RESUMO
El rol de la Red Neuronal por Defecto en la aparición del trastorno de déficit atencional ha recibido evidencia científica creciente en los últimos 20 años. Este artículo tuvo por objetivo sistematizar la evidencia empírica y cuantitativa disponible en investigaciones sobre el rol de la Red Neuronal por Defecto en la atención sostenida y déficits atencionales en niños y adolescentes de etapa escolar; se usó la metodología de revisión sistemática de la literatura científica disponible entre 2010 y 2020. Se seleccionó una muestra de 13 estudios. Los resultados evidenciaron que la atención sostenida es rítmica y fluctúa junto a la memoria de trabajo. En cuanto a los niños con déficit atencional, se reportan anomalías en la disponibilidad de dopamina, adelgazamientos de las aéreas de la corteza cerebral interconectadas con la Red Neuronal por Defecto, así como hipo e híper conectividad de los tractos de materia blanca asociados a esta red. Estos hallazgos interpretados en su conjunto aportan evidencia valiosa acerca del rol emergente de la Red Neuronal por Defecto en los procesos subyacentes de la atención sostenida y la aparición de déficits atencionales. Estos hallazgos sistematizados pueden tener implicancias profundas en la didáctica y el diseño instruccional debido a que se cuenta con evidencia suficiente y validada como para adaptar las tareas de aprendizaje a los ritmos de atención y descanso puesto que estos obedecen a limitaciones biológicas y no a prescripciones administrativas.
The role of the Default Neural Network in the emergence of attention deficit disorder has received increasing scientific evidence in the last 20 years. This article aimed to systematize the empirical and quantitative evidence available in research on the role of the Default Neural Network in sustained attention and attention deficits in school children and adolescents; The methodology of systematic review of the scientific literature available between 2010 and 2020 was used. A sample of 13 studies was selected. The results showed that sustained attention is rhythmic and fluctuates along with working memory. Regarding children with attention deficit, anomalies in the availability of dopamine, thinning of the areas of the cerebral cortex interconnected with the Neural Network by Default, as well as hypo and hyper connectivity of the white matter tracts associated with this network are reported. These findings, interpreted as a whole, provide valuable evidence about the emerging role of the Default Neural Network in the underlying processes of sustained attention and the appearance of attentional deficits. These systematized findings can have profound implications in didactics and instructional design, due to the fact that there is sufficient and validated evidence to adapt the learning tasks to the rhythms of attention and rest since these processes obbey biological limitations and not to administrative requirements.
RESUMO
An external focus of attention can improve performance, but there is little research on effects for the elderly in every day, well-learned mobility tasks. 57 older and 59 young adults performed the sit-to-stand and stand-to-sit while holding a cup, at three difficulty levels (cup empty or full, at normal or fast speed). Half were instructed to focus internally (on their movements) and half externally (on the cup). The effects of focus, age, and difficulty level were tested for movement time, mean inclination of the cup, inclination variability, and smoothness with 2 × 2 × 3 ANOVAs. Significant effects of difficulty were consistent across variables (p < 0.05). An effect of focus was present only for the inclination variability of the stand-to-sit (p < 0.03), favoring an internal focus (less variability). The age × focus interaction was significant for mean cup inclination, but post hoc tests failed to reveal any significant differences. The results of this study, together with the literature, suggest that an external focus may not benefit the performance of young or older adults in general mobility activities of daily living. The prevalent assumption that an external focus is always beneficial for performance needs further empirical testing.
Assuntos
Atividades Cotidianas , Atenção/fisiologia , Movimento/fisiologia , Desempenho Psicomotor/fisiologia , Adolescente , Adulto , Fatores Etários , Idoso , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Adulto JovemRESUMO
Este estudo propõe investigar a compreensão de textos em condições de compartilhamento da atenção. Participaram 75 alunos do Ensino Médio distribuídos em compreendedores bons e menos proficientes. Foi utilizado um questionário para coleta das variáveis sociodemográficas, um texto e seu respectivo questionário e um segundo texto que era visualizado no computador com seu questionário. A primeira etapa consistiu na aplicação do questionário do participante e do primeiro texto com seu questionário. Ao final desta etapa, foram classificados os participantes como bons e compreendedores menos proficientes. A segunda etapa consistiu em responder ao segundo texto e seu questionário em três condições diferentes: em silêncio; exposto ao som musical e ouvindo a narração de um jogo de futebol. Os resultados mostram que o grupo dos bons compreendedores apresenta melhor desempenho sob as três condições e que tanto bons quanto compreendedores menos proficientes têm melhor desempenho em condição de silêncio.
This study proposes to investigate the understanding of texts under sharing attention situations. 75 students from high school were divided in two groups: the high-quality proficient in text understanding and the less one . We used a questionnaire to collect socio-demographic variables, a text and its questionnaire and a supplementary text that was displayed on the computer with its questionnaire. The first step was to apply the questionnaire for the participant and the first text with his questionnaire. At the end of this phase, participants were classified as good and less proficient. The second step was to answer the second questionnaire and its text under three different conditions: in silence, exposed to a musical sound and listening to a football game narration. The results have shown that high-quality proficient in text understanding presents better performance under the three conditions and that high-quality proficient in text understanding and less one have better perform under silence situation.