Effect of COGNI-MACHINE computational thinking training on executive functions in children aged 9 to 11: Protocol of a cluster randomized controlled trial.

We designed a controlled trial protocol that seeks to contribute to cognitive science by studying the effect of thought training on children's executive functions. The study design is a cluster randomized controlled trial, with intra-subject and inter-subject evaluation, with two parallel groups: an experimental group and a TAU control group. With three measures, pre-test, post-test, and follow-up after three months. The participants will be children aged 9 to 11. The allocation will be randomized by groups and not individually. The sample will be a minimum of 44 participants. The primary measures will be neuropsychological tests to assess executive functions. Secondary measures will be a computational thinking test, neuropsychological tests to assess metacognition and attention, and an acceptability scale. The experimental group will participate in the COGNI-MACHINE computational thinking training designed by the first author. The training frequency will be twice a week in 60 min sessions for 12 weeks. The TAU control group will receive computer science classes as usual during the same time as the experimental group. The evaluators taking the measurements will be blinded to the assignment. The investigators in charge of the intervention will be blinded to the results of the evaluations.

Effect of Cognitive Training Programs Based on Computer Systems on Executive Functions in Children With ADHD: A Systematic Review.

BACKGROUND: The purpose of this systematic review is to synthesize the existing literature reporting the effects of computerized cognitive trainings on the executive functions of children with ADHD. METHOD: A systematic review was carried out following the PRISMA statement; the primary sources used were five electronic databases (Scopus, Science Direct, Pubmed, Springer, Taylor & Francis). RESULTS: 20 articles met the eligibility criteria, data on the training characteristics and the effects on executive functions were extracted, followed by an analysis of bias and the methodological quality of the studies. The results of the studies were widely heterogeneous, largely associated with the variety of training programs and the measurement instruments used. The most studied executive functions were working memory and inhibitory control. Some of the studies reported that the intervention led to significant effects on working memory and attention (N = 7), and improvements in inhibitory control (N = 5) and planning (N = 4) were also reported. At the same time, others did not report the effects of the intervention on these processes. The assessment of the quality of the evidence showed important risk biases among the reviewed studies. CONCLUSION: Some training based on computer systems showed positive effects on the executive functions of working memory, attention, and inhibitory control in children with ADHD. However, other training sessions did not show significant effects. In general, the evidence shows mixed results, a high diversity of measurement instruments, and high risks of bias between the studies. Therefore, the evidence has not been consistent about the general benefits of computerized training on the executive functions of children with ADHD.

Cognitive stimulation of executive functions through computational thinking.

The healthy development of cognitive functions, including executive functions, has been shown to depend mainly on the experiences and learning opportunities of people, especially during childhood. Over the past few years, researchers have been studying the impacts of diverse types of interventions on children's cognitive development in which computational thinking programs are a recent field. This pilot study evaluated the effect of computational thinking training based on the "Programming for Children" program on the executive functions of children aged 10 and 11 years: working memory, inhibition, and planning (N = 30). The results showed that children in the experimental group improved on tests of visuospatial working memory, cognitive inhibition, and sequential planning compared with the control group. However, tests of verbal working memory, memory strategy, and visual spatial planning did not show any observed changes. Although this was an exploratory study, and its findings should be interpreted cautiously due to the small sample size, the findings support the relevance and feasibility of conducting similar larger studies with larger samples.

Effects of Physical Exercise on Gross Motor Skills in Children with Autism Spectrum Disorder.

Research shows many positive effects from physical exercise. The present study examined the impact of a structured physical exercise program compared to treatment as usual on the gross motor skills of children diagnosed with autism spectrum disorder (ASD). Participants included 20 children, from 4 to 7 years old, who were assigned to two groups; an experimental group (n = 10) who received a structured physical exercise program for 60-min sessions, three times a week for eight weeks, and a control group (n = 10) who received conventional physiotherapy. Gross motor skills were assessed with the Abbreviated Development Scale -3 before and after the physical exercise program. The experimental group exhibited significant improvements in gross motor skills compared to the control group. This study suggests that structured physical exercise programs can improve gross motor skills in children with ASD.

Artificial Cognitive Systems Applied in Executive Function Stimulation and Rehabilitation Programs: A Systematic Review.

This article presents a systematic review of studies on cognitive training programs based on artificial cognitive systems and digital technologies and their effect on executive functions. The aim has been to identify which populations have been studied, the characteristics of the implemented programs, the types of implemented cognitive systems and digital technologies, the evaluated executive functions, and the key findings of these studies. The review has been carried out following the PRISMA protocol; five databases have been selected from which 1889 records were extracted. The articles were filtered following established criteria, to give a final selection of 264 articles that have been used for the purposes of this study in the analysis phase. The findings showed that the most studied populations were school-age children and the elderly. The most studied executive functions were working memory and attentional processes, followed by inhibitory control and processing speed. Many programs were commercial, customizable, gamified, and based on classic tasks. Some more recent initiatives have begun to incorporate user-machine interfaces, robotics, and virtual reality, although studies on their effects remain scarce. The studies recognize multiple benefits of computerized neuropsychological stimulation and rehabilitation programs for executive functions in different age groups, but there is a lack of studies in specific population sectors and with more rigorous research designs. Supplementary Information: The online version contains supplementary material available at 10.1007/s13369-022-07292-5.

