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Start date: 2024Subject: search.filters.subject.cognition

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    Item type:Publication,
    Neuroeducation and the influence of AI on early childhood education: A systematic review
    (2026)
    Burbano Enriquez, Betty Paulina  
    ;
    Moncayo, Hugo  
    ;
    Andrea Andrade-Zuleta
    Neuroeducation integrates knowledge from neuroscience, psychology, and pedagogy to inform evidence-based teaching strategies, especially during early childhood—a stage of heightened brain plasticity and foundational learning. Concurrently, artificial intelligence (AI) offers adaptive and personalized tools that can support neurocognitive development through data-driven educational interventions. This systematic review examines the empirical convergence between neuroeducation and AI in early childhood education, analyzing how AI-enabled tools reflect and apply neuroeducational principles. The review followed the PRISMA protocol to ensure methodological rigor. A total of 735 records were initially identified across five major databases (Scopus, Web of Science, PubMed, PsycINFO, and Elsevier). After applying strict inclusion and exclusion criteria, 18 peer-reviewed studies published between 2020 and 2025 were selected for final analysis. Each study was classified according to a four-part taxonomy of AI interaction modalities: embodied robots, screen-based systems, voice-only interfaces, and multimodal environments. The findings reveal that AI-supported interventions can enhance executive functions, cognitive flexibility, attention regulation, and socioemotional development when designed in alignment with neurodevelopmental needs. Embodied and multimodal AI systems demonstrated effectiveness in fostering engagement, interaction, and social cognition, while screen-based and voice-only systems proved useful for cognitive and linguistic skills. Ethical challenges were also identified, including privacy concerns, emotional dependency, equity of access, and developmental appropriateness. This study highlights that the integration of AI and neuroeducation requires careful interdisciplinary collaboration among educators, technologists, and policymakers. Beyond summarizing current evidence, the review underscores the importance of adopting developmentally appropriate practices, ensuring ethical safeguards, and fostering teacher training in AI-informed pedagogy. By synthesizing empirical research, this work provides a conceptual and practical foundation for advancing early childhood education through a neuroeducational framework enriched by AI technologies.
      14
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    The Psychometric Properties of the ACIE Test for the Identification of High Intellectual Abilities
    (2024)
    Xavier Andrade – Torres
    ;
    Alba Yépez- Moreno
    ;
    Núñez-Naranjo, Aracelly Fernanda  
    ;
    Gonzalo Remache – Bunci
    ;
    Soraya Toro – Santacruz
    High intellectual abilities reflect outstanding qualitative and quantitative performance. It involves aptitudes, talents, and skills that surpass common standards. The main objective was the construction and validation of the High Intellectual Abilities Execution Test (ACIE). The methodological process involved administering the test structured with 117 items distributed across 5 dimensions. The pilot study was conducted with 164 students from fourth to seventh grade in four schools in the capital of Ecuador. Psychometric qualities such as reliability, validity, difficulty, discrimination power, and differential analysis were identified, providing the technical conditions for the application and detection of high abilities.
      58
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    Executive Functions in University Students
    (2024)
    Emily Coello-Zambrano
    ;
    Ramos Galarza, Carlos  
    Introduction: Executive functions are delegated to monitor and stop conscious behaviors in the face of various stimuli of daily life. Objective: Analyze the role of Executive Functions in university students through a quantitative correlational study. Method: The research consisted of 238 participants aged 18 to 38 years (Mage=22.35, SD=2.34). As an evaluation instrument, the Clinical Observation Scale was used to Assessthe Third Functional Unit of Luria Theory: EOCL-1. Results: A significant global correlation was obtained between the variables, such as verification with attentional control r=.48, p=.001 inhibitory control r=.44, p=.001, internal regulatory language r=.24, p=.001 and supervision and monitoring r=.36, p=.001 Conclusions: Executive functions are mental skills of high level and greater complexity in the human being, they determine different contexts in which it develops as the university academic.
      16  2