Effectiveness of the "Mente Sana [Healthy Mind]" Cognitive Training Program for Older Illiterate Adults with Mild Cognitive Impairment.

Aging can lead to functional and cognitive alterations, sometimes limiting older adults in their social development, especially illiterate groups of older adults who receive poor attention from healthcare systems. In this context, the present investigation proposes the cognitive training program "MENTE SANA [HEALTHY MIND]" to improve the cognitive functions of illiterate older adults in Arequipa (Peru). It is a type of quasi-experimental research with a pre-test/post-test design with a homogenous control group. The sample was made up of adults 60 years old and above and of female gender. The Montreal Cognitive Assessment (MoCA) test was used to detect the level of cognitive decline in illiterate older adults. The 50-sessions program was applied to all the older adults with mild cognitive impairment that were selected for the study, on a daily basis. It was found that the tested group improved their cognitive functions compared to the control group. These results help to propose adapted cognitive training programs for illiterate people.

Wisconsin Card Sorting Test-Learning Potential: Usefulness for Assessing Children with Autism Spectrum Disorder.

This study analyzes the Wisconsin Card Sorting Test-Learning Potential (WCST-LP) in children with Autism Spectrum Disorder (ASD) versus children with typical development (TD). Its main aim was to assess: the test's construct validity; the effect of IQ on its pretest and LP scores; and whether the WCST-LP held any relationship to cognitive/EF and social abilities. Participants were 105 children (43 with ASD/62 with TD). Results showed evidence of construct validity in an ASD population (improvements from pretest to posttest), that full IQ influenced pretest performance but did not affect LP, and that a relationship between LP and verbal and social abilities existed only in children with ASD. Conclusions indicate the appropriateness of the WCST-LP in ASD prognosis assessment.

Differential analysis of executive functions in children from disadvantaged families vs. children with autistic spectrum disorder / Análisis diferencial de las funciones ejecutivas en niños pertenecientes a familias desfavorecidas vs. niños con trastorno del espectro autista

Executive Functions (EF) are considered necessary for dealing with new situations and for controlling one's behavior. Studies have confirmed EF difficulties in children with autism spectrum disorder (ASD) and in children from disadvantaged families (DF). This study aimed to examine EF difficulties in the two populations -ASD and DF children- with respect to EF in children who show typical development (TD). A total of 89 children between the ages of 7 and 12 years participated, divided into three groups: 28 with ASD, 36 from DF and 25 with TD. Assessments were made with different measures of EF (executive attention, cognitive flexibility, inhibition and working memory) and central coherence. In general, the children from DF obtained the lowest scores in all measures, although differences were not significant with respect to the other groups in all cases. Children with ASD obtained similar scores to the TD group in executive attention and working memory, and higher scores in central coherence. In comparison to the children from DF, the ASD children did better on all measures. These results would indicate that intervention programs designed for the two groups must be focus on different kind of tasks

Las Funciones Ejecutivas (FE) se consideran necesarias para afrontar nuevas situaciones y para controlar la propia conducta. Diversos estudios han confirmado que poblaciones tan diferentes como niños con Trastorno del Espectro Autista (TEA) y niños de familias desfavorecidas (FD) muestran dificultades en las FE. Este estudio pretende examinar las dificultades en FE en esas dos poblaciones con respecto a las FE en niños que muestran un desarrollo típico (DT). Un total de 89 niños de edades comprendidas entre los 7 y 12 años, divididos en tres grupos, participaron en el estudio: 28 con TEA, 36 de FD y 25 con DT. La evaluación se realizó con diferentes medidas de FE (memoria de trabajo, flexibilidad cognitiva, inhibición, planificación y autorregulación) y coherencia central. Los resultados muestran que, en general, los niños de FD obtuvieron las menores puntuaciones en todas las medidas, aunque las diferencias no fueron significativas en todos los casos. Los niños con TEA obtuvieron puntuaciones similares al grupo DT en planificación y memoria de trabajo, y mayores puntuaciones en coherencia central. Además, cuando se les compara con los niños de FD, los niños con TEA obtuvieron una ejecución mayor en todas las medidas. Estos resultados indican que existen diferencias entre grupos y, por tanto, que los programas de intervención diseñados para cada uno de ellos deben centrarse en diferentes tipos de tareas

Effectiveness of Cognitive Interventions in Older Adults: A Review.

