<?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>1028-9933</journal-id>
<journal-title><![CDATA[Revista Información Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. inf. cient.]]></abbrev-journal-title>
<issn>1028-9933</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Ciencias Médicas Guantánamo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1028-99332022000300012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Intervención neuropsicológica sobre entrenamiento de memoria de trabajo con videojuego &#8220;Recuérdalo Todo&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Neuropsychological intervention on working memory training with the video game &#8220;Recuérdalo Todo&#8221;]]></article-title>
<article-title xml:lang="pt"><![CDATA[Intervenção neuropsicológica no treino da memória de trabalho com o videojogo &#8220;Recuérdalo Todo&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Hernández]]></surname>
<given-names><![CDATA[Klency]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estévez-Pérez]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blasco-Fanego]]></surname>
<given-names><![CDATA[Neisbet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escobar-Magariño]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amor-Díaz]]></surname>
<given-names><![CDATA[Valeska]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Habana Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Neurociencias de Cuba  ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Almería  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>101</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1028-99332022000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1028-99332022000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1028-99332022000300012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La intervención desde un enfoque neuropsicológico permite conseguir mejoras, aportar estrategias y proponer cambios que impactan el aprendizaje y la salud cognitiva de los participantes. El empleo de videojuegos muestra mejoras en habilidades de dominio general como la memoria de trabajo y de dominio específico como el rendimiento.  Objetivo:  Determinar el efecto del entrenamiento de memoria de trabajo a través del videojuego &#8220;Recuérdalo Todo&#8221; en el rendimiento académico (matemático y lector), en niños de preescolar y segundo grado.  Método:  Se realizó un estudio cuasi-experimental en La Habana, Cuba, durante el curso 2018-2019. Participaron 29 niños de preescolar (14 niñas) y 27 niños de segundo grado (8 niñas) que fueron asignados aleatoriamente a un grupo experimental (recibe entrenamiento con el videojuego) y un grupo control (no recibe el entrenamiento hasta no concluir los pos-test). Fueron evaluados antes y después del entrenamiento con pruebas de procesos de dominio general y rendimiento académico.  Resultados:  El entrenamiento tuvo una influencia positiva en los procesos de dominio general más que en el rendimiento académico. El tamaño del efecto de intervención en los procesos de dominio general fue medio, lo cual avaló la efectividad.  Conclusiones:  &#8220;Recuérdalo todo&#8221; tiene un efecto favorable sobre procesos de dominio general y sobre procesos predictores de la adquisición de la lectura en preescolares, así como en el procesamiento numérico en niños de segundo grado. Esta intervención sobre memoria de trabajo aporta herramientas que pueden contribuir a la preparación de los maestros para optimizar el aprendizaje de los escolares, lo que tiene un impacto en su salud cognitiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Intervention method, from a neuropsychological point of view, helps for increasing, giving strategies, and to propose impact changing in learning process and cognitive health of participants. The uses of video games have demonstrated improvements in domain-general skills such as working memory and domain-specific skills as the performance.  Objective:  Determine the effect of working memory training through the video game "Recuérdalo Todo" on academic performance (mathematics and reading) in Pre-kindergarten and second grade children.  Methods:  A quasi-experimental study was conducted during the academic year 2018-2019 in Havana, Cuba. A total of 29 pre-kindergarten children (among them 14 girls) and 27 second graders (including 8 girls) were involved. They were randomly assigned to two groups, an experimental group which received the working memory training sessions through the video game "Recuérdalo Todo") and a control group which not received the training sessions during that period, but after the post-tests were concluded. They were evaluated before and after training with tests of domain-general processes and academic performance.  Results:  The training had a positive influence on domain-general processes rather than on academic performance. The effect of this intervention on domain-general processes was medium, which supported its effectiveness.  Conclusions:  The video game "Recuérdalo Todo" has a favorable effect on domain - general processes of reading in pre-kindergarten children, as well as in the numerical processing for children of second grade. This working memory intervention provides tools that can contribute to the preparation of teachers in order to optimize the schoolchildren learning process with an impact on their cognitive health.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  A intervenção a partir de uma abordagem neuropsicológica permite alcançar melhorias, fornecer estratégias e propor mudanças que impactam na aprendizagem e na saúde cognitiva dos participantes. O uso de videogames mostra melhorias em habilidades de domínio geral, como memória de trabalho, e habilidades de domínio específico, como desempenho.  Objetivo:  Determinar o efeito do treinamento da memória de trabalho por meio do videogame "Recuérdalo Todo" no desempenho acadêmico (matemático e leitura), em crianças da pré-escola e da segunda série.  Método:  Um estudo quase experimental foi realizado em Havana, Cuba, durante o ano letivo 2018-2019. Os participantes foram 29 crianças pré-escolares (14 meninas) e 27 crianças da segunda série (8 meninas) que foram aleatoriamente designadas para um grupo experimental (recebe treinamento com o videogame) e um grupo controle (não recebe treinamento até que os pós-testes sejam concluídos). Eles foram avaliados antes e após o treinamento com testes de processos de domínio geral e desempenho acadêmico.  Resultados:  O treinamento influenciou positivamente nos processos de domínio geral mais do que no desempenho acadêmico. O tamanho do efeito da intervenção nos processos de domínio geral foi médio, o que apoiou a eficácia.  Conclusões:  "Recuérdalo Todo" tem um efeito favorável nos processos de domínio geral e nos processos preditivos de aquisição de leitura em pré-escolares, bem como no processamento numérico em crianças do segundo ano. Esta intervenção na memória de trabalho fornece ferramentas que podem contribuir para a preparação dos professores para otimizar a aprendizagem dos escolares, o que tem impacto na sua saúde cognitiva.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[memoria de trabajo]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[videojuego]]></kwd>
<kwd lng="es"><![CDATA[salud cognitiva]]></kwd>
<kwd lng="es"><![CDATA[niños de preescolar]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[video game]]></kwd>
<kwd lng="en"><![CDATA[cognitive health]]></kwd>
<kwd lng="en"><![CDATA[pre-kinderganten children]]></kwd>
<kwd lng="pt"><![CDATA[memória de trabalho]]></kwd>
<kwd lng="pt"><![CDATA[rendimento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[videogame]]></kwd>
<kwd lng="pt"><![CDATA[saúde cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[crianças pré-escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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