<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212020000102212</article-id>
<article-id pub-id-type="doi">22235/cp.v14i1.2194</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La influencia de la educación y la complejidad laboral en el desempeño cognitivo de adultos mayores con deterioro cognitivo leve]]></article-title>
<article-title xml:lang="pt"><![CDATA[A influência da educação e da complexidade laboral no desempenho cognitivo de idosos com comprometimento cognitivo leve]]></article-title>
<article-title xml:lang="en"><![CDATA[The influence of education and occupational complexity in the cognitive performance of older adults with mild cognitive impairment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feldberg]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stefani]]></surname>
<given-names><![CDATA[Dorina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tartaglini]]></surname>
<given-names><![CDATA[María Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hermida]]></surname>
<given-names><![CDATA[Paula Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Lydia Moya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Somale]]></surname>
<given-names><![CDATA[María Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Allegri]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Neurociencias Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Investigaciones Cardiológicas (ININCA)-UBA-CONICET  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundación para la Lucha contra las Enfermedades Neurológicas de la Infancia Servicio de Neurología Cognitiva, Neuropsicología y Neuropsiquiatría (FLENI)- CONICET  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212020000102212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212020000102212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212020000102212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio tiene como objetivo evaluar el peso relativo de la educación y la complejidad laboral en la determinación del rendimiento cognitivo de sujetos con deterioro cognitivo leve (DCL). Fueron evaluados 80 sujetos con DCL, con los siguientes instrumentos: cuestionario de datos demográficos y sociales, cuestionario de agenciamiento de la actividad laboral y una batería neuropsicológica ampliada: memoria (Memoria lógica Signoret Batería, TAVEC), atención (Digit span, TMTA), lenguaje (Vocabulario WAISIII, Test de denominación de Boston, fluidez verbal), funciones ejecutivas (TMTB, analogías WAIS III, razonamiento matricial WAISIII) y construcción visual (cubos WAISIII). Los resultados muestran que la complejidad laboral tiene un peso mayor que la educación en la cognición como son el vocabulario, la flexibilidad cognitiva y las habilidades visuoconstructivas. La educación, tiene mayor peso en el razonamiento abstracto y la atención sostenida. La complejidad ocupacional y la educación desempeñan un papel diferencial e importante en el mantenimiento de las capacidades cognitivas, siendo factores amortiguadores del deterioro cognitivo en el envejecimiento]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo tem como objetivo avaliar o peso relativo da educação e da complexidade laboral na determinação do desempenho cognitivo de sujeitos com comprometimento cognitivo leve (CCL). Foram avaliados 80 sujeitos com CCL, com os seguintes instrumentos: questionário de dados demográficos e sociais, questionário de direcionamento da atividade laboral e uma bateria neuropsicológica ampliada: memória (Memória lógica Signoret Bateria, TAVEC), atenção (Digit span, TMTA), linguagem (Vocabulário WAIS III, Teste de denominação de Boston, fluência verbal), funções executivas (TMTB, analogias WAIS III, raciocínio matricial WAIS III) e construção visual (cubos WAIS III). Os resultados mostram que a complexidade laboral tem um peso maior que a educação na cognição, como no vocabulário, na flexibilidade cognitiva e nas habilidades visual-construtivas. A educação tem mais peso no raciocínio abstrato e na atenção sustentada. A complexidade ocupacional e a educação desempenham um papel diferencial e importante na manutenção das habilidades cognitivas, sendo fatores que amenizam o declínio cognitivo no envelhecimento]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this paper is to assess the relative importance of education and occupational complexity to determine the cognitive performance on patients with mild cognitive impairment (MCI). 80 patients with MCI were assessed using the following instruments: questionnaire of sociodemogrhapical data, questionnaire on attainment of occupation, and an extended neuropsychological battery. Abilities tested were: logical memory (Signoret Memory Battery, TAVEC), attention (Digit span, TMTA), language (Vocabulary WAIS III, Boston Naming Test, Verbal Fluency), executive functions (TMTB, Analogies WAIS III, Matrix reasoning WAIS III) and visuoconstruction (Block design WAIS III). Results show that occupational complexity is more relevant than education for cognition of vocabulary, to achieve cognitive flexibility and to obtain visuoconstructive abilities. Education is more important for abstract reasoning and sustained attention. Occupational complexity and education have a unique and important role in the maintenance of cognitive abilities, working as buffers for cognitive impairment during aging.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[adultos mayores]]></kwd>
<kwd lng="es"><![CDATA[complejidad laboral]]></kwd>
<kwd lng="es"><![CDATA[deterioro cognitivo leve]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[rendimiento cognitivo]]></kwd>
<kwd lng="pt"><![CDATA[idosos]]></kwd>
<kwd lng="pt"><![CDATA[complexidade laboral]]></kwd>
<kwd lng="pt"><![CDATA[declínio cognitivo leve]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[desempenho cognitivo]]></kwd>
<kwd lng="en"><![CDATA[older adults]]></kwd>
<kwd lng="en"><![CDATA[occupational complexity]]></kwd>
<kwd lng="en"><![CDATA[mild cognitive impairment]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[cognitive performance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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