<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322020000100005</article-id>
<article-id pub-id-type="doi">10.22201/fpsi.20074719e.2020.1.329</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resistencia a la Interferencia de Distractores: Diseño y Aplicación de una Tarea de Entrenamiento para Niños]]></article-title>
<article-title xml:lang="en"><![CDATA[Resistance to Interference Distractor: Design and Application of a Training Task for Children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aydmune]]></surname>
<given-names><![CDATA[Yesica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lipina]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Introzzi]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Facultad de Psicología Instituto de Psicología Básica, Aplicada y Tecnología]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Educación Médica e Investigaciones Clínicas &#8220;Norberto Quino&#8221; Unidad de Neurobiología Aplicada ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>5</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322020000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322020000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322020000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde la perspectiva no unitaria de la inhibición, la resistencia a la interferencia de los distractores refiere al proceso inhibitorio que participa en la atención selectiva; experimenta durante la infancia importantes cambios en su desarrollo y resulta fundamental para el desempeño de los niños en diversas actividades. Este trabajo se propuso diseñar una tarea de entrenamiento -informatizada, con un abordaje basado en procesos y a partir del paradigma de Flancos (Eriksen &amp; Eriksen, 1974)- de este proceso inhibitorio, para niños con desarrollo típico de 6 a 8 años de edad; administrarla y analizar los efectos del entrenamiento sobre el proceso entrenado y otros no entrenados. Se trabajó con 54 niños, en 1º, 2º y 3º año de la escolaridad primaria. Se aplicó un diseño experimental con medidas pre y post-test (donde se administraron tareas de evaluación de resistencia a la interferencia de los distractores, inhibición de la respuesta y memoria de trabajo viso-espacial), un grupo experimental (que recibió el entrenamiento de la resistencia a la interferencia de distractores) y un grupo control activo. Luego de la intervención el grupo experimental presentó un mejor desempeño en una tarea que demanda el proceso entrenado. No se encontraron efectos sobre el rendimiento en otras tareas. Los efectos hallados son bajos, pudiendo deberse a la baja intensidad y duración de la intervención. Sin embargo, podrían constituir un aporte a la diferenciación de procesos inhibitorios, específicamente de la resistencia a la interferencia de distractores respecto y de la inhibición de la respuesta, en tanto el entrenamiento genera efectos en el proceso entrenado pero no el otro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From the non-unitary perspective of inhibition, resistance to distractor interference is an inhibitory process related to selective attention, has developmental improvements throughout childhood and plays an important role in the children&#8217;s performance in multiple activities. This work is aimed to design and administrate a resistance to interference distractor training task for children with typical development, between 6 and 8 years of age (a processes-based computerized flanker task). Also, this work is aimed to analyze the effects of the intervention on trained process and non-trained processes. We recruited children (n= 54) in the first three years of primary-school education. The study consisted of an experimental pre-test, post-test design (resistance to distractor interference, response inhibition and visuospatial working memory were administered), with experimental group (training resistance to distractor interference group) and active control group. After intervention, experimental group performed better in a resistance to distractor interference task. No effects on performance in other tasks were found. These small effects could be explained by the duration and the intensity of the intervention. However, these results contribute to non-unitary perspective about the differentiation of inhibitory processes, especially, to differentiation of resistance to distractor interference and response inhibition, because effects on trained process and absence of transfer to non-trained process were observed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Resistencia a la Interferencia de Distractores]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="es"><![CDATA[Procesos Inhibitorios]]></kwd>
<kwd lng="es"><![CDATA[Funcionamiento Ejecutivo]]></kwd>
<kwd lng="en"><![CDATA[Resistance to Distractor Interference]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Inhibitory Processes]]></kwd>
<kwd lng="en"><![CDATA[Executive Functions]]></kwd>
</kwd-group>
</article-meta>
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