Abstract
This work presents the information resulting from our studies regarding the effects of socioeconomic status (SES) on executive functions (EF). In the same context, we set out a proposal for cognitive intervention to strengthen cognitive resources in the school setting. We conclude that the differences in the cognitive executive system associated with SES are the consequence of the interaction of specific socioeconomic variables and a cognitive impulsivity, as well as lesser linguistic abilities that act as mediating variables in explaining the lower executive achievement associated with SES. Understanding the possible causal socioeconomic indicators and those mediating cognitive variables enables the design of intervention strategies and planning educational and social policies tending to reduce the impact of poverty on cognitive development.
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