Analysis of the relationship between the recognition of basic emotions and other neurocognitive functions in primary school children

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Ana Victoria Poenitz, Alexandra Yakeline Meneses Meneses, Jorge Edmundo Gordón Rogel, Anabela Salomé Galárraga Andrade, Inés Beatriz Rendón Bautista, HildaAnaís Castillo Laines


The capacity for social cognition is an indicator of healthy neurocognitive development in children, as it is related to other intellectual cognitive abilities such as attention, processing speed, and executive functions, necessary for understanding and adapting to the socio-cultural environment. The study aimed to analyze the relationship between the capacity for emotional perception and the development of neurocognitive functions (certain subcomponents of executive function and social cognition) in primary school children. It is an exploratory, descriptive and correlational study in a sample of 214 Argentinean children, to whom a battery of neuropsychological and social cognition tests was applied. The results conclude that there is a relationship between emotion recognition in infancy, with different cognitive variables, such as the ability to recognize the mental state of a person through the reading of TdlM gaze expression (p = 0.010), interference control, and Stroop emotion recognition ability (p = 0.001), D2 Sustained Attention (p = 0.006), cognitive flexibility (p = 0.002).

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