Ejercicios de estimulación cognitiva como estrategia psicopedagógica para reforzar los procesos cognitivos de atención y memoria, en los estudiantes del tercer grado de educación básica, de la unidad educativa Purunuma del cantón Gonzanamá, 2020-2021

A Curricular Integration Work was carried out called: COGNITIVE STIMULATION EXERCISES AS A PSYCHOPEDAGOGICAL STRATEGY TO REINFORCE THE COGNITIVE PROCESSES OF ATTENTION AND MEMORY, IN THE STUDENTS OF THE THIRD GRADE OF BASIC EDUCATION, OF THE SCHOOL “PURUNUMA”, OF THE GONZANAMÁ CITY, 2020- 2021 The objective was to implement a manual of cognitive stimulation exercises as a psychopedagogical strategy to reinforce the cognitive processes of attention and memory. It was a quantitative, descriptive study with a cross-sectional quasi- experimental design, the Toulouse (attention) and Neuropsi (memory) tests were applied to the sample of students and the survey of basic education teachers. The results show a difference between the pre-test and post-test in relation to the two variables, levels of attention and sustained attention capacity, concentration, speed and perceptual acuity, as well as resistance to fatigue, 75% in the pre-test show a high level of lack of perseverance and sustained attention, while 25% show a medium level of lack of attention, after the intervention (post-test), the results remain with the same percentage. In relation to the memory levels in the pre-test, 100% of the population presented a severe alteration in memory, after the intervention, 50% of the sample did reinforce the cognitive process of memory, and 50 The remaining% remains a severe alteration; In the results of the survey, it is known that all teachers do not handle cognitive stimulation strategies. It is concluded that teachers do not use cognitive stimulation strategies, the population investigated in attention shows a high level of lack of perseverance and sustained attention, and in memory half of the sample remains in a severe alteration and the remaining half reaches normal levels;The hypothesis was tested using Pearson's r (x, y), reaching a weak positive correlation, demonstrating the benefit of cognitive stimulation exercises.

• Autor Principal: Luna Vásquez, Stiveen Jhoel (author)
• Formato: bachelorThesis
• Idioma: spa
• Publicado: 2021
• Subjects: ESTIMULACION COGNITIVA; MEMORIA
• Acceso en liña: https://dspace.unl.edu.ec/jspui/handle/123456789/24354