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Alcances y limitaciones de Programas de Entrenamiento Cognitivo Computarizado Dirigidos al Trastorno por déficit de atención con hiperactividad

dc.contributor.authorCruz, Sonia Gisela Riosspa
dc.contributor.authorBlanco Parga, María Luciaspa
dc.contributor.authorChacón Ruiz, Jhon Erickspa
dc.contributor.authorContreras Cifuentes, Angie Tatianaspa
dc.contributor.authorCorredor, Maria Fernandaspa
dc.contributor.authorMartínez Cárdenas, Julianaspa
dc.contributor.authorMuñoz Valdés, Ana Lorenaspa
dc.contributor.authorPalencia Amaya, Valeria Valentinaspa
dc.contributor.authorPenagos Fajardo, Luz Adriana Milenaspa
dc.contributor.authorZapata Orjuela, Maria Fernandaspa
dc.date.accessioned2020-09-18 00:00:00
dc.date.accessioned2022-03-08T16:24:35Z
dc.date.available2020-09-18 00:00:00
dc.date.available2022-03-08T16:24:35Z
dc.date.issued2020-09-18
dc.identifier.issn2389-8798
dc.identifier.urihttps://repositorio.uniboyaca.edu.co/handle/uniboyaca/497
dc.format.mimetypeapplication/pdfspa
dc.language.isospaspa
dc.publisherUniversidad de Boyacáspa
dc.rightsEnfoques - 2020spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/spa
dc.sourcehttps://revistasdigitales.uniboyaca.edu.co/index.php/EFQ/article/view/290spa
dc.subjectTDAHspa
dc.subjectEntrenamiento cognitivospa
dc.subjectvídeo juegosspa
dc.subjectADHDeng
dc.subjectcognitive trainingeng
dc.subjectvideo gameeng
dc.titleAlcances y limitaciones de Programas de Entrenamiento Cognitivo Computarizado Dirigidos al Trastorno por déficit de atención con hiperactividadspa
dc.typeArtículo de revistaspa
dc.typeJournal articleeng
dc.identifier.doi10.24267/23898798.290
dc.identifier.eissn2539-1445
dc.identifier.urlhttps://doi.org/10.24267/23898798.290
dc.relation.bitstreamhttps://revistasdigitales.uniboyaca.edu.co/index.php/EFQ/article/download/290/533
dc.relation.citationeditionNúm. 1 , Año 2020 : Revista Enfoquesspa
dc.relation.citationendpage105
dc.relation.citationissue1spa
dc.relation.citationstartpage91
dc.relation.citationvolume3spa
dc.relation.ispartofjournalEnfoquesspa
dc.relation.referencesCortese, S., Kelly, C., Chabernaud, C., Proal, E., Di Martino, A., Milham, M. P., & Castellanos, F. X. (2012). Toward systems neuroscience of ADHD: A meta-analysis of 55 fMRI sudies. American Journal of Psychiatry. https://doi.org/10.1176/appi.ajp.2012.11101521 Davis, N. O., Bower, J., & Kollins, S. H. (2018). Proof-of-concept study of an at-home, engaging, digital intervention for pediatric ADHD. PLoS ONE. https://doi.org/10.1371/journal.pone.0189749 Egeland, J., Aarlien, A. K., & Saunes, B. K. (2013). Few Effects of Far Transfer of Working Memory Training in ADHD: A Randomized Controlled Trial. PLoS ONE. https://doi.org/10.1371/journal.pone.0075660 Hill, L. J. B., Coats, R. O., Mushtaq, F., Williams, J. H. G., Aucott, L. S., & Mon-Williams, M. (2016). Moving to capture children’s attention: Developing a methodology for measuring visuomotor attention. PLoS ONE. https://doi.org/10.1371/journal.pone.0159543 Hoekzema, E., Carmona, S., Ramos-Quiroga, J. A., Barba, E., Bielsa, A., Tremols, V., … Vilarroya, O. (2011). Training-induced neuroanatomical plasticity in ADHD: A tensor-based morphometric study. Human Brain Mapping. https://doi.org/10.1002/hbm.21143 Hoekzema, E., Carmona, S., Tremols, V., Gispert, J. D., Guitart, M., Fauquet, J., … Vilarroya, O. (2010). Enhanced neural activity in frontal and cerebellar circuits after cognitive training in children with attention-deficit/hyperactivity