Cognition, Behavior, and Memory<\/p>\n
Author:<\/strong> angel javier tabullo | Email:<\/strong> angeljtabullo@gmail.com<\/p>\n Juan Ignacio Ruiz D\u00edaz 2\u00b0<\/sup>, Rodr\u00edguez Karina Viviana 2\u00b0<\/sup>, Mart\u00edn Yanel Cecilia 3\u00b0<\/sup>, Delicio Fabiana 4\u00b0<\/sup>, Tabullo \u00c1ngel Javier 1\u00b0<\/sup>, 1\u00b0<\/sup>, Gasaneo Gustavo 2\u00b0<\/sup><\/p>\n 1\u00b0 INCIHUSA, CONICET Plenty of evidence suggests that socioeconomic factors (such as mother education or unsatisfied basic needs) have an impact on children’s neurocognitive development, leading to differences in cognitive abilities, language outcomes and reading achievement. However, the specific effects of socioeducational context (SE) have been less studied. The following study aimed to compare the cognitive skills of primary school children from different SE, and to examine their contribution to reading comprehension. Our study sample consisted on 358 children (53.4% girls, Mean age: 9.24 \u00b1 1.20 years) from the 2nd to the 5th grade. According to the Educational Opportunities scale, 43% of them belonged to a “low” SE, and the rest to a “medium” context. The children completed a series of computerized tests: selective attention (“Registered Behavior Tool”), shifting (“TMTB”), fluid intelligence (Raven) and reading comprehension (“LEE test”). Cognitive skills improved with grade and SE, while reading comprehension increased with grade and was better among medium (vs low) SE third graders. A path analysis model showed that selective attention and fluid intelligence significantly predicted comprehension and partially mediated the effects of grade and SE. Our findings indicate that: 1) SE predicts cognitive development and reading achievement in primary school, 2) this last effect is partially mediated by SE-related individual differences in selective attention and fluid intelligence.<\/p>\n","protected":false},"excerpt":{"rendered":" Author: tabullo angel javier | email: angeljtabullo@gmail.com | Cognition, Behavior, and Memory<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17],"tags":[20],"class_list":["post-1307","post","type-post","status-publish","format-standard","hentry","category-session-1","tag-cognition-behavior-and-memory"],"_links":{"self":[{"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/posts\/1307","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/comments?post=1307"}],"version-history":[{"count":3,"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/posts\/1307\/revisions"}],"predecessor-version":[{"id":1789,"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/posts\/1307\/revisions\/1789"}],"wp:attachment":[{"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/media?parent=1307"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/categories?post=1307"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/csan2023.saneurociencias.org.ar\/index.php\/wp-json\/wp\/v2\/tags?post=1307"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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\n2\u00b0 Departamento de F\u00edsica, Universidad Nacional del Sur – IFISUR, Bah\u00eda Blanca, Argentina.
\n3\u00b0 Centro Interdisciplinario para el Desarrollo Psicomotor, Bah\u00eda Blanca, Argentina
\n4\u00b0 Facultad de Educaci\u00f3n, Universidad Nacional de Cuyo<\/p>\n