NEUROPSYCHOLOGICAL ASPECTS OF EXECUTIVE FUNCTIONS IN THE SPATIAL CONSTRUCTION OF COLOR MODELS IN STUDENTS WITH AND WITHOUT LEARNING DIFFICULTIES

Abstract

The effectiveness of the spatial construction of models is directly related to the degree of internal spatio-temporal structuring and organization which, in turn, depends on the degree of the functional optimization of the subjects of the action. The objective of this study is to detect neuropsychological differences in executive functions, between students with and without learning difficulties, in terms of attempts and time spent performing spatial construction tasks. The research hypothesis states that there are differences in the number of attempts and time spent when performing spatial tasks, with greater expressiveness in students with learning difficulties. In methodology, the resource focused on the neuropsychological instrument of spatial construction used colored models based on the manipulation of four Kohs cubes; as well as neuropsychological observation and psychological interview. The results show that at most ages the tendency is for students with learning difficulties to make a greater number of attempts and spend more time performing tasks related to spatial construction tests, compared to students without learning difficulties. In conclusion, it is inferred that students with learning difficulties tend to present internal spatio-temporal structuring and organization deficits, which result from deficits in the operability of executive functions.