<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942019000200167</article-id>
<article-id pub-id-type="doi">10.5294/edu.2019.22.2.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de atención, memoria y flexibilidad cognitiva en niños bilingües]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment of Attention, Memory and Cognitive Flexibility in Bilingual Children]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação da atenção, da memória e da flexibilidade cognitiva em crianças bilíngues]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Castiblanco]]></surname>
<given-names><![CDATA[Yira Marieta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuluaga-Valencia]]></surname>
<given-names><![CDATA[Juan Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Universitaria Politécnico Grancolombiano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Manizales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>167</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942019000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942019000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942019000200167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo pretende identificar el impacto de la exposición temprana a una segunda lengua sobre algunas de las funciones ejecutivas, en relación con el tiempo de exposición y sexo de los participantes. El diseño metodológico es de tipo descriptivo, con alcance correlacional cuasi experimental, tipo caso control. La muestra es no probabilística, conformada por 30 niños en edades entre 5 y 6 años, en contexto escolarizado urbano. Para establecer el perfil cognitivo de los participantes se tomaron en cuenta como instrumentos la evaluación neuropsicológica infantil (ENI) y la escala WISC III abreviada (cubos y vocabulario). Se evidenció desempeño de los niños bilingües en memoria auditiva verbal; en atención visual y memoria de trabajo, los resultados son relativamente altos. En flexibilidad cognitiva, no se evidencian diferencias significativas para ambos grupos (bilingües y no bilingües). Encontramos diferencias entre niños y niñas: en memoria verbal auditiva y atención visual, las niñas muestran mejores desempeños, mientras que los niños obtuvieron mejores desempeños en las pruebas de memoria de trabajo. Por último, no encontramos correlación estadísticamente significativa entre coeficiente intelectual y resultados de la ENI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article intends to identify the impact of early exposure to a second language on some executive functions in relation to exposure time and sex of participants. The methodological design is descriptive with a control case-type, quasi-experimental, correlational scope. The sample was used non-probabilistic, made up of 30 children aged between 5-6 from urban schools in Bogotá, Colombia. In order to determine the cognitive profile of participants, the child neuropsychological assessment (CNA) and the WISC III short form (cubes and vocabulary) were considered. These showed high performance of bilinguals in verbal auditory memory, while relatively high in visual attention and working memory. No significant differences were identified in cognitive flexibility between both groups (bilingual and non-bilingual). Differences were found between girls and boys; girls had higher performance in auditory verbal memory and visual attention, while boys performed better in working memory tests. Finally, no statistically significant correlation was established between intelligence quotient and the ENI results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo pretende identificar o impacto da exposição precoce a uma segunda língua sobre algumas das funções executivas em relação ao tempo de exposição e ao sexo dos participantes. O desenho metodológico é de tipo descritivo, com alcance correlacional quase experimental tipo caso de controle. A amostra é não probabilística, conformada por 30 crianças, entre 5 e 6 anos, em contexto escolarizado urbano. Para estabelecer o perfil cognitivo dos participantes, foram utilizadas como instrumentos a avaliação neuropsicológica infantil (ANI) e a escala WISC III abreviada (cubos e vocabulário). Assim, ficou evidenciado o desempenho dos bilíngues em memória auditiva verbal; em atenção visual e memória de trabalho, os resultados são relativamente altos. Em flexibilidade cognitiva, não foram evidenciadas diferenças significativas para ambos os grupos (bilíngues e não bilíngues). Verificaram-se diferenças entre meninos e meninas: em memória verbal auditiva e atenção visual, as meninas mostraram melhores desempenhos, enquanto os meninos obtiveram melhores desempenhos nos testes de memória de trabalho. Por último, não constatamos correlação estatisticamente significativa entre coeficiente intelectual e resultados da ANI.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bilingüismo]]></kwd>
<kwd lng="es"><![CDATA[desarrollo infantil]]></kwd>
<kwd lng="es"><![CDATA[desarrollo del niño]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[evaluación de aprendizajes]]></kwd>
<kwd lng="es"><![CDATA[Bogotá]]></kwd>
<kwd lng="es"><![CDATA[Colombia]]></kwd>
<kwd lng="en"><![CDATA[Bilingualism]]></kwd>
<kwd lng="en"><![CDATA[child development]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="en"><![CDATA[learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Bogota]]></kwd>
<kwd lng="en"><![CDATA[Colombia]]></kwd>
<kwd lng="pt"><![CDATA[Bilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento infantil]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Bogotá]]></kwd>
<kwd lng="pt"><![CDATA[Colômbia]]></kwd>
</kwd-group>
</article-meta>
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