(1) Introduction: With older adults, cognitive intervention programs are most often used for preventing or reversing a decline in cognitive functions, but it has been recently noted that there are insufficient high-quality research studies that report the effects of cognitive intervention on the cognitive functioning of older adults. (2) Objective: To analyze the available evidence concerning the effect of cognitive interventions for improving or maintaining the general cognitive status of older adults who present different cognitive levels. (3) Method: a review of studies published between 2010 and 2019 using the following databases: PubMed, PsycINFO, Cochrane, Google Scholar, ProQuest and Medline. (4) Results: We selected 13 systematic reviews and/or meta-analyses. The results showed that the cognitive intervention programs improved general cognitive functioning and specific cognitive functions regardless of the initial cognitive level; that cognitive decline was slowed in older persons with dementia; and there was improvement in activities of daily living. Regarding duration of the results, benefits were maintained for periods of 2 months to 5 years. (5) Conclusion: Cognitive interventions have proven effective for maintaining and/or improving cognitive functioning in older adults regardless of their initial cognitive status. Even so, there are few studies that follow up these results to see whether they are maintained in the long term and whether there is transfer to other skills of daily life. However, we were able to observe in the present review how the participants' cognitive level varied according to sociodemographic differences, and to identify which components of cognitive programs make them more effective. Based on the results found, we highlight the importance of designing cognitive intervention programs that meet these effectiveness criteria, in order to maximize the positive effects of such programs when working with a population of older adults.

Discrepancies When Assessing Interpersonal Problem-Solving Skills in Autism Spectrum Disorder: A Diagnostic Indicator.

In children with autism spectrum disorder (ASD), there are often discrepancies between direct assessment and third-party reports. We compared these children with groups with/without difficulties in interpersonal problem-solving skills in order to determine whether these discrepancies appear and if they could be a diagnostic indicator for ASD. There were 91 participants (ages 7-13): 28 children with ASD, 36 in a high family risk situation, and 27 typically developing children, all tested with direct measures and third-party reports. Results showed discrepancies only in the ASD group. Consequently, direct performance measures and third-party reports seem to be evaluating different constructs in children with ASD. In addition, both types of measures discriminate between groups, such that both are needed, especially in diagnostic assessments.

Resolución de problemas interpersonales en niños en exclusión social: Valoración de un programa de entrenamiento / Resolution of interpersonal problems in children in social exclusion: Assessment of a training program

Resumen La exclusión social es uno de los mayores desafíos de las sociedades modernas especialmente para una de las poblaciones más afectadas: la infancia. Crecer en ambientes desfavorecidos tiene un impacto negativo en la salud, la educación o el desarrollo cognitivo, emocional y social. Una de las áreas especialmente afectadas en estos niños es la competencia social, entendida como la habilidad del sujeto para enfrentarse a situaciones sociales problemáticas de forma exitosa. Este trabajo se centra en las habilidades de resolución de problemas interpersonales, consideradas componentes fundamentales de la competencia social. El objetivo del estudio ha consistido en determinar si la implementación de un programa de entrenamiento en habilidades de resolución de problemas interpersonales consigue mejorar dichas habilidades en niños en situación de exclusión social a través de un diseño cuasi-experimental pre-post-tratamiento. Los participantes han sido 61 niños de 7 a 12 años de los cuales 34 se sitúan en situación de exclusión. Los resultados muestran mejoras en la habilidad de generar soluciones a los conflictos y en solución de problemas interpersonales. De los resultados se concluye que el programa genera mejoras en las habilidades entrenadas en niños en situación de exclusión. No obstante, se hace necesario seguir investigando el impacto de las intervenciones breves en esta población.

