Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Psicothema, 2007. Vol. Vol. 19 (nº 4). 591-595
Luis Álvarez, Paloma González-Castro, José Carlos Núñez, Julio Antonio González-Pienda, David Álvarez y Ana Belén Bernardo
Universidad de Oviedo
¿Es posible aprender a atender? En el presente artículo se informa del desarrollo, aplicación y contrastación de un programa de intervención para la mejora de la atención selectiva y sostenida en estudiantes de 5 a 19 años, todos escolarizados y con dificultades para la realización de los aprendizajes escolares correspondientes a su edad. En el estudio participaron dos grupos de estudiantes: uno con dificultades en atención selectiva y otro con dificultades en atención sostenida. El grupo de dificultades en atención selectiva estuvo formado por 102 sujetos, de los cuales 59 constituyeron el grupo experimental y 43 el grupo control. El grupo de estudiantes con dificultades en atención sostenida estuvo formado por 106 sujetos, de los cuales 58 participaron como grupo experimental y 48 como grupo control. Los resultados indican que este tipo de intervenciones (en las que se combina terapia visual, activación cortical y entrenamiento con bancos de actividades) son eficaces para la mejora de los déficits de atención, tanto selectiva como sostenida.
Multimodal intervention program to improve attention deficits. Is it possible to learn to attend? The purpose of this article is to provide information about the development, administration, and contrast of an intervention program to improve selective and sustained attention in students from 5 to 19 years of age, all attending school, and with difficulties to learn the academic materials corresponding to their age. Two groups participated in the study: one with difficulties in selective attention and the other with difficulties in sustained attention. The group with selective attention difficulties was made up of 102 students, of whom 59 made up the experimental group and 43 the control group. The group of students with difficulties in sustained attention was made up of 106 students, of whom 58 participated as the experimental group and 48 as the control group. The results indicate that this kind of intervention (which combines visual therapy, cortical activation, and training with activity banks) is effective to improve attentional deficits, both at the level of selective attention and of sustained attention.
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