The objective of this article is to describe educational intervention programs for the improvement of executive functions and to identify the parameters that have been successful. The findings show that the interventions that achieve significant changes in students are those that share certain parameters of organization and implementation, consistent with what is theoretically proposed. Considering the influence of the development and level of executive functions for academic, personal and social performance, this work allows us to visualize which aspects educational interventions should incorporate, thus supporting the teaching-learning processes.
Keywords:
Cognition, working memory, inhibitory control, cognitive flexibility, Education
Cerda Canales, C. (2021). Educational intervention programs: relationship between executive functions and teaching-learning processes. Revista Chilena De Pedagogía, 2(2), 1–23. https://doi.org/10.5354/2452-5855.2021.61188
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