Rehabilitation programs of executive functions in young and middle adulthood based on computational systems: a scoping review

Introduction: The use of computational systems has ventured into different healthcare areas, such as rehabilitation and stimulation of cognitive processes. To this date, it is possible to identify some reviews collecting studies on the efficacy and effects of those programs in groups such as older adults, children, and teenagers; there is a lack of academic literature giving an account of young and middle-aged adults. Objective: To identify empirical studies that measured the feasibility and effect of computer-based stimulation and rehabilitation programs for cognitive functions in young and middle-aged adults. Materials and methods: The PRISMA ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) extension was used as a base for a scoping review, as suggested by Cochrane Collaboration. Five databases -Science Direct, Scopus, Springer, PubMed, and Taylor & Francis- were used to trace information. The data registry and synthesis of the results was carried out independently by two reviewers. Results: 896 registries were found between 2015 and 2022, of which 91 met the eligibility principles, which evaluated the effects of programs based on computational systems on executive functions on young and middle-aged adults. Conclusion: Most of the interventions based on computational systems showed to be feasible and had moderate to significant effects on executive functions in young and middle-aged adults.

Introducción: El uso de los sistemas computacionales ha incursionado de forma notable en diferentes áreas de la salud, como la rehabilitación y estimulación de los procesos cognitivos. Si bien a la fecha se pueden identificar algunas revisiones que recopilan estudios sobre la eficacia y efectos de estos programas en grupos como adultos mayores, niños y adolescentes, existe poca literatura orientada a la adultez joven y la adultez media. Objetivo: Identificar estudios empíricos que midieron la viabilidad y el efecto de los programas de estimulación y rehabilitación de las funciones ejecutivas basados en computadora en la población adulta joven y media. Materiales y métodos: Se realizó revisión de alcance basado en la extensión PRISMA ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extensión for Scoping Reviews) sugerido por Cochrane Collaboration. Para el rastreo de información se seleccionaron cinco bases de datos: Science Direct, Scopus, Springer, PubMed y Taylor & Francis. El proceso de registro de datos y la síntesis de los resultados fue realizada por dos revisores de forma independiente. Resultados: Se encontraron 896 registros desde el 2015 al 2022, de los cuales 91 cumplieron los principios de elegibilidad, en los que se evaluaron los efectos de programas basados en sistemas computacionales sobre las funciones ejecutivas en adultos jóvenes y adultos medios. Conclusión: La mayoría de las intervenciones basadas en sistemas computacionales mostraron ser viables y tener efectos favorables de moderados a significativos sobre las funciones ejecutivas de adultos jóvenes y medios.

Políticas públicas y políticas educativas para la primera infancia: desafíos de la formación del educador infantil / Public policies and educational policies for early childhood: Challenges of early childhood educator training / Políticas públicas e políticas educacionais para a primeira infância: desafios da formação de professores na educação infantil

Resumen (analítico): En este artículo se presentan los resultados de una investigación de carácter cualitativo, de tipo descriptivo-interpretativo, la cual correspondió a un análisis documental, cuyo objetivo fue identificar los retos emergentes a la formación del educador infantil que surgen de las políticas educativas nacionales e internacionales. A partir de un análisis de contenido de los textos de política, se exploraron las categorías axiales de políticas públicas, primera infancia y formación docente, ejercicio del que emergieron categorías y subcategorías en relación con los saberes que se esperan de un educador infantil: saberes generales, saberes pedagógicos, saberes didácticos y saberes transversales.

Abstract: The article presents the results of a completed investigation that was implemented using a qualitative descriptive-interpretative approach. This involved the authors conducting a document analysis, which had the purpose of identifying the challenges that emerge in the training of early childhood educators that are the result of national and international educational policies. A content analysis explored the axial categories of public policies: early childhood and teacher training. As a result of the analysis categories and subcategories emerged in the knowledge expected from early childhood teachers: general knowledge, pedagogical knowledge, didactic knowledge and crosscutting knowledge.

Resumo: O artigo apresenta os resultados de uma pesquisa concluída de natureza qualitativa, de tipo descritivo-interpretativo que corresponde a uma análise documental, sua finalidade foi identificar os desafíos emergentes à formação dos pedagogos infantis que surgem desde as políticas educacionais nacionais e internacionais. A partir de uma análise de conteúdo dos textos de política, foram exploradas as categorias axiais de políticas públicas, primeira infância e formação de docentes, exercício do qual emergiram categorias e subcategorias em relação aos saberes que são esperados do educador infantil: saberes gerais, saberes pedagógicos, saberes da didática e saberes transversais.