<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-0011</journal-id>
<journal-title><![CDATA[Revista de la Facultad de Medicina]]></journal-title>
<abbrev-journal-title><![CDATA[rev.fac.med.]]></abbrev-journal-title>
<issn>0120-0011</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-00112017000300417</article-id>
<article-id pub-id-type="doi">10.15446/revfacmed.v65n3.57057</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Clinical features of brain activation deficit in children]]></article-title>
<article-title xml:lang="es"><![CDATA[Características clínicas de niños con déficit de activación cerebral general]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luna-Villanueva]]></surname>
<given-names><![CDATA[Berenice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solovieva]]></surname>
<given-names><![CDATA[Yulia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lázaro-García]]></surname>
<given-names><![CDATA[Emelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintanar]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Puebla Faculty of Psychology ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>65</volume>
<numero>3</numero>
<fpage>417</fpage>
<lpage>423</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-00112017000300417&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-00112017000300417&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-00112017000300417&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Brain activation is considered as one of the mechanisms of the brain related to the functional state of deep subcortical structures. A deficit in this mechanism may be involved in behavioral disorders during development and school learning.  Objective: To identify the clinical features of Mexican schoolchildren with general brain activation deficit, and to determine the neuropsychological tasks that help to detect this syndrome.  Materials and methods: The sample included 20 Mexican schoolchildren attending regular schools and diagnosed with behavioral and/or learning disorders. The types of errors and performance in neuropsychological tasks were analyzed by categories.  Results: The results showed that there are common clinical features in schoolchildren, particularly, executive instability, fatigue and/or slow execution, and instability in memory and perceptive graphic tasks. These features can be demonstrated through the qualitative syndromic analysis of perceptive graphic tasks, retention tasks and manual praxis.  Conclusions: Qualitative assessment is effective to differentiate this type of cases from other possible neuropsychological conditions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. La activación cerebral general se considera como un mecanismo de trabajo cerebral relacionado con el estado funcional de las estructuras subcorticales profundas; su déficit puede subyacer a los trastornos conductuales durante el desarrollo y el aprendizaje escolar.  Objetivos. Precisar las características clínicas de escolares mexicanos con déficit de activación cerebral general e identificar las tareas neuropsicológicas que ayudan a la detección de este síndrome.  Materiales y métodos. Se incluyeron 20 casos de escolares mexicanos: alumnos de escuelas regulares con problemas de conducta o aprendizaje que solicitaron apoyo de evaluación neuropsicológica. Se analizaron los tipos de error y la forma de ejecución de tareas neuropsicológicas por categorías.  Resultados. Se demostró que existen características clínicas comunes en los escolares evaluados. Como rasgos particulares se identificó inestabilidad en la ejecución de tareas neuropsicológicas, fatiga o lentificación e inestabilidad en el mantenimiento de huellas mnésicas y durante la realización de tareas gráfico-perceptivas. Estos rasgos se evidenciaron a través del análisis sindrómico cualitativo en tareas gráfico-perceptivas, de retención en diversas modalidades y de praxias manuales.  Conclusión. Se encontró eficacia clínica de diferenciación en este tipo de casos frente a otras posibles dificultades a nivel neuropsicológico.]]></p></abstract>
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<kwd lng="en"><![CDATA[Neuropsychology]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Diagnosis (MeSH)]]></kwd>
<kwd lng="es"><![CDATA[Neuropsicología]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Diagnóstico (DeCS)]]></kwd>
</kwd-group>
</article-meta>
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