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dc.rights.licenseLicencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacionalspa
dc.contributor.authorUrquijo, María Fernanda
dc.contributor.authorZapata, Luis Felipe
dc.contributor.authorLewis, Soraya
dc.contributor.authorPineda Alhuecema, Wilmar
dc.contributor.authorDoria Falquez, Laura
dc.contributor.authorLopera Pérez, Diana C.
dc.date.accessioned2018-02-01T21:52:54Z
dc.date.available2018-02-01T21:52:54Z
dc.date.issued2017-01-24
dc.identifier.issn16579267
dc.identifier.urihttp://hdl.handle.net/20.500.12442/1559
dc.description.abstractEl objetivo del presente estudio fue determinar la influencia del riesgo social en el rendimiento, en tareas de Funciones Ejecutivas (FE) y Teoría de la Mente (ToM) en adolescentes colombianos. Participaron 78 adolescentes (41 en riesgo social y 37 controles) entre los 13 y 16 años de edad seleccionados a través de un muestreo intencional. Se administró el Test de Palabras y Colores de Stroop, el Test de la Pirámide de México y el Test de Falso Paso para evaluar control inhibitorio, planificación y ToM, respectivamente. A pesar de que no se encontraron diferencias significativas en las FE de control inhibitorio y planificación, se encontraron diferencias en el desempeño en algunas dimensiones de la prueba de ToM. Adicionalmente, mientras que al interior del grupo sin riesgo social se observó una relación entre la ToM y las FE evaluadas, al interior del grupo en riesgo social estos procesos no estuvieron relacionados. Se concluye que un entorno de riesgo social parece no afectar las FE de control inhibitorio y planificación o la habilidad para detectar comportamientos inapropiados, pero sí la habilidad para realizar inferencias acerca de los estados mentales de los otros. Asimismo, un entorno de riesgo social es un factor ambiental que parece disociar el proceso de desarrollo de la cognición social y de los procesos ejecutivos en adolescentes, desarrollo que debería darse de manera paralela.spa
dc.description.abstractThe objective of the present study was to determine the influence of social risk in the performance of Colombian adolescents in ToM and EF tasks. The participants were 78 adolescents (41 in social risk and 37 controls) between 13 and 16 years of age. The Stroop Test, the Pyramid of Mexico subtest and the Faux Pas Recognition Test where used to assess inhibitory Control, Planning and ToM in the participants, respectively. Although no significant differences were found in the executive functions of Inhibiting Control and Planning, some differences were found in the performance of the ToM test. Additionally, whereas in the control group a relationship between ToM and executive functions was observed, in the at social risk group these processes were not related. These findings reveal that being at social risk does not affect the Executive Functions of Control and Planning but it does have an effect in the ability to make inferences about the mental states of others. Moreover, being at social risk can be an environmental factor that can dissociate the development process of social cognition and executive functions, which are supposed to occur parallelly.eng
dc.language.isospaspa
dc.publisherPontificia Universidad Javerianaspa
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourceVol. 16, No.2 (2017)spa
dc.sourceUniversitas Psychologicaeng
dc.source.uriDOI: https://doi.org/10.11144/Javeriana.upsy16-2.irstspa
dc.subjectTeoría de la mentespa
dc.subjectFunciones ejecutivasspa
dc.subjectRiesgo socialspa
dc.subjectControl inhibitoriospa
dc.subjectTheory of mindeng
dc.subjectExecutive functionseng
dc.subjectSocial riskeng
dc.subjectInhibitory controleng
dc.titleInfluencia del riesgo social en la teoría de la mente y funciones ejecutivas de adolescentes colombianos.spa
dc.title.alternativeInfluence of Social Risk in the Theory of Mind and Executive Functions of Colombian Teenagerseng
dc.typearticlespa
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dcterms.bibliographicCitationWimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103–128. doi: http://doi.org/10.1016 /0010-0277(83)90004-5eng
dcterms.bibliographicCitationWimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103–128. doi: http://doi.org/10.1016 /0010-0277(83)90004-5eng


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