disorder. Human Brain Mapping. https://doi.org/10.1002/hbm.20988 Hovik, K. T., Saunes, B. K., Aarlien, A. K., & Egeland, J. (2013). RCT of working memory training in ADHD: Long-term near-transfer effects. PLoS ONE. https://doi.org/10.1371/journal.pone.0080561 Kraus, T. H., & Breznitz, Z. (2009). Can the error detection mechanism benefit from training the working memory? A comparison between dyslexics and controls - An ERP study. PLoS ONE. https://doi.org/10.1371/ journal.pone.0007141 Merrill, M. A. (2007). Captain’s log: effectiveness of computerized cognitive training on ADHD symptoms. Tesis de doctorado: Sam Houston State University. Ministerio de Salud y Protección Social. (2015). Encuesta Nacional de Salud Mental. http://www.visiondiweb. com/insight/lecturas/Encuesta_Nacional_de_Salud_Mental_Tomo_I.pdf Morrison, A. B., and Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psycho. Bull., 18, 46–60. doi:10.3758/s13423-010- 0034-0 Lloyd, A.,Brett, D.,Wesnes, K. (2010).Coherence training in children with attention deficit hiperactivity disorder cognitive funtions and behavior changes. Alternative Therapies in Health and Medicine, 16, 4. Orban, S. a., Rapport, M. D., Friedman, L. M., & Kofler, M. J. (2014). Executive Function/Cognitive Training for Children with ADHD: Do Results Warrant the Hype and Cost? ADHD Report, 22(8), 8–14. https://doi. org/10.1521/adhd.2014.22.8.8 Rosa, V. de O., Schmitz, M., Moreira-Maia, C. R., Wagner, F., Londero, I., Bassotto, C. de F., … Rohde, L. A. P. (2017). Computerized cognitive training in children and adolescents with attention deficit/hyperactivity disorder as add-on treatment to stimulants: feasibility study and protocol description. 39(2), 65-76. doi:10.1590/2237-6089-2016-0039 Shahmoradi, Z., Maghsoudi, J., Najafi, M., & Pahlavanzadeh, S. (2017). The effect of space face games on the amount of children attention with attention deficit hyperactivity disorders. Annals of Tropical Medicine and Public Health, 10(5), 1341. https://doi.org/10.4103/ATMPH.ATMPH_206_17 Spencer-Smith, M., & Klingberg, T. (2015). Benefits of a working memory training program for inattention in daily life: A systematic review and meta-analysis. PLoS ONE, 10(3), 1–19. https://doi.org/10.1371/journal. pone.0119522 T.S., R., L.M.H., N., E.U., P., O.F.A., B., Strahler Rivero, T., Herrera Nunez, L. M., … Amodeo Bueno, O. F. (2015). ADHD rehabilitation through video gaming: A systematic review using PRISMA guidelines of the current findings and the associated risk of bias. Frontiers in Psychiatry. https://doi.org/10.3389/fpsyt.2015.00151 Vélez-van-Meerbeke, A., Talero-Gutiérrez, C., Gonzalez-Reyes, R., & Ibañez-Pinilla, M. (2008). Prevalencia del trastorno por déficit de atención con hiperactividad en estudiantes de escuelas de Bogotá, Colombia. Acta Neurológica Colombiana, 24(1), 6-12. Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/ hyperactivity disorder: A meta-analytic review. Biological Psychiatry. https://doi.org/10.1016/j.biopsych.2005.02.006 Yu, Z., Yu, W. H., Fan, X., & Wang, X. (2014). An exploration of computer game-based instruction in the “world history” class in secondary education: A comparative study in China. PLoS ONE. https://doi.org/10.1371/ journal.pone.0096865spa
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dc.title.translatedAlcances y limitaciones de Programas de Entrenamiento Cognitivo Computarizado Dirigidos al Trastorno por déficit de atención con hiperactividadeng
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