Abstract Social exclusion is one of the biggest challenges of modern societies especially for one of the most affected populations: children. Growing up in disadvantaged environments has a negative impact on health, education or cognitive, emotional and social development. One area particularly affected in these children is social competence - the subject's ability to deal with problematic social situations successfully. This work focuses on interpersonal problem-solving skills, which are deemed as being quintessential components of social competence. This paper sought to determine whether the implementation of a training program for solving interpersonal problems improves these skills in children in situation of social exclusion, through a quasi-experimental pre-post-treatment design. Participants were 61 children aged 7-12, of which 34 were situation of exclusion. The results show improvements in the ability to generate solutions to conflicts and in interpersonal problem-solving skills. Based on the results, it can be concluded that the program generates improvements in the skills trained in children in situation of exclusion. Nevertheless, it is necessary to conduct further research on the impact of brief interventions in this population.

Cognitive Plasticity in Young-Old Adults and Old-Old Adults and Its Relationship with Successful Aging.

The general objective of this study was to analyze cognitive plasticity as a variable related to successful aging in a group of young-old adults and old-old adults using the Auditory Verbal Learning Test-Learning Potential (AVLT-LP). METHOD: A total of 569 persons, with mean age 76.67 years (379 between the ages of 65 and 80 years, and 190 older than age 80). They were assessed with a socio-health questionnaire, with the AVLT-LP, and with the Spanish version of the Mini Mental State Examination. RESULTS: The results showed significant differences on the test, in favor of the younger group, while the over 80 group gave poorer performance and showed less cognitive plasticity. With relation to gender, slight differences appeared in favor of the women, on the first four test trials, but not on the last two, nor in delayed recall or cognitive plasticity. As for cognitive status, the results showed significantly better task performance levels in healthy elders, as well as greater plasticity. Nonetheless, certain persons with high plasticity were also found among those with cognitive impairment. CONCLUSIONS: The data obtained here offers evidence for the importance of cognitive plasticity in elders and its relation to longevity and successful aging. It also provides information about the influence of variables like age, gender and cognitive status on a verbal memory and plasticity assessment task that is in wide use today.

Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk.

Situations generated by high family risk have a negative effect on personal development, especially during preadolescence. Growing up in the presence of risk factors can lead to negative consequences on mental health or on school performance. The objective of this study focuses on individual factors related to this phenomenon during preadolescence. Specifically, we seek to establish whether level of family risk (high vs. low risk) is related to interpersonal problem-solving skills, executive function and learning potential in a sample of preadolescents controlling age, sex, total IQ, verbal comprehension ability and the classroom influences. The participants were 40 children, 23 boys and 17 girls between the ages of 7 and 12, twenty of which had a record on file with the Social and Childhood Protection Services of Information deleted to maintain the integrity of the review process, and therefore, a high family risk situation. The other 20 participants had a low family risk situation. Results show that the preadolescents from high family risk performed worse on interpersonal solving-problem skills and executive function (p < .05, b from -119,201.81 to 132,199.43, confidence interval from -162,589.78/-75,813.8 to 84,403.05/179,995.8). Nevertheless, they showed the same ability to learn as the participants from low family risk. These results highlight the negative effects of high family risk situation in preadolescents and give value of taking into account protective factors such as learning potential when assessing preadolescents from high family risk.

Interpersonal problem-solving skills, executive function and learning potential in preadolescents with high/low family risk

Situations generated by high family risk have a negative effect on personal development, especially during preadolescence. Growing up in the presence of risk factors can lead to negative consequences on mental health or on school performance. The objective of this study focuses on individual factors related to this phenomenon during preadolescence. Specifically, we seek to establish whether level of family risk (high vs. low risk) is related to interpersonal problem-solving skills, executive function and learning potential in a sample of preadolescents controlling age, sex, total IQ, verbal comprehension ability and the classroom influences. The participants were 40 children, 23 boys and 17 girls between the ages of 7 and 12, twenty of which had a record on file with the Social and Childhood Protection Services of Information deleted to maintain the integrity of the review process, and therefore, a high family risk situation. The other 20 participants had a low family risk situation. Results show that the preadolescents from high family risk performed worse on interpersonal solving-problem skills and executive function (p < .05, b from -119,201.81 to 132,199.43, confidence interval from -162,589.78/-75,813.8 to 84,403.05/179,995.8). Nevertheless, they showed the same ability to learn as the participants from low family risk. These results highlight the negative effects of high family risk situation in preadolescents and give value of taking into account protective factors such as learning potential when assessing preadolescents from high family risk (AU)

