Developmental Profile of Executive Functioning in School-Age Children From Northeast Brazil.

Autor:	Guerra A; Programa de Pós-Graduação de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil.; Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France., Hazin I; Departamento de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil., Guerra Y; Departamento de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil., Roulin JL; Laboratoire de Psychologie et NeuroCognition (UMR 5105), Université de Savoie Mont Blanc, Chambéry, France., Le Gall D; Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France., Roy A; Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France.; Centre Référent des Troubles d'Apprentissage, Centre de Compétence Nantais de Neurofibromatose, Hôpital Femme-Enfant-Adolescent, CHU de Nantes, Nantes, France.
Jazyk:	angličtina
Zdroj:	Frontiers in psychology [Front Psychol] 2021 Jan 14; Vol. 11, pp. 596075. Date of Electronic Publication: 2021 Jan 14 (Print Publication: 2020).
DOI:	10.3389/fpsyg.2020.596075
Abstrakt:	The development of executive functions (EF) is recognizably correlated to culture, contextual and social factors. However, studies considering all the basic EF are still scarce in Brazil, most notably in the Northeast region, which is known for its social inequality and economic gap. This study aimed to analyze the developmental trajectories and structure of four EF, namely inhibition, flexibility, working memory and planning. In addition, the potential effects of socioeconomic status (SES) and gender were examined. The sample included 230 Brazilian children between 7-12 years old, homogeneously distributed by age, gender and type of school. The EF were assessed through the Brazilian version of the Child Executive Functions Battery (CEF-B). A global effect of age was found for most of the EF measures evaluated. Gender effect was mostly non-significant, except for 4 of the 12 tasks. There was a significant SES effect on 8 tasks, all in favor of private school children. Exploratory factorial and correlation analysis showed a 4-factor EF structure, corroborating the theoretical distribution considered in the CEF-B. A developmental progression is evident in the results for all of the EF measures evaluated. While gender had little influence on EF, SES seems to significantly impact the development of EF. As normative data are still lacking in Northeast Brazil, this study may help to understand EF development trajectories and provide tools for neuropsychological evaluation. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2021 Guerra, Hazin, Guerra, Roulin, Le Gall and Roy.)
Databáze:	MEDLINE
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