Cultural Differences in Intelligence and Neuropsychological Tests in Cuban Preschoolers
Keywords:
culture, neuropsychological functions, intelligence, preschool childhoodAbstract
Introduction: Culture has a significant influence on early childhood cognitive development; however, few studies have been reported in Cuba focused on comparing neuropsychological performance in different provinces.
Objectives: Determine the cultural differences in the execution of neuropsychological tests between a group of preschoolers with typical development in the province of Cienfuegos, and another one in Sancti Spíritus, as well as to identify the neuropsychological functions that influence on intellectual performance.
Methodology: 67 children were selected and subdivided into groups. Raven's Progressive Matrix Intelligence Tests and the Luria Initial Neuropsychological Battery were applied as neuropsychological evaluation instruments.
Results: Significant differences in intelligence and various neuropsychological functions were found between provinces. The neuropsychological variables that influence on intellectual performance vary depending on the cultural groups.
Conclusions. The results show that cultural differences impose a different pattern of cognitive development between preschoolers from Cienfuegos and Santi Spíritus. In particular, differences were observed in non-verbal intelligence and in neuropsychological variables, such as fine motor skills, spatial orientation, processing speed and linguistic variables (semantic and phonological).
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References
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21. Khng KH, Ng EL. Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten: a compensatory account. Journal for the Study of Education and Development. 2021; 44 (3): 675-718. https://doi.org/10.1080/02103702.2021.1897232
2. Mercado A, Venta A, Henderson C, Pimentel N. Trauma and cultural values in the health of recently immigrated families. Journal of Health Psychology. 2021; 26 (5): 728-740. https://doi.org/10.1177/1359105319842935
3. Franzen S, European Consortium on Cross-Cultural Neuropsychology (ECCroN), Watermeyer TJ, Pomati S, Papma JM, Nielsen TR, ... & Bekkhus-Wetterberg, P. Cross-cultural neuropsychological assessment in Europe: Position statement of the European Consortium on Cross-Cultural Neuropsychology (ECCroN). Clin Neuropsychol. 2022; 36 (3): 546-557. https://doi.org/10.1080/13854046.2021.1981456
4. Ben Itzhak N, Vancleef K, Franki I, Laenen A, Wagemans J, Ortibus, E. Quantifying visuoperceptual profiles of children with cerebral visual impairment. Child Neuropsychology. 2021; 27(8): 995-1023. https://doi.org/10.1080/09297049.2021.1915265
5. Daugherty JC, Puente AE, Fasfous AF, Hidalgo-Ruzzante N, Pérez-Garcia M. Diagnostic mistakes of culturally diverse individuals when using North American neuropsychological tests. Applied Neuropsychology: Adult. 2017; 24 (1): 16-22. https://doi.org/10.1080/23279095.2015.1036992
6. Puente AE, Mejia AM, Kuwabara HC. A Complex Case of Tri-lingual, Tri-cultural, Bi-racial, and Multiple Medical Comorbidities. Journal of Pediatric Neuropsychology. 2017; 3 (2): 156-169. https://doi.org/10.1007/s40817-017-0043-2
7. Solovieva Y, Athanasios K, Luis, Q. Neuropsychological Assessment of Difficulties in Reading Spanish: A Cultural-Historical Approach. Psychology in Russia: State of the art. 2021; 14(4): 51-64. https://cyberleninka.ru/article/n/neuropsychological-assessment-of-difficulties-in-reading-spanish-a-cultural-historical-approach
8. Rea-Sandin G, Korous KM, Causadias JM. A systematic review and meta-analysis of racial/ethnic differences and similarities in executive function performance in the United States. Neuropsychology. 2021; 35(2): 141- 156. https://static1.squarespace.com/static/5ba2c86d3c3a53fa27c5715e/t/605d3e721b937e3fcecc2d8f/1616723572314/Rea-Sandin%2C+Korous%2C+%26+Causadias%2C+2021.pdf
