Differential effects of educational and cognitive interventions on executive functions in adolescents
Executive functions are critical decision-making capabilities that depend on the integrity of the prefrontal cortex. This cortical region and its dependent functions are in full development and formation during adolescence. Therefore, cognitive and educational interventions have the potential to inf...
| Autores: | , , |
|---|---|
| Formato: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/23595 |
| Acesso em linha: | https://hdl.handle.net/10272/23595 |
| Access Level: | acceso abierto |
| Palavra-chave: | Anterior prefrontal cortex Cognitive reflection tasks Dorsolateral prefrontal cortex Educational intervention Executive functions 61 Psicología |
| Resumo: | Executive functions are critical decision-making capabilities that depend on the integrity of the prefrontal cortex. This cortical region and its dependent functions are in full development and formation during adolescence. Therefore, cognitive and educational interventions have the potential to influence the development of executive functions during this evolutionary period. We aimed to explore the effects of cognitive reflection versus typical educational interventions on executive functions in teenage students. Participants were randomly assigned to one of three interventions: cognitive reflection group (CRG), educational task group (ETG), non-intervention group (NIG). Cognitive reflection tasks, typical school tasks, and no added educational intervention, were the respective interventions in each group. The neuropsychological battery of executive functions and frontal lobes (BANFE), which allows for the evaluation of executive functions dependent on specific prefrontal regions, was used in this study. Scores in general executive functions and scores related to the dorsolateral prefrontal cortex (DLPF) were increased after the intervention in all groups, except in the ETG. However, when functions typically associated with the anterior prefrontal cortex (APF) were analyzed separately, the post-intervention scores significantly increased only in the ETG group. These findings suggest that certain educational interventions can interfere with those executive functions related to the DLPF but they can improve the APF-dependent executive functions. |
|---|