Profiles of neuropsychological development in childhood: A systematic review of validity and applications
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Abstract
The present study conducts a systematic review on the influence of neuropsychological development profiles on child learning, based on the analysis of 30 peer-reviewed scientific articles indexed in Scopus, PubMed, and EBSCO, published between 2020 and 2026. The research was developed under the PRISMA 2020 protocol, applying rigorous inclusion criteria that considered empirical and theoretical studies in Spanish and English, from various international contexts. The findings show that cognitive self-regulation, attention and executive functions are key indicators of academic performance, showing high variability both within the same diagnosis and between different conditions, which exceeds explanations based only on traditional clinical categories. Likewise, it is identified that cognitive processing profiles, which include language, short-term memory, visuospatial skills and processing speed, directly influence reading, mathematical reasoning and academic fluency, generating diverse learning trajectories. In addition, the results highlight the influence of contextual factors such as family environment, socioeconomic conditions and early experiences in the configuration of these profiles. In this sense, the importance of carrying out comprehensive assessments, using validated psychometric instruments and incorporating technological tools to promote individualized educational interventions is highlighted. In conclusion, the recognition of neuropsychological profiles allows for a more comprehensive understanding of learning that is tailored to each student; however, its effectiveness depends on accurate assessments, interdisciplinary approaches, and an adequate articulation between the educational, social, and scientific contexts.
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