9. Lohndorf RT, Vermeer HJ, Cárcamo RA, Harpec C. Mesman J. Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments. Early Childhood Research Quarterly. 2019; 48: 36-49. https://doi.org/10.1016/j.ecresq.2019.02.005
10. Porto M, Puerta-Morales L, Gelves-Ospina M, Urrego-Betancourt Y. Funciones Ejecutivas y Rendimiento Académico en Educación Primaria de la Costa Colombiana. Electronic Journal of Research in Educational Psychology. 2021; 19 (54): 351- 368. https://ojs.ual.es/ojs/index.php/EJREP/article/view/3433
11. Ardila A. Directions of research in cross-cultural neuropsychology. Journal of Clinical and Experimental Neuropsychology. 1995; 17(1): 143-150. https://doi.org/10.1080/13803399508406589
12. Burneo-Garcés C, Cruz-Quintana F, Pérez-García M, Fernández-Alcántara M, Fasfous A., & Pérez-Marfil, MN. Interaction between socioeconomic status and cognitive development in children aged 7, 9, and 11 years: a cross-sectional study. Dev Neuropsychol. 2019; 44 (1): 1-16. https://doi.org/10.1080/87565641.2018.1554662
13. Prieto MFA, García DFG, Lozada CFR. Riesgos prenatales, perinatales y neonatales asociados a signos neurológicos blandos. Revista Cubana de Pediatría. 2020; 92(1): 1-21. http://scielo.sld.cu/scielo.php?pid=S0034-75312020000100003&script=sci_arttext&tlng=en
14. Ramírez-Benítez Y, Bermúdez B. Acea S. Matrices progresivas de Raven: Percentiles para preescolares cubanos de entre 4 y 6 años. Revista Evaluar. 2017; 17 (2): 32-46. https://doi.org/10.35670/1667-4545.v17.n2.18720
15. Ramírez-Benítez Y, Díaz M, Jiménez-Morales RM. Fárdales VE. Normas cubanas del instrumento neuropsicológico Luria Inicial para niños preescolares 4-6 años. Cuadernos de Neuropsicología/Panamerican Journal of Neuropsychology. 2015; 9(2): 49-69. https://www.redalyc.org/pdf/4396/439643127004.pdf
16. Jiménez-Colín M, Ricardo-Garcell J, Bosch-Bayard J, Cruz-Rivero E, Salvador-Cruz J, Pasaye-Alcaraz EH, & Harmony-Baillet T. Influencia del nivel socioeconómico sobre variables cognitivas y electroencefalográficas en escolares con riesgo de daño cerebral. Revista Cubana de Pediatría. 2018; 90(2): 262-275. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0034-75312018000200007
17. Mora RM, Anangonó MB. Maltrato infantil y factores sociodemográficos-ambientales asociados a niños con retraso del desarrollo psicomotor. Revista Cubana de Neurología y Neurocirugía. 2016; 6 (1): 17-25. https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=69487
18. Pérez-Puelles LG, Sánchez-García JE, Barrabia-Monier O, Álvarez-Dorta L. Caracterización socio-psicopedagógica de escuelas primarias después del primer brote de COVID-19 en el año 2020. Revista Estudios del Desarrollo Social: Cuba y América Latina. 2022; 10 (2): 1-20. http://scielo.sld.cu/scielo.php?pid=S2308-01322022000200002&script=sci_arttext&tlng=en
19. Fernández-Hernández A, Conesa-Cervera P, Belando N, Ardoy DN, Valero-Valenzuela A. Funciones ejecutivas, condiciones físicas y composición corporal en función del tipo de pedagogía experimentada por el alumnado de educación primaria. Journal of Sport & Health Research. 2022; 14(1): 75 – 86. https://doi.org/10.58727/jshr.83209
20. Muchiut ÁF, Vaccaro P, Pietto ML. Inteligencia, funciones ejecutivas y rendimiento académico de adolescentes de 13 y 14 años de Resistencia (Chaco, Argentina). Interdisciplinaria. 2021; 38(3): 83-102. http://dx.doi.org/10.16888/interd.2021.38.3.5.
21. Khng KH, Ng EL. Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten: a compensatory account. Journal for the Study of Education and Development. 2021; 44 (3): 675-718. https://doi.org/10.1080/02103702.2021.1897232
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Published
2023-11-01
How to Cite
1.
Jiménez-Morales RM, Ramirez Benitez Y, Villarreal A, Pérez Hernández FJ, Bernal-Ruiz F. Cultural Differences in Intelligence and Neuropsychological Tests in Cuban Preschoolers. Rev. Hosp. Psiq. Habana. [Internet]. 2023 Nov. 1 [cited 2025 Aug. 1];20(3). Available from: https://revhph.sld.cu/index.php/hph/article/view/373
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