Potential consequences of abandonment in preschool-age: Neuropsychological findings in institutionalized children

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dc.contributor.authorCardona, Juan F.
dc.contributor.authorManes, Facundo
dc.contributor.authorEscobar, Josefina
dc.contributor.authorLopez, Jessica
dc.contributor.authorIbanez, Agustin
dc.date.accessioned2024-01-10T13:16:26Z
dc.date.available2024-01-10T13:16:26Z
dc.date.issued2012
dc.description.abstractObjective: Several longitudinal studies had shown that early deprivation and institutionalization during the first six months of life affects the emotional, cognitive, social and neurophysiologic development. Nevertheless, our understanding of possible similar effects of delayed institutionalization, in preschool-age remains unclear to this day. The goal of this study is to evaluate the cognitive performance of institutionalized children with history of preschool-age physical abandonment.
dc.description.abstractMethod: 18 male institutionalized children with history of abandonment during the preschool-age (2-5 years old) and comparison group matched by age, handedness, gender, educational and socioeconomic level were tested on multiple tasks of attention, memory and executive functions.
dc.description.abstractResults: We found a cognitive impairment in the institutionalized children in several measures of attention. memory and executive functions. This is the first report of cognitive impairment related to late abandonment and institutionalization effects (after 2 years old). extending the already known effects on early institutionalization.
dc.description.abstractConclusions: This preliminary study suggests that environmental factors including abandonment and institutional care, can affect not only the infancy period, but also the preschool period providing new insights into our understanding of neurocognitive development.
dc.description.funderCONICET
dc.description.funderFINECO
dc.fechaingreso.objetodigital2024-05-10
dc.format.extent11 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1155/2012/782624
dc.identifier.eissn1875-8584
dc.identifier.issn0953-4180
dc.identifier.pubmedidMEDLINE:22713373
dc.identifier.urihttps://doi.org/10.1155/2012/782624
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/78584
dc.identifier.wosidWOS:000310495700002
dc.information.autorucPsicología;Escobar J;S/I;182052
dc.issue.numero4
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final301
dc.pagina.inicio291
dc.publisherHINDAWI LTD
dc.revistaBEHAVIOURAL NEUROLOGY
dc.rightsacceso abierto
dc.subjectAbandonment
dc.subjectinstitutionalization
dc.subjectplasticity
dc.subjectpreschool-age
dc.subjectattention
dc.subjectmemory
dc.subjectexecutive functions
dc.subjectEARLY DEPRIVATION
dc.subjectCRITICAL PERIODS
dc.subjectBRAIN
dc.subjectEMOTION
dc.subjectGROWTH
dc.subjectINATTENTION/OVERACTIVITY
dc.subjectADOPTEES
dc.subjectLANGUAGE
dc.subjectAMYGDALA
dc.subjectOUTCOMES
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa03 Salud y bienestar
dc.titlePotential consequences of abandonment in preschool-age: Neuropsychological findings in institutionalized children
dc.typeartículo
dc.volumen25
sipa.codpersvinculados182052
sipa.indexWOS
sipa.trazabilidadCarga SIPA;09-01-2024
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