Performance on naturalistic virtual reality tasks depends on global cognitive functioning as assessed via traditional neurocognitive tests

Estos hallazgos sugieren que el desempeño de tales tareas funcionales involucra una amplia gama de procesos cognitivos que están asociados con el funcionamiento cognitivo global y que pueden ser difíciles de aislar mediante pruebas neurocognitivas de papel y lápiz.


These findings suggest that performance of such functional tasks involves a broad range of cognitive processes that are associated with global cognitive functioning and that may be difficult to isolate through paper-and-pencil neurocognitive tests.


… The opposite of doing that, as González (2013, 23) points out, summarising Rose and Meyer’s (2002) approach, would mean that we are keeping barriers that magnify students’ executive difficulties in the classroom just as the lack of access ramps magnifies the disability of wheelchair users. There is, however, a common core to EFs, the control ability that they perform either on their own or interlinked, whether it is self-directed or not, in an individual’s cognitive, behavioural and affective realm (Zelazo 2004; Dawson and Guarre 2010), within the context of wide or multi-tasking performances (Bombín et al. 2014). Therefore, metacognition plays a fundamental role in those processes that in turn, shall be accompanied by motivation (Moraine 2014). …

García-Campos, María-Dolores & Canabal García, Cristina & Alba, Carmen. (2018). Executive functions in universal design for learning: moving towards inclusive education. International Journal of Inclusive Education. 1-15. 10.1080/13603116.2018.1474955.


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