Effects of a training program to increase reflexivity and planning in a school area at risk due to poverty

The aim of this paper was to analyze the differences Reflexivity-Impulsivity in cognitive style and planning as regards social risk and to test the efficacy of a reflexivity training program integrated to the curriculum in a poverty context. We have worked with a sample of 110 6-year-old children: an experimental group (N = 47) a control group (N = 22) at risk and a control group not at risk (N = 41). All of them live in Entre Ríos, Argentina. The results indicate differences in R-I response patterns and planning in terms of social risk and emphasize the role of experience in the development of thesefunctions. Besides, they support the hypothesis which holds the possibility to improve the reflexive disposition after program training.