Learning Potential is Useful in Pre-schoolers with Fragile X and Down Syndrome

  1. Mª Auxiliadora Robles-Bello 1
  2. Nieves Valencia-Naranjo 1
  3. David Sánchez-Teruel 2
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2018

Volumen: 24

Número: 2

Páginas: 51-57

Tipo: Artículo

DOI: 10.5093/PSED2018A8 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Resumen

Este trabajo analiza el desempeño de preescolares con síndrome de Down (SD) y X frágil (SXF) en tareas cognitivas de razonamiento no verbal y de memoria a corto plazo (visual y auditiva), así como la capacidad de estimular las funciones cognitivas con la metodología del potencial de aprendizaje. Se trata del primer estudio en el que se aplica esta metodología al SXF. Se administró las escalas básicas de la Escala de Habilidades y Potencial de Aprendizaje en Preescolares en 20 centros preescolares con síndrome de Down y en 16 centros preescolares masculinos con el síndrome del cromosoma X frágil emparejados por edad cronológica y nivel de desarrollo cognitivo no verbal. Los resultados indican que el grupo SXF funciona mejor en las tareas de memoria sin diferencias en tareas de razonamiento antes de la mediación. Igualmente, es posible estimular la aplicación en tareas cognitivas de niños de preescolar con SD o SXF, mejorando de un modo significativo el desempeño de ambos grupos, menos en memoria auditiva y en el caso de SD en reglas de categorización. Como conclusión, puede decirse que la escala brinda la oportunidad de evaluar destrezas en niños y conocer el grado de modificación cognitiva. Además, se comentan los posibles factores que influyen en el desempeño de los niños antes y durante la mediación.

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