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dc.rights.licensehttps://creativecommons.org/licenses/by/4.0/es_AR
dc.contributor.authorGoldín, Andrea Pes_AR
dc.contributor.authorVladisauskas, Melinaes_AR
dc.contributor.authorPaz, Gabriel Oes_AR
dc.contributor.authorNin, Verónicaes_AR
dc.contributor.authorGuillén, Jesús Aes_AR
dc.contributor.authorBelloli, Laouenes_AR
dc.contributor.authorDelgado, Hernánes_AR
dc.contributor.authorMiguel, Martín Aes_AR
dc.contributor.authorMacario Cabral, Danielaes_AR
dc.contributor.authorShalom Diego E.es_AR
dc.contributor.authorForés, Annaes_AR
dc.contributor.authorCarboni, Alejandraes_AR
dc.contributor.authorFernández-Slezak, Diegoes_AR
dc.date.accessioned2024-04-12T18:59:47Z
dc.date.available2024-04-12T18:59:47Z
dc.date.issued2024-03-07
dc.identifier.urihttps://repositorio.utdt.edu/handle/20.500.13098/12589
dc.identifier.urihttps://doi.org/10.3390/brainsci14030262
dc.description.abstractMate Marote is an open-access cognitive training software aimed at children between 4 and 8 years old. It consists of a set of computerized games specifically tailored to train and evaluate Executive Functions (EF), a class of processes critical for purposeful, goal-directed behavior, including working memory, planning, flexibility, and inhibitory control. Since 2008, several studies were performed with this software at children’s own schools in interventions supervised in-person by cognitive scientists. After 2015, we incorporated naturalistic, yet controlled, interventions with children’s own teachers’ help. The platform includes a battery of standardized tests, disguised as games, to assess children’s EF. The main question that emerges is whether the results, obtained with these traditional tasks but conducted without the presence of researchers, are comparable to those widely reported in the literature, that were obtained in more supervised settings. In this study, we were able to replicate the expected difficulty and age effects in at least one of the analyzed dependent variables of each employed test. We also report important discrepancies between the expected and the observed response time patterns, specifically for time-constrained tasks. We hereby discuss the benefits and setbacks of a new possible strategy for this type of assessment in naturalistic settings. We conclude that this battery of established EF tasks adapted for its remote usage is appropriate to measure the expected mental processes in naturalistic settings, enriching opportunities to upscale cognitive training interventions at schools. These types of tools can constitute a concerted strategy to bring together educational neuroscience research and real-life practice.es_AR
dc.description.sponsorshipEste artículo se encuentra originalmente publicado en la revista Brain Sciences (e-ISSN 2076-3425)es_AR
dc.format.extent25 p.es_AR
dc.format.mediumapplication/pdfes_AR
dc.languageenges_AR
dc.publisherBrain Sciences (e-ISSN 2076-3425)es_AR
dc.relation.ispartofBrain sciences, 14(3), 262.en
dc.rightsinfo:eu-repo/semantics/openAccesses_AR
dc.subjectChildrenes_AR
dc.subjectTransferes_AR
dc.subjectVideogameses_AR
dc.subjectCognitive traininges_AR
dc.subjectSchoolses_AR
dc.subjectChild-ANTes_AR
dc.subjectHeart–Flower Stroop taskes_AR
dc.subjectCorsi blockses_AR
dc.subjectToNIes_AR
dc.subjectTower of Londones_AR
dc.titleThe Long and Winding Road to Real-Life Experiments: Remote Assessment of Executive Functions with Computerized Games—Results from 8 Years of Naturalistic Interventionses_AR
dc.typeinfo:eu-repo/semantics/articlees_AR
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_AR


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