejecutivo-emocional en escolares
Intervenção em funções executivas e regulação emocional: impacto da aplicação de dois programas no processamento executivo-emocional de escolares
| 2024 | |
|
funciones ejecutivas regulación emocional intervención neuropsicológica infancia funções executivas regulação emocional intervenção neuropsicológica infância |
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| Portugués | |
| Universidad Católica del Uruguay | |
| LIBERI | |
| https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274 | |
| Acceso abierto |
| _version_ | 1815178720432881664 |
|---|---|
| author | Cervi Colling, Ana Paula |
| author2 | Cardoso, Caroline de Oliveira Zimmermann, Nicolle Fonseca, Rochele Paz |
| author2_role | author author author |
| author_facet | Cervi Colling, Ana Paula Cardoso, Caroline de Oliveira Zimmermann, Nicolle Fonseca, Rochele Paz |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Cervi Colling, Ana Paula Cardoso, Caroline de Oliveira Zimmermann, Nicolle Fonseca, Rochele Paz |
| dc.date.none.fl_str_mv | 2024-10-21 |
| dc.description.en-US.fl_txt_mv | Executive functions (EF) and emotion regulation (ER) are associated with the basis of children's cognitive and socio-emotional development. In view of the current of neuropsychological interventions in EF, the present study sought to investigate whether an EF intervention (PENcE program) would be equivalent, superior or inferior in relation to the EF intervention in conjunction with ER strategies (PENcE and REPENcE programs) in performance executive, emotional and school performance of elementary school students who underwent performance programs exclusively focused on EF (PENcE) versus a mixed EF and ER program (PENcE+REPENcE) versus controls. One hundred and eleven children participated, divided into three groups: group 1 received a mixed intervention with the PENcE and REPENcE programs, group 2 performed only the PENcE, and group 3 was the control group (school curriculum). The group submitted to the mixed intervention showed superior performance in a greater number of domains, such as initiation, processing speed, body awareness, and communication of emotions, in the post-intervention evaluation. Thus, it is clear that a program focused on ER skills can enhance and increase the outcomes of a cognitive stimulation program exclusively for EF. |
| dc.description.es-ES.fl_txt_mv | Las funciones ejecutivas (FE) y la regulación emocional (RE) se asocian a partir de los desarrollos cognitivos y socioemocionales de los niños. En vista de las intervenciones neuropsicológicas actuales en FE, el presente estudio buscó investigar si una intervención de FE (programa PENcE) sería equivalente, superior o inferior en relación a la intervención de FE en conjunto con estrategias de RE (programas PENcE y REPENcE) en el desempeño ejecutivo, emocional y académico de estudiantes de la escuela primaria sometidos a programas de desempeño enfocados exclusivamente en FE (PENcE) versus un programa mixto de FE y RE (PENcE+REPENcE) versus controles. Participaron 111 niños, divididos en tres grupos: el grupo 1 recibió una intervención mixta con los programas PENcE y REPENcE, el grupo 2 recibió solo PENcE, y el grupo 3 fue el grupo de control (currículo escolar). El grupo sometido a la intervención presentó un desempeño superior en la evaluación posintervención en un gran número de dominios, como iniciación, velocidad de procesamiento, conciencia corporal y comunicación de emociones. Así, es claro que un programa centrado en las habilidades de RE puede potenciar y aumentar el resultado de un programa de estimulación cognitiva exclusivamente de FE. |
| dc.description.pt-PT.fl_txt_mv | As funções executivas (FE) e a regulação emocional (RE) estão associadas à base dos desenvolvimentos cognitivo e socioemocional de crianças. Em vista da corrente de intervenções neuropsicológicas em FE, o presente estudo buscou investigar se uma intervenção de FE (programa PENcE) seria equivalente, superior ou inferior em relação à intervenção de FE em conjunto com estratégias de RE (programas PENcE e REPENcE) no desempenho executivo, emocional e escolar de alunos do Ensino Fundamental I que foram submetidos a programas de desempenho exclusivamente focados nas FE (PENcE) versus programa misto de FE e RE (PENcE+REPENcE) versus controles. Participaram 111 crianças, dividida em três grupos: grupo 1 recebeu uma intervenção mista com os programas PENcE e REPENcE, grupo 2 realizou somente o PENcE, e grupo 3 foi o grupo controle (currículo escolar). O grupo submetido à intervenção mista apresentou na avaliação pós-intervenção desempenho superior em um maior número de domínios, como, iniciação, velocidade de processamento, consciência corporal, e comunicação das emoções. Deste modo, percebe-se que um programa focado em habilidades de RE pode potencializar e incrementar os desfechos de um programa de estimulação cognitiva exclusivamente de FE. |