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Effectiveness of Manualised Interpersonal Problem-Solving Skills Intervention for Children with Autism Spectrum Disorder (ASD) / Efectividad de un programa manualizado de intervención en habilidades de resolución de problemas para niños con trastorno del espectro autista (TEA)

BACKGROUND: Children with Autism spectrum disorders (ASD) frequently present a deficit in interpersonal and social problem solving skills. The Interpersonal Problem-Solving Skills Programme for Children (SCI-Children) comprises 10 weekly, one hour sessions working on interpersonal abilities from a mediation strategy for training purposes. METHOD: The first study explores the effectiveness of training through pre- and post-treatment evaluations of a sample of 22 children with ASD (7-13 years of age). The second study replicates the programme with 15 children who were assessed three times (three months before the programme starts, at the beginning of the training and at the end of it). RESULTS: In the first study, significant differences were found in outcome measures (a parent-report subscale of a socialisation measure and child performance on one subscale and total scores of an interpersonal problem-solving skills task). Results in the second study showed no significant changes in absence of the treatment during the waiting period and significant changes after the treatment in the socialisation measure. CONCLUSIONS: These findings suggest that the SCI-Children program causes positive impact on the Participants. Further evaluation is warranted

ANTECEDENTES: los niños con trastornos del espectro autista (TEA) presentan un déficit en habilidades interpersonales y de socialización. El Programa de Resolución de Conflictos Interpersonales para niños (SCI-Niños) está compuesto por 10 sesiones de una hora a la semana para trabajar habilidades interpersonales utilizando la mediación como estrategia de entrenamiento. MÉTODO: un primer estudio examina la efectividad del entrenamiento (diferencias Pre-Post) en una muestra de 22 niños con TEA (entre 7 y 13 años). Un segundo estudio replicó el programa en una muestra de 15 niños a los que además se evaluó en tres meses antes de empezar el programa. RESULTADOS: en el estudio 1 aparecieron diferencias significativas en las medidas utilizadas (en una subescala de una escala de socialización a responder por los padres y en las puntuaciones totales y de una subescala de una tarea de resolución de problemas interpersonales realizada por los niños). Los resultados del segundo estudio mostraron que no hubo cambios en ausencia de tratamiento durante el período de espera, pero sí diferencias significativas en la escala de socialización después del entrenamiento. CONCLUSIONES: los resultados sugieren que el programa SCI-Niños tiene efectos positivos en los participantes, se requieren más estudios para confirmar los efectos

Discrepancies between direct and indirect measures of interpersonal and neurocognitive skills in autism spectrum disorder children.

BACKGROUND: Subjects with autistic spectrum disorders (ASD) show persistent deficits in social interaction. In order to explore the scope of their deficits, it is of great interest to compare the different interpersonal skills and executive functions of ASD subjects to those of children with typical development. Assessing these skills usually involves a large variety of informants (parents, teachers, other family members) and of measures, with frequent discrepancies between direct performance measures and indirect measures (third-party report). Different explanations of this mismatch between measures have been addressed in previous studies. OBJECTIVES: We wish to analyze whether there are differences between children with ASD and children with typical development on several direct performance measures of interpersonal and neurocognitive skills and one third-party report on real-life performance of interpersonal skills; we also want to look at whether discrepancies appear between the two types of measurements in the two groups of participants. METHOD: A total of 68 Spanish children between the ages of 7 and 12 years participated; 34 were children with ASD, and 34 showed typical development. All participants were tested for recognition of emotions, solving interpersonal conflicts, and executive function. RESULTS: Significant differences between the two groups were not found on most of the direct performance measures, but they did appear in the report by third parties, in favor of the group with typical development. There was also a significant association between neurocognitive and social variables in the latter group. CONCLUSIONS: There were intergroup differences and discrepancies between the direct performance and indirect measures in children with ASD, and these must be explained. For this reason, future studies could seek to explain the cause of these discrepancies with a greater number of measures for each of the skills.

