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

Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2018

Volume: 24

Issue: 2

Pages: 51-57

Type: Article

DOI: 10.5093/PSED2018A8 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa

Abstract

This paper examines the performance of both Down syndrome (DS) and Fragile X syndrome (FXS) pre-schoolers in cognitive tasks of nonverbal reasoning and short-term memory (visual and auditory) and the ability to stimulate cognitive s with a methodology of learning potential. It is the first study this methodology is applied to FXS. The basic scales of the Escala de Habilidades y Potencial de Aprendizaje en Preescolares [Skills and Learning Potential Preschool Scale] were administered in 20 preschools with Down syndrome and 16 male preschools with Fragile X syndrome matched for chronological age and level of nonverbal cognitive development. The results indicated that the group FXS runs better on memory tasks without differences in reasoning tasks before mediation. Also, it is possible to stimulate the implementation in cognitive tasks of preschool children with DS or FXS significantly improving the performance of both groups except for auditory memory and DS in categorization rules. As conclusions, the scale offers the opportunity to assess skills in young children and know the degree of cognitive modifiability. Furthermore, possible factors affecting the performance of the children before and during mediation are discussed.

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