The following message is being delivered on behalf of Interamerican Journal of Psychology.
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Dr. Juan Carlos Godoy:

I noticed that you have not been in the system for a while and as such your pending assignment has not been reviewed, and you have not indicated if you are able or willing to review the manuscript that was assigned to you. Please remember that authors rely on your agility to review and provide feedback to them in a reasonable amount of time. You are unable or unwilling to review this manuscript, please let me know by the end of the day Tuesday (5 July 2016) so I can reassign it. It is important that you know that every time that I have to reassign a manuscript the waiting time start all over, thus, it important to have an answer from the reviewers at as possible.

Me di cuenta de que no ha estado en el sistema por un tiempo y como tal, su evaluación (manuscrito) pendiente, no se ha revisado, y tampoco se ha indicado si es capaz o esta dispuesto (disponible) para revisar el manuscrito que se le asignó. Por favor, recuerde que los autores dependen en su agilidad para revisar y dar retroalimentación a ellos en un tiempo razonable. Si usted no puede revisar este manuscrito, por favor hágamelo saber para el martes (5 de julio de 2016) ha mas tardar, para que yo pueda reasignarlo. Es importante que sepa que cada vez que tengo que reasignar un manuscrito el tiempo de espera se hace mas largo, por lo tanto, es importante contar con una respuesta de los revisores lo mas pronto posible.

Please log into the journal web site by 2016-07-08 to indicate whether you will undertake the review or not, as well as to access the submission and to record your review and recommendation. The web site is http://journal.sipsych.org/index.php/IJP

The review itself is due 2016-07-14.

If you do not have your username and password for the journal's web site, you can use this link to reset your password (which will then be emailed to you along with your username). http://journal.sipsych.org/index.php/IJP/login/resetPassword/jcgodoy9?confirm=d66667158eafec3d0d64a32dcdb0816373e544428ef9a7818979d9a372e64a18%3A1467391341

Submission URL: http://journal.sipsych.org/index.php/IJP/reviewer/submission/37

Thank you for considering this request.

Dr. Edil Torres Rivera
Universidad del Valle, Guatemala
etorresrivera@gmail.com



"Efectos del Ajedrez en las Funciones Ejecutivas. Un estudio en niños escolarizados"

Abstract

Resumen

Diversas investigaciones han demostrado los beneficios del ajedrez para el desarrollo cognitivo. Sin embargo, son escasos los estudios que han analizado el efecto del ajedrez en las Funciones Ejecutivas (FE) en base a un modelo que evalúe cada uno de los componentes del constructo. El objetivo del presente estudio fue analizar las diferencias de rendimiento cognitivo en tareas que valoran las FE de memoria de trabajo, inhibición, flexibilidad cognitiva y planificación entre niños practicantes de ajedrez y no practicantes. Se evaluaron 65 niños escolarizados de 8 a 12 años, de ambos sexos divididos en dos grupos de acuerdo a la práctica de ajedrez: (1) 30 niños practicantes activos y (2) 35 niños sin ninguna experiencia con el ajedrez. Los resultados del MANOVA revelaron diferencias significativas según la práctica de ajedrez, en todas las FE analizadas a favor de los niños practicantes. Estos datos sugieren que el ajedrez podría emplearse como una estrategia efectiva para favorecer el desarrollo de habilidades ejecutivas durante la infancia. Se discuten los resultados en función de sus implicancias clínicas y educativas.

 

Abstract

Several studies have demonstrated the benefits of chess for cognitive development. However, research analyzing the impact of chess on Executive Functions (EF) based on a model that assesses all of its components is scarce. The present study aimed at analyzing the differences in cognitive performance in tasks that value the EF of working memory, inhibition, cognitive flexibility and planning among children chess players and not chess players. 65 children aged 8-12 years of both sexes divided into two groups according to the practice of chess were evaluated: (1) 30 children chess players and (2) 35 children without any experience in chess. MANOVA results revealed significant differences depending on the practice of chess in every EF analyzed, in favor of children chess players. These data suggest that chess might be used as an effective strategy to support the development of executive skills during childhood. Results are discussed in terms of its clinical and educational implication
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Edil Torres Rivera, Ph.D., Editor
Interamerican Journal of Psychology
http://journal.sipsych.org/index.php/IJP