Sociabilidad y problemas de conducta en adolescentes con riesgo de exclusión social / Sociability and behavior problems in adolescents with social exclusion risk

La exclusión social es un fenómeno que afecta de forma especial a los menores. Crecer en ambientes con riesgo de exclusión social puede afectar a la competencia social o habilidad del sujeto para enfrentarse a situaciones sociales problemáticas de forma exitosa. El objetivo del trabajo ha sido analizar, en población española, si vivir en situación de riesgo de exclusión social se relaciona con problemas de socialización, con una menor habilidad para solucionar problemas interpersonales y/o con problemas de conducta. En el análisis se tiene en cuenta la función moduladora del sexo en esta relación. Los participantes han sido 126 adolescentes de entre 13 y 17 años, 40 de los cuales tenían un informe emitido por los Servicios Sociales y de Protección a la Infancia. Todos ellos fueron evaluados con pruebas de socialización, solución de problemas interpersonales y problemas de conducta. Los resultados muestran que los adolescentes con informe que los sitúa en riesgo de exclusión social presentan peores habilidades de solución de problemas interpersonales y más problemas de conducta que los adolescentes sin informe

Social exclusion is a phenomenon that particularly affects children. Growing up in environments at risk of social exclusion can affect social competence or the ability to cope with social situations successfully. The aim of the study was to analyze in a Spanish population whether living at risk of social exclusion is related to socialization problems, with a lesser ability to solve interpersonal problems and/or behavioral problems. The analysis takes into account the sex modulating function in this regard. The participants were 126 adolescents between 13 and 17 years, 40 of which had a report issued by the Social Services and Child Protection. All were evaluated with tests of socialization, resolution of interpersonal problems and behavioral problems. The results showed that participants with social report underperform in interpersonal solving problems skills and behavior problems compared to children without a report

Usefulness of WISC-IV in Determining Intellectual Giftedness.

Several studies question the usefulness of the Wechsler Intelligence Scale for Children (WISC-IV) in determining giftedness due to the importance of speed in some of its subtests, which may penalize children of high intellectual level. This study analyzes the factor structure of the WISC-IV of gifted children based on confirmatory factor analysis. Participants were eighty-seven gifted children from Spain (6-13 years old). Score discrepancies were also examined for the main indexes: Verbal Comprehension, Processing Speed, Working Memory and Perceptual Organization. Results pointed out four models with a good fit from the five models analyzed: a two-factor model according to GAI subscales (RMSEA = .001, p = .84), a four-factor first-order model including main indexes (RMSEA = .05, p = .19), a four-factor model with g as a direct factor (RMSEA = .001, p = .84) and a four-factor model with g as an indirect higher-order factor (RMSEA = .05, p = .13). Discrepancies were found between Verbal Comprehension and Processing Speed, and between Perceptual Organization and Processing Speed. Verbal Comprehension yielded the highest score, whereas the lowest scores were obtained in Processing Speed and Working Memory. These results support the use of this scale in the assessment and diagnosis of Spanish children with a high intellectual level.

Estudio normativo del “test de 60 caras de Ekman” para adolescentes españoles / A normative study of the Ekman 60-faces test in Spanish adolescents

El "Test de 60 caras de Ekman" es ampliamente utilizado para medir la capacidad de reconocer emociones a través de expresiones faciales. Su uso extendido, también en España, contrasta con la ausencia de criterios normativos para población española. Este estudio evalúa las características psicométricas del test y genera baremos para adolescentes españoles. Los participantes han sido 1039 hombres y mujeres de entre 11 y 18 años de edad, de distintas comunidades autónomas del país. Los resultados muestran diferencias significativas en las puntuaciones del test (tanto totales como en cada una de las seis emociones) relacionadas con el sexo y la edad (dividida en dos rangos: 11-14 años y 15-18 años). Se presentan los análisis descriptivos de las puntuaciones, puntuaciones criterio para determinar la dificultad en la ejecución y percentiles, tanto para la puntuación total como para cada emoción, agrupados según sexo y edad. Los índices de fiabilidad encontrados son adecuados en la puntuación total del test y para cada una de las emociones. Estos resultados respaldan la utilización de esta prueba en esta población

