<?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>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802021000200140</article-id>
<article-id pub-id-type="doi">10.21615/cesp.5383</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inhibición de la respuesta: Entrenamiento y efectos vinculados al nivel inhibitorio de base, en niños]]></article-title>
<article-title xml:lang="en"><![CDATA[Response inhibition: training and effects linked to the level of inhibition in pre-test, in children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aydmune]]></surname>
<given-names><![CDATA[Yesica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Introzzi]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Comesaña]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lipina]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de San Martin  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>140</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802021000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802021000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802021000200140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde el enfoque no-unitario de la inhibición, se identifican tres procesos inhibitorios: inhibición perceptual, cognitiva y de la respuesta. Esta última permite suprimir conductas prepotentes e inapropiadas para los objetivos en curso. En los últimos años se evaluaron diferentes intervenciones orientadas a optimizar la inhibición de la respuesta durante los inicios de la escuela primaria; sin embargo, los estudios resultan insuficientes para evaluar la eficacia de estas intervenciones sobre el proceso entrenado y otros procesos inhibitorios e identificar las características asociadas a los resultados. En este estudio se propuso analizar la eficacia de un entrenamiento de la inhibición de la respuesta en niños en los primeros años de escolaridad primaria, sobre este proceso y la inhibición perceptual, a corto y largo plazo; y estudiar si variables como la edad y el nivel inhibitorio de base de los participantes se relacionan con los resultados. Participaron 93 niños (de 6 a 8 años), asignados a un grupo de entrenamiento y otro de control, en un diseño experimental con pre-test y dos post-test. Se observaron efectos, atribuibles al entrenamiento, sobre el desempeño de una tarea de inhibición de la respuesta a corto plazo, siendo los niños con un nivel inhibitorio de base más bajo quienes presentaron mayores beneficios. Se discute sobre el aporte de los resultados al modelo no-unitario de la inhibición, el alcance de las intervenciones y el estudio de las características de los participantes en relación con los efectos del entrenamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From non-unitary perspective of inhibition, three inhibitory processes are identified: perceptual, cognitive and response inhibition. Response inhibition allows suppressing prepotent and inappropriate responses for the current purposes. In the last years, different interventions targeted at optimizing it during the first years of school period. However, the studies are insufficient to understand the efficacy of the interventions on response inhibition and other inhibitory processes, both short- and long-term; and the characteristics that are linked to the results. The goals aims: to analyze the efficacy of a response inhibition training on this process and perceptual inhibition, both short- and long-term, in children in the first years of elementary school; and to analyze if the relationships of age and the level of inhibition in pre-test are related to the results. The participants (93 children, from 6 to 8 years old) were assigned to a training or a control group, in an experimental design, with a pre-test and two post-tests. We observed effects in the short term on children&#8217;s performance on a response inhibition task. The children who benefited more from the intervention were those who started the intervention with a lower level of inhibition. We discuss the contribution of these results to non-unitary perspective, the scope of the interventions and the study of the participants&#8217; characteristics related to the results.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inhibición de la respuesta]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento]]></kwd>
<kwd lng="es"><![CDATA[niños escolares]]></kwd>
<kwd lng="es"><![CDATA[inhibición perceptual]]></kwd>
<kwd lng="es"><![CDATA[transferencia]]></kwd>
<kwd lng="es"><![CDATA[funciones ejecutivas]]></kwd>
<kwd lng="en"><![CDATA[response inhibition]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[school children]]></kwd>
<kwd lng="en"><![CDATA[perceptual inhibition]]></kwd>
<kwd lng="en"><![CDATA[transfer]]></kwd>
<kwd lng="en"><![CDATA[executive functions]]></kwd>
</kwd-group>
</article-meta>
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