Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study

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dc.contributor.authorRosas Díaz, Ricardo
dc.contributor.authorEspinoza Velasco, María Victoria
dc.contributor.authorPorflitt Becerra, Felipe Ignacio
dc.contributor.authorCeric Garrido, Francisco José
dc.date.accessioned2020-12-10T22:45:28Z
dc.date.available2020-12-10T22:45:28Z
dc.date.issued2019
dc.format.extent12 páginas
dc.fuente.origenConveris
dc.identifier.doi10.3389/fpsyg.2019.02024
dc.identifier.issn1664-1078
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2019.02024
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/49795
dc.language.isoen
dc.pagina.final12
dc.pagina.inicio1
dc.revistaFrontiers in Psychologyes_ES
dc.rightsacceso abierto
dc.titleExecutive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Studyes_ES
dc.typeartículo
dc.volumenVol. 10
sipa.codpersvinculados63677
sipa.codpersvinculados119100
sipa.codpersvinculados218076
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