| dc.format.none.fl_str_mv | application/pdf application/pdf text/html |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274 10.22235/cp.v18i2.3274 |
| dc.language.iso.none.fl_str_mv | por eng spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274/3517 https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274/3518 https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274/3531 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2024 Ciencias Psicológicas https://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2024, Volumen 18(2); e-3274 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2024, Volumen 18(2); e-3274 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v18i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2024, Volumen 18(2); e-3274 |
| dc.subject.es-ES.fl_str_mv | funciones ejecutivas regulación emocional intervención neuropsicológica infancia |
| dc.subject.pt-PT.fl_str_mv | funções executivas regulação emocional intervenção neuropsicológica infância |
| dc.title.none.fl_str_mv | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren Intervención en funciones ejecutivas frías y regulación emocional: impacto de la aplicación de dos programas en el procesamiento ejecutivo-emocional en escolares Intervenção em funções executivas e regulação emocional: impacto da aplicação de dois programas no processamento executivo-emocional de escolares |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Executive functions (EF) and emotion regulation (ER) are associated with the basis of children's cognitive and socio-emotional development. In view of the current of neuropsychological interventions in EF, the present study sought to investigate whether an EF intervention (PENcE program) would be equivalent, superior or inferior in relation to the EF intervention in conjunction with ER strategies (PENcE and REPENcE programs) in performance executive, emotional and school performance of elementary school students who underwent performance programs exclusively focused on EF (PENcE) versus a mixed EF and ER program (PENcE+REPENcE) versus controls. One hundred and eleven children participated, divided into three groups: group 1 received a mixed intervention with the PENcE and REPENcE programs, group 2 performed only the PENcE, and group 3 was the control group (school curriculum). The group submitted to the mixed intervention showed superior performance in a greater number of domains, such as initiation, processing speed, body awareness, and communication of emotions, in the post-intervention evaluation. Thus, it is clear that a program focused on ER skills can enhance and increase the outcomes of a cognitive stimulation program exclusively for EF. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_380e05678175538d6c7b723adb674515 |
| identifier_str_mv | 10.22235/cp.v18i2.3274 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | por eng spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/4695 |
| publishDate | 2024 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2024 Ciencias Psicológicas https://creativecommons.org/licenses/by/4.0 |
| spelling | Cervi Colling, Ana PaulaCardoso, Caroline de OliveiraZimmermann, NicolleFonseca, Rochele Paz2024-10-21https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/327410.22235/cp.v18i2.3274Executive functions (EF) and emotion regulation (ER) are associated with the basis of children's cognitive and socio-emotional development. In view of the current of neuropsychological interventions in EF, the present study sought to investigate whether an EF intervention (PENcE program) would be equivalent, superior or inferior in relation to the EF intervention in conjunction with ER strategies (PENcE and REPENcE programs) in performance executive, emotional and school performance of elementary school students who underwent performance programs exclusively focused on EF (PENcE) versus a mixed EF and ER program (PENcE+REPENcE) versus controls. One hundred and eleven children participated, divided into three groups: group 1 received a mixed intervention with the PENcE and REPENcE programs, group 2 performed only the PENcE, and group 3 was the control group (school curriculum). The group submitted to the mixed intervention showed superior performance in a greater number of domains, such as initiation, processing speed, body awareness, and communication of emotions, in the post-intervention evaluation. Thus, it is clear that a program focused on ER skills can enhance and increase the outcomes of a cognitive stimulation program exclusively for EF.Las funciones ejecutivas (FE) y la regulación