Funciones ejecutivas y procesos atencionales

Musical expertise, bilingualism, and executive functioning

Bialystok, E., & DePape, A-M. (2009). Musical expertise, bilingualism, and executive functioning. Journal of Experimental Psychology: Human Perception and Performance, 35(2), 565–574. doi: 10.1037/a0012735Salto de línea

Individualized piano instruction enhances executive functioning and working memory in older adults

Bugos, J. A., Perlstein, W. M., McCrae, C. S., Brophy, T. S., & Bedenbaugh, P. H. (2007). Individualized piano instruction enhances executive functioning and working memory in older adults. Aging & Mental Health, 11, 464-471. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/17612811

Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years

Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2729141/

Independent effects of bilingualism and socioeconomic status on language ability and executive functioning

Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278-288. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3921957/

Bilingual experience and executive functioning in young children

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental science, 11(2), 282-298. Recuperado de http://ilabs.washington.edu/meltzoff/pdf/08Carlson_Meltzoff_Bilingualism.pdf

Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis

Carretti, B., Borella, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences, 19, 246-251. Recuperado de https://pdfs.semanticscholar.org/5269/a52c85913ed08520b766feee9f15c951e71d.pdf

Preschool executive functioning abilities predict early mathematics achievement

Clark, C. A., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental psychology, 46(5), 1176. Recuperado de http://psycnet.apa.org/buy/2010-17955-017

Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switchin

Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037-2078. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1513793/

Interventions to promote executive development in children and adolescents

Dawson, P., & Guare, R. (2014). Interventions to promote executive development in children and adolescents. In Handbook of executive functioning (pp. 427-443). Springer New York. Recuperado de https://link.springer.com/chapter/10.1007%2F978-1-4614-8106-5_24

Neural mechanisms of selective visual attention

Delis, D. C. (2012). Delis rating of executive functions. Bloomington, MN: Pearson.Salto de líneaDesimone, R., & Duncan, J. (1995). Neural mechanisms of selective visual attention. Annual review of neuroscience, 18(1), 193-222. Recuperado de https://www.annualreviews.org/doi/10.1146/annurev.ne.18.030195.001205

Activities and programs that improve children’s executive functions

Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current directions in psychological science, 21(5), 335-341. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/25328287

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental cognitive neuroscience, 18, 34-48. Recuperado de http://www.devcogneuro.com/Publications/Diamond_2016_conclusion_about_interventions_programs_and_approaches.pdf

The prefrontal cortex of the primate: A synopsis

Fuster, J. M. (2000). The prefrontal cortex of the primate: A synopsis. Psychobiology, 28(2), 125-131. Recuperado de https://www.researchgate.net/profile/Joaquin_Fuster2/publication/274384188_The_prefrontal_cortex_of_the_primate_A_synopsis/links/5556528008ae6fd2d8236212/The-prefrontal-cortex-of-the-primate-A-synopsis.pdf

Music training and working memory: An ERP study

George, E. M., & Coch, D. (2011). Music training and working memory: An ERP study. Neuropsychologia, 49, 1083–1094. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/21315092

Differences in updating processes between musicians and non-musicians from late childhood to adolescence

Herrero, L., & Carriedo, N. (2018). Differences in updating processes between musicians and non-musicians from late childhood to adolescence. Learning and Individual Differences, 61, 188-195. Recuperado de http://isiarticles.com/bundles/Article/pre/pdf/134108.pdf

Effects of skill training on working memory capacity

Lee, Y.-S., Lu, M.-J., & Ko, H.-P. (2007). Effects of skill training on working memory capacity. Learning and Instruction, 17(3), 336–344. doi: 10.1016/j.learninstruc.2007.02.010

A longitudinal assessment of executive function skills and their association with math performance

Mazzocco, M. M., & Kover, S. T. (2007). A longitudinal assessment of executive function skills and their association with math performance. Child neuropsychology, 13(1), 18-45. doi: 10.1080/09297040600611346

The relationship between working memory capacity and executive functioning: evidence for a common executive attention construct

McCabe, D. P., Roediger III, H. L., McDaniel, M. A., Balota, D. A., & Hambrick, D. Z. (2010). The relationship between working memory capacity and executive functioning: evidence for a common executive attention construct. Neuropsychology, 24(2), 222. Recuperado de http://psycnet.apa.org/buy/2010-04449-010

Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental psychology, 43, 947. Recuperado de Salto de líneahttp://people.oregonstate.edu/~mcclellm/ms/McClelland_etal_2007DP.pdf

Executive function in the classroom: Embedding strategy instruction into daily teaching practices

Meltzer, L., Pollica, L., Barzillai, M., & Meltzer, L. (2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. Executive function in education: From theory to practice, 165-193. Recuperado de https://www.researchgate.net/profile/Diana_Anghel/post/Executive_function_in_children_with_or_at_risk_of_schizophrenia_or_autistic_spectrum_disorders/attachment/59d61d9479197b8077977f20/AS%3A271734022836233%401441797848613/download/EF.pdf

Short-term music training enhances verbal intelligence and executive function

Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological science, 22(11), 1425-1433. Doi: 10.1177/0956797611416999

Research on attention networks as a model for the integration of psychological science

Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annu. Rev. Psychol., 58, 1-23. Recuperado de http://users.phhp.ufl.edu/rbauer/cognitive/Articles/posner_rothbart_integration_07.pdf

Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study

Roden, I., Grube, D., Bongard, S., & Kreutz, G. (2014). Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study. Psychology of Music, 42(2), 284–298. doi: 10.1177/0305735612471239

Meta-analysis of Go/No-go tasks demonstrating that fMRI activation associated with response inhibition is task-dependent

Simmonds, D. J., Pekar, J. J., & Mostofsky, S. H. (2008). Meta-analysis of Go/No-go tasks demonstrating that fMRI activation associated with response inhibition is task-dependent. Neuropsychologia, 46(1), 224-232. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/17850833

Executive functioning in highly talented soccer players

Verburgh, L., Scherder, E. J., van Lange, P. A., & Oosterlaan, J. (2014). Executive functioning in highly talented soccer players. PloS one, 9(3), e91254. Recuperado de http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0091254

Executive functions predict the success of top-soccer players

Vestberg, T., Gustafson, R., Maurex, L., Ingvar, M., & Petrovic, P. (2012). Executive functions predict the success of top-soccer players. PloS one, 7(4), e34731. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/22496850

Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure

Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental psychology, 44(2), 575. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/18331145