<?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>1657-9267</journal-id>
<journal-title><![CDATA[Universitas Psychologica]]></journal-title>
<abbrev-journal-title><![CDATA[Univ. Psychol.]]></abbrev-journal-title>
<issn>1657-9267</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-92672017000300026</article-id>
<article-id pub-id-type="doi">10.11144/javeriana.upsy16-3.pndc</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perfil de niños con déficits en la cognición numérica]]></article-title>
<article-title xml:lang="en"><![CDATA[Profile of Children with Deficits in Numerical Cognition]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias-Rodriguez]]></surname>
<given-names><![CDATA[Indira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Jéssica-Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Flávia-Heloísa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>16</volume>
<numero>3</numero>
<fpage>26</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-92672017000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-92672017000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-92672017000300026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación tuvo como objetivo caracterizar el perfil neurocognitivo de niños en relación con las habilidades cuantitativas, intelectuales, de memoria operativa y sus aspectos emocionales. La muestra fue de 42 niños de edad escolar de 8 a 10 años, divididos en dos grupos: con dificultades en aritmética (CDA = 21) y sin dificultades en aritmética (SDA = 21), que fueron evaluados a través de pruebas cognitivas y escalas de comportamiento, que analizaron variables como: rendimiento escolar, razonamiento abstracto, memoria operativa, cognición numérica, ansiedad y estrés. El perfil de los niños CDA se caracterizó por dificultades en el rendimiento escolar de forma general. Se encontraron síntomas de estrés compatibles con fases de alerta y resistencia, baja capacidad de memoria operativa y de cognición numérica, específicamente de procesamiento numérico y cálculo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to characterize the neurocognitive profile of children regarding quantitative, intellectual, and mnemonic skills; and their emotional state. The sample consisted of 42 school children 8-10 years old, divided into two groups: those with difficulties in arithmetic (CDA = 21) and without difficulties in arithmetic (SDA = 21). The children were evaluated through cognitive tests and behaviour scales, which analysed variables such as scholar achievement, abstract reasoning, working memory, numerical cognition, anxiety and stress. The profile of CDA children was characterized by global difficulties in schooling achievement. Also they had stress symptoms compatible with alert and resistance phases, low capacity in working memory and numerical cognition, specifically for numerical processing and calculation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aritméticas]]></kwd>
<kwd lng="es"><![CDATA[discalculia]]></kwd>
<kwd lng="es"><![CDATA[cognición numérica]]></kwd>
<kwd lng="es"><![CDATA[estrés]]></kwd>
<kwd lng="es"><![CDATA[memoria operativa]]></kwd>
<kwd lng="en"><![CDATA[arithmetic]]></kwd>
<kwd lng="en"><![CDATA[dyscalculia]]></kwd>
<kwd lng="en"><![CDATA[numerical cognition]]></kwd>
<kwd lng="en"><![CDATA[stress]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
</kwd-group>
</article-meta>
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