NEUROPSYCHOPEDAGOGICAL INTERVENTION WITH THE RUBIK’S CUBE: IMPACT ON EXECUTIVE FUNCTIONS AND CORTICAL ACTIVITY IN EARLY ELEMENTARY SCHOOL CHILDREN

Fabrício Bruno Cardoso, Alfred Sholl-Franco, Érica Garcia Silveira Gonçalves, Filipi Prado Grimm, Everton Odisi, Aliny Carvalho Dematté, João Vitor Galo Esteves, Washington Adolfo Batista, Filipe M. Bonone

Abstract


Difficulties in academic learning are often associated with deficits in executive functions (EFs), particularly in working memory, inhibitory control, and cognitive flexibility. Among the cognitive processes linked to EFs, rapid automatized naming (RAN) is a key indicator of lexical access efficiency and processing speed, both crucial for reading fluency and academic success. Given its importance, investigating interventions that enhance RAN performance can provide valuable insights into cognitive training strategies. This study examined the effects of a Neuropsychopedagogical Intervention (NPpI) on automatized naming ability in children aged 7 to 9 years. A total of 20 participants were randomly assigned to either an experimental group (EG, n = 10), which received the intervention, or a control group (CG, n = 10), which did not undergo any additional training. The intervention aimed to stimulate cognitive mechanisms underlying lexical retrieval and processing efficiency through structured cognitive activities. All assessments were conducted after the intervention period, ensuring that performance differences reflected the effects of NPpI. To evaluate outcomes, behavioral performance was measured using the Rapid Automatized Naming (RAN) test, assessing lexical retrieval speed and accuracy. Additionally, electrophysiological measures were obtained through electroencephalography (EEG), specifically analyzing the Theta/Alpha Ratio (TAR) in the parietal region to assess neural efficiency during cognitive processing. The results showed that children in the EG exhibited faster naming times (M = 35.18s, SD = 6.82) compared to the CG (M = 40.19s, SD = 6.03; p = 0.0232). Moreover, the EG made fewer errors (M = 1.30, SD = 0.95) than the CG (M = 2.40, SD = 1.07; p = 0.0415), indicating improved lexical retrieval accuracy. Electrophysiological findings revealed a significantly lower Theta/Alpha Ratio in the EG, particularly in the PZ electrode (EG: M = 1.88, SD = 0.68 vs. CG: M = 2.73, SD = 0.77; p < 0.01), suggesting enhanced neural efficiency following NPpI. These findings support the effectiveness of structured neuropsychopedagogical interventions in enhancing automatized naming performance and modulating cortical activity. The observed improvements in processing speed, accuracy, and neural efficiency reinforce the relevance of integrating cognitive training programs into educational settings. Future research should explore long-term effects, applicability to diverse populations, and broader cognitive outcomes to optimize intervention strategies for learning enhancement.

 

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children, executive functions, neuropsychopedagogical intervention, Rubik’s cube, theta/alpha ratio, neural efficiency

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DOI: http://dx.doi.org/10.46827/ejse.v11i2.5889

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