emocional (RE) se asocian a partir de los desarrollos cognitivos y socioemocionales de los niños. En vista de las intervenciones neuropsicológicas actuales en FE, el presente estudio buscó investigar si una intervención de FE (programa PENcE) sería equivalente, superior o inferior en relación a la intervención de FE en conjunto con estrategias de RE (programas PENcE y REPENcE) en el desempeño ejecutivo, emocional y académico de estudiantes de la escuela primaria sometidos a programas de desempeño enfocados exclusivamente en FE (PENcE) versus un programa mixto de FE y RE (PENcE+REPENcE) versus controles. Participaron 111 niños, divididos en tres grupos: el grupo 1 recibió una intervención mixta con los programas PENcE y REPENcE, el grupo 2 recibió solo PENcE, y el grupo 3 fue el grupo de control (currículo escolar). El grupo sometido a la intervención presentó un desempeño superior en la evaluación posintervención en un gran número de dominios, como iniciación, velocidad de procesamiento, conciencia corporal y comunicación de emociones. Así, es claro que un programa centrado en las habilidades de RE puede potenciar y aumentar el resultado de un programa de estimulación cognitiva exclusivamente de FE.As funções executivas (FE) e a regulação emocional (RE) estão associadas à base dos desenvolvimentos cognitivo e socioemocional de crianças. Em vista da corrente de intervenções neuropsicológicas em FE, o presente estudo buscou investigar se uma intervenção de FE (programa PENcE) seria equivalente, superior ou inferior em relação à intervenção de FE em conjunto com estratégias de RE (programas PENcE e REPENcE) no desempenho executivo, emocional e escolar de alunos do Ensino Fundamental I que foram submetidos a programas de desempenho exclusivamente focados nas FE (PENcE) versus programa misto de FE e RE (PENcE+REPENcE) versus controles. Participaram 111 crianças, dividida em três grupos: grupo 1 recebeu uma intervenção mista com os programas PENcE e REPENcE, grupo 2 realizou somente o PENcE, e grupo 3 foi o grupo controle (currículo escolar). O grupo submetido à intervenção mista apresentou na avaliação pós-intervenção desempenho superior em um maior número de domínios, como, iniciação, velocidade de processamento, consciência corporal, e comunicação das emoções. Deste modo, percebe-se que um programa focado em habilidades de RE pode potencializar e incrementar os desfechos de um programa de estimulação cognitiva exclusivamente de FE.application/pdfapplication/pdftext/htmlporengspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274/3517https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274/3518https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274/3531Derechos de autor 2024 Ciencias Psicológicashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCiencias Psicológicas; 2024, Volumen 18(2); e-3274Ciencias Psicológicas; 2024, Volumen 18(2); e-3274Ciencias Psicológicas; 2024, Volumen 18(2); e-32741688-422110.22235/cp.v18i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayfunciones ejecutivasregulación emocionalintervención neuropsicológicainfanciafunções executivasregulação emocionalintervenção neuropsicológicainfânciaIntervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildrenIntervención en funciones ejecutivas frías y regulación emocional: impacto de la aplicación de dos programas en el procesamiento ejecutivo-emocional en escolaresIntervenção em funções executivas e regulação emocional: impacto da aplicação de dois programas no processamento executivo-emocional de escolaresinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/46952024-11-03 20:06:04.871oai:liberi.ucu.edu.uy:10895/4695Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422024-11-03T23:06:04LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren Cervi Colling, Ana Paula funciones ejecutivas regulación emocional intervención neuropsicológica infancia funções executivas regulação emocional intervenção neuropsicológica infância |
| status_str | publishedVersion |
| title | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren |
| title_full | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren |
| title_fullStr | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren |
| title_full_unstemmed | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren |
| title_short | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren |
| title_sort | Intervention in cold executive functions and emotion regulation: impact of the application of two programs on executive-emotional processing in schoolchildren |
| topic | funciones ejecutivas regulación emocional intervención neuropsicológica infancia funções executivas regulação emocional intervenção neuropsicológica infância |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/3274 |