The Ekman 60 Faces Test is widely used to assess emotion recognition ability from facial expressions. Its extended use in Spain contrasts with the absence of normative criteria for Spanish population. This study evaluates the psychometric characteristics of the test and generates adjusted normative scores for Spanish adolescents. Participants were 1039 men and women aged between 11 and 18 years of age from different autonomous communities in Spain. Results showed significant differences in test scores (total score and individual emotion scores) according to sex and age. Distinction among two ranges of age was made: 11-14 years of age and 15-18 years of age. The article includes descriptive analyses of the scores, percentiles and performance cut-off score to determine impairment, for the total score as well as for each emotion score, divided by sex and age. Reliability indexes were satisfactory for the total score and for each emotion score. These results allow the utilization of this test in Spanish adolescent population

Usefulness of WISC-IV in determining intellectual Giftedness

Several studies question the usefulness of the Wechsler Intelligence Scale for Children (WISC-IV) in determining giftedness due to the importance of speed in some of its subtests, which may penalize children of high intellectual level. This study analyzes the factor structure of the WISC-IV of gifted children based on confirmatory factor analysis. Participants were eighty-seven gifted children from Spain (6-13 years old). Score discrepancies were also examined for the main indexes: Verbal Comprehension, Processing Speed, Working Memory and Perceptual Organization. Results pointed out four models with a good fit from the five models analyzed: a two-factor model according to GAI subscales (RMSEA = .001, p = .84), a four-factor first-order model including main indexes (RMSEA = .05, p = .19), a four factor model with g as a direct factor (RMSEA = .001, p = .84) and a four-factor model with g as an indirect higher-order factor (RMSEA = .05, p = .13). Discrepancies were found between Verbal Comprehension and Processing Speed, and between Perceptual Organization and Processing Speed. Verbal Comprehension yielded the highest score, whereas the lowest scores were obtained in Processing Speed and Working Memory. These results support the use of this scale in the assessment and diagnosis of Spanish children with a high intellectual level (AU)

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Dynamic assessment: the Spanish version of the application of cognitive functions scale

For the last 30 years, the sphere of educational assessment has been giving consideration to methodology that would focus on the processes more than on the final results obtained. Dynamic Assessment has appeared within this context, making it possible to assess a child’s ability to improve on a certain task after receiving mediated training. One of the techniques developed to assess the learning potential of preschoolers is the Application of Cognitive Functions Scale (ACFS: Lidz & Jepsen, 2003). The objective of this study was to verify the criterion validity of the Spanish version of the ACFS which was applied to 87 children in the second year of preschool, at which time a learning potential index was obtained for each child. Two years later, the children were reassessed with respect to intelligence, metacognition and scholastic aptitudes. Results showed that learning potential presented evidences of predictive validity regarding to the progression showed on the Kaufman Brief Intelligence Test’s (K-BIT: Kaufman & Kauffman, 1994) matrices subtest (p = .04, η2 = .04) and on the evaluation subtest of the metacognition questionnaire (p = .02, η2 = .05). Results also showed significant differences between groups on the visual-perceptive aptitude subtest (p = .01) in favor of the children classified as learners (AU)

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Estabilidad temporal del CI y potencial de aprendizaje en niños superdotados: implicaciones diagnósticas / Temporal stability of IQ and learning potential in gifted children: di-agnostic implications

