<?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>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552023000300586</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La cultura neuro. Su aplicación en el aprendizaje de una lengua extranjera en la primera infancia]]></article-title>
<article-title xml:lang="en"><![CDATA[Neuro culture. Its implementation in the foreign language learning in preschool children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Despaigne Negret]]></surname>
<given-names><![CDATA[Omayda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frómeta Quintana]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alfaro Tamayo]]></surname>
<given-names><![CDATA[Marisela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oriente  ]]></institution>
<addr-line><![CDATA[Santiago de Cuba ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>586</fpage>
<lpage>605</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552023000300586&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552023000300586&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552023000300586&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  Sustentar la hipótesis de que una fuerte integración de la resonancia percepción-acción en niños de la primera infancia propicia la familiarización y ganancias en una L2, que declina por un insuficiente uso de la lengua como proceso social aun cuando la iniciación se produzca antes de la poda cerebral.  Métodos:  El empleo de los métodos teóricos permitió la construcción del marco teórico, y los grupos de enfoque y la cámara colaborativa permitieron cumplimentar el objetivo.  Resultado:  Las potencialidades que se favorecen en el niño a partir de la activación del bilingüismo durante la iniciación en la L2 antes de la poda neuronal.  Conclusión:  La insuficiente repetición y uso de los componentes lingüísticos de la L2 pueden ser invalidantes del progreso lingüístico, aun cuando se refuerce la integración de la resonancia percepción-acción en los niños.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  To support the hypothesis that the integration of action resonance perception in preschool children favors the familiarization in the acquisition of a second language, which is affected because of an insufficient use of language as social process even when the initiation is produced before the brain poda.  Method:  The use of the theoretical methods leads to the construction of the theoretical framework, whereas the approach group and the collaborative camera contribute to the fulfilment of the objective.  Results:  The potentials which are favored in children due to the activation of bilingualism during their initiation in the foreign language before the brain poda.  Conclusion:  The insufficient repetition and use of the linguistic components of the foreign language can affect the linguistic progress of preschool children even when the integration of action resonance perception is reinforced.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje de lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje prescolar]]></kwd>
<kwd lng="es"><![CDATA[desarrollo cognitivo]]></kwd>
<kwd lng="es"><![CDATA[neurociencias]]></kwd>
<kwd lng="en"><![CDATA[foreign language instruction]]></kwd>
<kwd lng="en"><![CDATA[preschool learning]]></kwd>
<kwd lng="en"><![CDATA[cognitive development]]></kwd>
<kwd lng="en"><![CDATA[neurosciences]]></kwd>
</kwd-group>
</article-meta>
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