<?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>0034-7531</journal-id>
<journal-title><![CDATA[Revista Cubana de Pediatría]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cubana Pediatr]]></abbrev-journal-title>
<issn>0034-7531</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0034-75312020000300002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prevalencia de niños preescolares con alteraciones cognitivas en la provincia de Cienfuegos]]></article-title>
<article-title xml:lang="en"><![CDATA[Prevalence of pre-school children with cognitive alterations in Cienfuegos province]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Benítez]]></surname>
<given-names><![CDATA[Yaser]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernal-Ruiz]]></surname>
<given-names><![CDATA[Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cienfuegos Departamento. de Logopedia y Educación Especial ]]></institution>
<addr-line><![CDATA[Cienfuegos ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valparaíso Centro de Investigación del Desarrollo en Cognición y Lenguaje ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>92</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0034-75312020000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0034-75312020000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0034-75312020000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: Existen pocos estudios sobre alteraciones cognitivas en niños realizados en las provincias centrales cubanas.  Objetivo:  Determinar la prevalencia de niños preescolares con alteraciones cognitivas.  Métodos: De un universo de 25 600 niños de la provincia de Cienfuegos entre 0-6 años, se seleccionaron 825 niños preescolares entre 4 y 6 años de varias instituciones educativas y médicas. Todos se evaluaron con la prueba neuropsicológica Luria Inicial. Se usó la norma cubana de la prueba para obtener la prevalencia: percentiles 30 - 35, niños con trastornos del neurodesarrollo, y percentiles 40 - 45, niños con alteraciones cognitivas asociadas a factores psicosociales.  Resultados:  El 3,9 % de los niños presentaron alteración cognitiva asociada a factores psicosociales, mientras que 1,4 % presentaron alteraciones asociada a trastornos del neurodesarrollo. Las principales alteraciones se resumieron en cuatro tareas: cálculos sencillos, psicomotricidad, lenguaje y memoria de trabajo. En las instituciones educativas, 1 de 10 niños presentaron trastorno del neurodesarrollo, mientras que 3 de 10 niños presentaron alteraciones explicadas por causas educativas. En las instituciones médicas, el 58,0 % de los niños presentó alteraciones explicadas también por causas educativas.  Conclusiones: En la provincia de Cienfuegos la prevalencia de niños preescolares con alteraciones cognitivas es moderadamente alta. En especial, las alteraciones se encuentran en las funciones ejecutivas, lingüísticas y en las habilidades relacionadas con el procesamiento numérico. En las instituciones médicas, el niño con alteraciones en las funciones ejecutivas y lingüísticas es frecuente, mientras que en las instituciones educativas prevalecen las alteraciones en las funciones ejecutivas y en el procesamiento numérico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  There are few studies on cognitive alterations in children that have been carried out in the Cuban provinces of the central region.  Objective:  To determine the prevalence of pre-school children with cognitive alterations.  Methods:  From a group sample of 25 600 children from 0 to 6 years old of Cienfuegos province, there were selected 825 pre-school children in the ages from 4 to 6 years from different educational and health institutions. All the children were evaluated with the Luria Incial neuropsychological test. It was used the Cuban standard of the test to obtain the prevalence data: percentiles 30 - 35, children with neurodevelopmental disorders, and percentiles 40 - 45, children with cognitive alterations related to psychosocial factors.  Results:  The 3.9% of the children presented cognitive alterations related to psychosocial factors, while the 1.4% presented alterations related to neurodevelopmental disorders. The main alterations were comprised in 4 tasks: simple calculations, psychomotricity, language and working memory. In the educational institutions, 1 of 10 children presented a neurodevelopmental disorder, while 3 of 10 children presented alterations due to educative causes. In the health institutions, 58,0% of the children presented alterations due to educative causes.  Conclusions:  In Cienfuegos province, the prevalence of pre-school children with cognitive alterations is moderately high. The alterations are specially found in the executive and linguistic functions and in the abilities related with the numbers processing. In the health institutions, it is common to have children with alterations in the executive and linguistic functions, while in the educative institutions prevail the alterations in the executive functions and the numbers processing.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[preescolar]]></kwd>
<kwd lng="es"><![CDATA[neuropsicología]]></kwd>
<kwd lng="es"><![CDATA[prevalencia]]></kwd>
<kwd lng="es"><![CDATA[neurodesarrollo]]></kwd>
<kwd lng="en"><![CDATA[pre-school]]></kwd>
<kwd lng="en"><![CDATA[neuropsychology]]></kwd>
<kwd lng="en"><![CDATA[prevalence]]></kwd>
<kwd lng="en"><![CDATA[neurodevelopment]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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