Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes

Giovannetti, Federico; Pietto, Marcos Luis; Segretín, María Soledad; Lipina, Sebastián Javier

doi:10.3390/ijerph17082912

Open AccessArticle

Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes

by

Federico Giovannetti

^1,*

,

Marcos Luis Pietto

^1,2,

María Soledad Segretín

¹

and

Sebastián Javier Lipina

^1,*

¹

Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina

²

Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, FCEyN-UBA- CONICET, Buenos Aires C1428EGA, Argentina

^*

Authors to whom correspondence should be addressed.

Int. J. Environ. Res. Public Health 2020, 17(8), 2912; https://doi.org/10.3390/ijerph17082912

Submission received: 17 March 2020 / Revised: 17 April 2020 / Accepted: 19 April 2020 / Published: 23 April 2020

(This article belongs to the Special Issue Risk and Protector Factors, Socioeconomic Status and Neurodevelopment)

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Abstract

Over the last few decades, different interventions were shown to be effective in changing cognitive performance in preschoolers from poor homes undertaking tasks with executive demands. However, this evidence also showed that not all children included in the intervention groups equally increased their performance levels, which could be related to individual and contextual variability. The present study aimed to explore the impact of a computerized cognitive training intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes under the consideration of their baseline performance. In the context of a randomized controlled trial design, different interventions were administered to children according to their baseline performance in a variety of cognitive tasks (i.e., executive attention, inhibitory control, working memory, and planning demands). The results showed different patterns of impact on performance depending on the experimental group, supporting the importance of considering individual and contextual differences in the design of interventions aimed at optimizing executive functions in poverty-impacted sample populations in early stages of development.

Keywords: executive functions; cognitive control; poverty; cognitive enhancement; intervention; training

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MDPI and ACS Style

Giovannetti, F.; Pietto, M.L.; Segretín, M.S.; Lipina, S.J. Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes. Int. J. Environ. Res. Public Health 2020, 17, 2912. https://doi.org/10.3390/ijerph17082912

AMA Style

Giovannetti F, Pietto ML, Segretín MS, Lipina SJ. Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes. International Journal of Environmental Research and Public Health. 2020; 17(8):2912. https://doi.org/10.3390/ijerph17082912

Chicago/Turabian Style

Giovannetti, Federico, Marcos Luis Pietto, María Soledad Segretín, and Sebastián Javier Lipina. 2020. "Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes" International Journal of Environmental Research and Public Health 17, no. 8: 2912. https://doi.org/10.3390/ijerph17082912

APA Style

Giovannetti, F., Pietto, M. L., Segretín, M. S., & Lipina, S. J. (2020). Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes. International Journal of Environmental Research and Public Health, 17(8), 2912. https://doi.org/10.3390/ijerph17082912

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

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