<?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>1665-5044</journal-id>
<journal-title><![CDATA[Revista mexicana de neurociencia]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. mex. neurocienc.]]></abbrev-journal-title>
<issn>1665-5044</issn>
<publisher>
<publisher-name><![CDATA[Academia Mexicana de Neurología A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-50442019000100042</article-id>
<article-id pub-id-type="doi">10.24875/rmn.m19000021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hábitos de sueño, memoria y atención en niños escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Sleep habits, memory and attention in school children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oropeza-Bahena]]></surname>
<given-names><![CDATA[Gisela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Sánchez]]></surname>
<given-names><![CDATA[Jorge D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Granados-Ramos]]></surname>
<given-names><![CDATA[Dora E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana Facultad de Psicología Xalapa Laboratorio de Psicobiología]]></institution>
<addr-line><![CDATA[Xalapa Veracruz]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Estatal de Detección y Atención del Autismo, CRISVer  ]]></institution>
<addr-line><![CDATA[Xalapa Veracruz]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[Xalapa Veracruz]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2019</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>42</fpage>
<lpage>49</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-50442019000100042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-50442019000100042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-50442019000100042&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Los hábitos de sueño son aquellas conductas que favorecen el dormir. En la etapa escolar el sueño es fundamental para el desarrollo de los niños porque durante él ocurren procesos fisiológicos de restauración del organismo. Los hábitos inadecuados de sueño (HIS) pueden ocasionar dificultades en diversos procesos cognitivos, como memoria y atención.  Objetivo: Analizar la relación entre hábitos de sueño, memoria y atención en niños escolares.  Métodos: Se evaluaron 52 niños (22 niñas y 30 niños), de los cuales 34 fueron del turno matutino y 18 del turno vespertino. Los padres contestaron el cuestionario de hábitos de sueño de Owens que califica los hábitos de sueño en la semana previa a la evaluación. Se consideraron las tareas de memoria de codificación y evocación de estímulos visuales-auditivos, atención auditiva y visual de la Evaluación Neuropsicológica Infantil y la tarea de memoria de trabajo de la Escala de Inteligencia Wechsler para niños. Se documentaron como factores psicosociales la cantidad de tiempo que los niños ven la televisión antes de dormir, el turno de estudio y el nivel socioeconómico.  Resultados: Hubo HIS en el 80% de los niños. En promedio, los días de escuela durmieron 9 horas y 11 horas los fines de semana. Se encontraron asociaciones negativas entre HIS con memoria de codificación auditiva, atención auditiva y ver la televisión antes de dormir.  Conclusiones: Los HIS en interacción con otros factores biopsicosociales, como dormir menos horas de las recomendadas, pueden asociarse con el desempeño deficiente en los procesos de memoria y de atención en los escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Sleep habits are behaviors that favor sleep. Sleep is fundamental for the development of children, given the physiological restoration processes of the organism that occur during it. Inadequate sleep habits can lead to difficulties in various cognitive processes, like memory and attention.  Objective: To analyze the relationship between sleep habits, memory and attention processes in children of elementary school.  Methods: 52 children (22 girls and 30 boys) were assessed, 34 in the morning and 18 in the afternoon shift. Parents answered the Children's sleep habits questionnaire, which rates sleep habits of the week before the assessment. Auditory and visual memory and attention were measured with the Evaluación Neuropsicológica Infantil and working memory was measured with the Wechsler Intelligence Scale for Children. The amount of time children watched television before bed time, the study shift, and the socioeconomic level were documented as psychosocial factors.  Results: There were inadequate sleep habits in 80% of children; on average, during school days children slept 9 h and 11 h on weekends. Negative correlations were found between inadequate sleep habits and auditory encoding, auditory attention and watching television before bed time.  Conclusions: Inadequate sleep habits in interaction with other biopsychosocial factors, such as sleeping less than recommended hours, may be associated with poor performance in memory and attention processes in school children.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Sueño]]></kwd>
<kwd lng="es"><![CDATA[Memoria]]></kwd>
<kwd lng="es"><![CDATA[Atención]]></kwd>
<kwd lng="es"><![CDATA[Factores psicosociales]]></kwd>
<kwd lng="es"><![CDATA[Escolares]]></kwd>
<kwd lng="en"><![CDATA[Sleep]]></kwd>
<kwd lng="en"><![CDATA[Memory]]></kwd>
<kwd lng="en"><![CDATA[Attention]]></kwd>
<kwd lng="en"><![CDATA[Psychosocial factors]]></kwd>
<kwd lng="en"><![CDATA[School children]]></kwd>
</kwd-group>
</article-meta>
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