Tradicionalmente la determinación de la sobredotación se ha realizado con tests tradicionales de inteligencia. El principal argumento para hacerlo ha sido la estabilidad temporal de esta medida. En los últimos años algunos autores defienden una determinación temprana de la sobredotación en niños, aunque otros señalan que la determinación del C.I. en niños pequeños arroja un número importante de falsos positivos debido a la variabilidad de la medida de la inteligencia por influencia de diferentes factores tales como la plasticidad cerebral, la estimulación, etc…, por lo que proponen el uso de índices complementarios para el diagnóstico de sobredotación. En este trabajo se realiza un estudio longitudinal de dos años a 49 niños de entre 5 y 9 años, -inicialmente identificados como superdotados-, para comprobar la estabilidad de su C.I. y de otras medidas tales como el potencial de aprendizaje y la memoria de trabajo. Los resultados muestran como las medidas de potencial de aprendizaje y memoria de trabajo permanecen estables en el tiempo mientras que el C.I. de un grupo de niños de menor edad no se mantiene en dicho periodo. Estos resultados señalan la utilidad de las medidas de P.A. como un índice complementario en la determinación de la sobredotación en niños pequeños

Traditionally the determination of the giftedness has performed with traditional intelligence tests. The main argument to do so has been the temporal stability of this measure. In recent years some authors defend a determination early giftedness in children, although others point out that toddlers evaluation produces a significant number of false positives due to the variability in the measurement of intelligence by different factors such as plasticity, stimulation, etc.., therefore proposed the use of complementary indices for giftedness diagnosis. This paper presents a longitudinal study of two years to 49 children aged between 5 and 9 years, initially identified as gifted, to check the stability of your IQ and other measures such as the learning potential and working memory. The results show how learning potential and working memory measures remain stable in time while the IQ of a group of younger children is not maintained during this period. These results indicate the usefulness of P.A. measures as a supplementary index in the determination of the giftedness on young children

Cognitive plasticity, cognitive functioning and quality of life (QoL) in a sample of young-old and old-old adults in southern Spain.

BACKGROUND AND AIMS: The present study was designed to assess the differences in cognitive plasticity, cognitive functioning and quality of life (QoL) in young-old and old-old adults, and to determine whether variables related to QoL can predict cognitive plasticity in old age. METHODS: The study population consisted of 215 people living in sheltered accommodation for elderly people in southern Spain. Participants were divided into two groups according to age: young-old aged (between 65 and 80 years) and old-old (81 and above). Participants were assessed by means of cognitive performance tests, a QoL questionnaire, and the auditory verbal learning test-learning potential (AVLT-LP) as a measure of cognitive plasticity. RESULTS: No significant differences were found in cognitive plasticity between the young-old and old-old adults, although the former performed better on immediate and sustained verbal recall. Likewise, no significant inter-group differences arose in most of the QoL variables. However, differences in cognitive plasticity did appear as a function of the level of cognitive functioning of the old adults, and cognitive functioning has been shown to be the best predictor of cognitive plasticity in old age. CONCLUSIONS: Differences in cognitive plasticity between young-old and old-old adults only appear when the cognitive functioning of individuals is taken into account, rather than their age group. The variables cognitive functioning, social integration and education level appear to be the best predictors of cognitive plasticity in old age.

Potencial de aprendizaje y habilidades sociales en escolares con el trastorno de Asperger / Learning potential and social skills in children with Asperger disorder

a mayoría de las investigaciones sobre el trastorno de Asperger (TA) se han centrado en las características definitorias del trastorno mediante procedimientos estandarizados. Sin embargo, se trata de una perspectiva limitada, especialmente en el ámbito de la interacción social. A partir de los resultados positivos obtenidos desde la evaluación del potencial de aprendizaje en otras alteraciones psicológicas, resulta prometedor plantearse aplicaciones similares para el TA. En este estudio se comparó el rendimiento de un grupo de niños con TA (n= 10, entre 11 y 16 años) y un grupo de escolares con desarrollo normal (igualados en edad y sexo) en un test tradicional de inteligencia, una prueba de potencial de aprendizaje y variables sociales como son las habilidades interpersonales, la empatía y la solución de conflictos interpersonales. Los resultados muestran que no existen diferencias entre grupos en potencial de aprendizaje. Por otro lado, se confirman las dificultades en el TA en variables sociales, de forma significativa en la adecuación de las soluciones en los conflictos interpersonales. Se discuten las implicaciones de utilizar la evaluación del potencial de aprendizaje en el ámbito de la socialización para individuos con TA (AU)

