dc.contributor.author |
López Vicente, Mònica |
dc.contributor.author |
Forns, Joan |
dc.contributor.author |
Suades-González, Elisabet |
dc.contributor.author |
Esnaola, Mikel |
dc.contributor.author |
García-Esteban, Raquel |
dc.contributor.author |
Álvarez Pedrerol, Mar |
dc.contributor.author |
Julvez, Jordi |
dc.contributor.author |
Burgaleta, Miguel |
dc.contributor.author |
Sebastian-Galles, Núria |
dc.contributor.author |
Sunyer Deu, Jordi |
dc.date |
2016-06-16T14:10:30Z |
dc.date |
2016-06-16T14:10:30Z |
dc.date |
2016-05-13 |
dc.date |
2016-06-13T16:00:28Z |
dc.identifier.citation |
1664-1078 |
dc.identifier.uri |
http://hdl.handle.net/2445/99570 |
dc.format |
11 p. |
dc.format |
application/pdf |
dc.language.iso |
eng |
dc.publisher |
Frontiers in Psychology |
dc.relation |
Reproducció del document publicat a:
http://dx.doi.org/10.3389/fpsyg.2016.00716 |
dc.relation |
Frontiers in Psychology, 2016, vol. 7, num. 716, p. 1-11 |
dc.relation |
http://dx.doi.org/10.3389/fpsyg.2016.00716 |
dc.relation |
info:eu-repo/grantAgreement/EC/FP7/268479/EU//BREATHE |
dc.rights |
cc by (c) López-Vicente et al., 2016 |
dc.rights |
info:eu-repo/semantics/openAccess |
dc.rights |
http://creativecommons.org/licenses/by/3.0/es/ |
dc.subject |
Neurobiologia del desenvolupament |
dc.subject |
Infants |
dc.subject |
Developmental neurobiology |
dc.subject |
Children |
dc.title |
Developmental Trajectories in Primary Schoolchildren Using n-back Task |
dc.type |
info:eu-repo/semantics/article |
dc.type |
info:eu-repo/semantics/publishedVersion |
dc.description.abstract |
BACKGROUND: Neuropsychological instruments to assess cognitive
trajectories during childhood in epidemiological studies are
needed. This would improve neurodevelopment characterization in
order to identify its potential determinants. We aimed to study
whether repeated measures of n-back, a working memory task,
detect developmental trajectories in schoolchildren during a
1-year follow-up. METHODS: We administered the n-back task to
2897 healthy children aged 7-11 years old from 39 schools in
Barcelona (Spain). The task consisted of 2 levels of complexity
or loads (2- and 3-back) and 2 different stimuli (numbers and
words). Participants performed the task four times from January
2012 to March 2013. To study the trajectories during the
follow-up, we performed linear mixed-effects models including
school, individual and age as random effects. RESULTS: We
observed improvements related to age in n-back outcomes d', HRT
and accuracy, as well as reduced cognitive growth at older ages
in d' and HRT. Greater improvements in performance were observed
at younger ages, in 2-back, in verbal rather than numerical
stimuli and in girls compared to boys. Boys responded faster at
baseline, while girls showed increased growth in 2-back numbers.
Children with ADHD (Attention Deficit and Hyperactivity
Disorder) symptoms (15% of boys and 6% of girls) had a lower
working memory at baseline, but they showed similar cognitive
growth trajectories in numbers variants of the task, as compared
to children without ADHD symptoms. However, the age-related
improvement in response speed was not observed in children with
ADHD symptoms. CONCLUSIONS: Changes in n-back outcomes reflected
developmental trajectories in 1-year follow-up. The present
results suggest that the repeated administration of this task
can be used to study the factors that may alter the cognitive
development during childhood. |