During the past years the literature about Asperger Disorder (AD) has focused on the empirical study of its core features. Static assessment procedures have been the most common method of research. However, this perspective is particularly limited with regard to social interaction. Taking into account that several research studies have demonstrated the utility and applications of dynamic assessment in different psychological pathologies, it is possible to expect similar implications in AD. This study examines the performance of children with AD (N= 10, 11-16 years old) and a compared sample of typical peers (N= 10). Children were assessed using a static intelligence test, a dynamic assessment instrument and different tests concerning social variables such as interpersonal skills, empathy and social problem solving. Results showed no differences between groups in learning potential. On the other hand, social difficulties were confirmed, especially in the adjustment and practical effectiveness of the solutions they generated. Implications of considering dynamic assessment as a valid approach to the social dysfunction suffered in AD are discussed

Utilidad de la evaluación de la plasticidad cognitiva en el diagnóstico diferencial del deterioro cognitivo y la pseudodemencia por depresión / Usefulness of cognitive plasticity evaluation in the differential diagnosis of cognitive impairment and depression-induced pseudo-dementia

IntroducciónDiferenciar adecuadamente a las personas mayores con baja ejecución en pruebas cognitivas debida a la depresión de aquellas que presentan un deterioro cognidel deterioro cognitivo leve y de las asociado a demencias es todo un reto para la investigación gerontológica. La valoración de la plasticidad cognitiva, que ya se ha mostrado eficaz en el diagnóstico del déficit cognitivo asociado a edad, del deterioro cognitivo leve y de las demencias, podría mostrarse útil también en el diagnóstico diferencial entre depresión y trastorno cognitivo. Comprobar este supuesto es el objetivo de esta investigación, junto con éste se analizarán las diferencias entre ambos grupos en otras variables psicológicas.Material y métodosLos participantes del estudio fueron un total de 50 personas mayores seleccionadas previamente sobre la base de los informes sanitarios respecto de su depresión y/o déficits cognitivos, a los que se les administraron el Test de Posiciones y el Auditory Verbal Learning Test of Learning Potential como medidas de plasticidad cognitiva, junto con el Mini Examen Cognoscitivo, el Cuestionario de Satisfacción con la Vida y la Escala de Depresión Geriátrica. También se recogieron datos sociodemográficos.ResultadosLos resultados mostraron que las personas mayores depresivas no difieren de las personas no depresivas en plasticidad cognitiva, mientras que las personas con deterioro cognitivo sí presentaron una plasticidad cognitiva significativamente menor que las personas que no mostraron deterioro. Asimismo, se muestran diferencias entre grupos con y sin alta puntuación en depresión en satisfacción con la vida y el seguimiento de instrucciones.ConclusiónLa plasticidad cognitiva parece ser una variable relevante en la diferenciación entre ancianos con bajo rendimiento cognitivo por depresión y ancianos con deterioro cognitivo(AU)

IntroductionA major challenge for gerontological research is to differentiate adequately between old adults with poor performance on cognitive tasks due to depression, and those who present cognitive impairment associated with dementia. In view of the fact that cognitive plasticity has already proved to be efficient in the diagnosis of age-associated cognitive impairment, mild cognitive impairment and dementia, the objective of this study is to investigate the possibility that it may also prove useful in the differential diagnosis of these two disorders.Materials and methodsA total of 50 old adults participated in the study. These completed the Positions Test (PT) and the Auditory Verbal Learning Test of Learning Potential (AVLT-LP) as measures of cognitive plasticity. Participants also undertook the Spanish version of Mini Mental State (MEC), Life Satisfaction Questionnaire (LSQ) and Geriatric Depression Scale (GDS). Socio-demographic data were also collected.ResultsWith regard to cognitive plasticity, depressed old adults do not differ from those without depression. On the other hand, old adults with cognitive impairment present less cognitive plasticity than those without cognitive impairment.ConclusionCognitive plasticity appears to be a relevant variable in the differentiation between old people with low cognitive performance due to depression and old people with cognitive impairment(AU)