Psicologíahttps://hdl.handle.net/10669/2952024-03-28T19:31:37Z2024-03-28T19:31:37ZInforme del programa permanente prueba de aptitud académica (PPPAA) 2023https://hdl.handle.net/10669/911152024-03-21T15:25:25Z2024-01-01T00:00:00ZInforme del programa permanente prueba de aptitud académica (PPPAA) 2023
El documento presenta las principales actividades académicas y los pasos de crecimiento del Programa Permanente de la Prueba de Aptitud Académica.
2024-01-01T00:00:00ZEfecto del entrenamiento musical en las funciones ejecutivas: un meta-análisishttps://hdl.handle.net/10669/910562024-03-08T16:23:04Z2021-01-01T00:00:00ZEfecto del entrenamiento musical en las funciones ejecutivas: un meta-análisis
En los últimos años ha surgido la interrogante de si es posible entrenar las funciones ejecutivas y si se considera que la música, por su alto nivel de complejidad, genera un efecto en estos procesos. Pese a que se ha encontrado una relación entre un entrenamiento musical y las funciones ejecutivas, estos resultados son contradictorios y no existe una estimación cuantitativa de la fuerza de esta posible asociación, ni tampoco estudios que integren los resultados de investigaciones similares para esclarecer la problemática planteada.
El objetivo del presente estudio fue estimar meta-analíticamente el efecto del entrenamiento musical sobre el procesamiento ejecutivo, así como identificar potenciales variables moderadoras. Se encontró un tamaño de efecto moderado (d=0,51) el cual indica que las personas que recibieron un entrenamiento musical presentaron un mejor desempeño en las tareas de funciones ejecutivas e n comparación a los participantes que no estuvieron expuestos a un entrenamiento de esta naturaleza.; In recent years, questions
have emerged regarding if it is
possible to train executive
functions and if music, for its
high level of complexity, has an
impact on these processes. Even
though there is a relation
b e t we e n mu s i c a l t r a i n i n g
and executive functions, this
results are contradictory and
there is no quantification of this
potential association.
The aim of this study was to
estimate through a meta-analysis
the effect of musical training in
executive functions, and also to
identify potential moderator
variables. Results indicates that
people who received a musical
t r a i n i n g s h owe d a b e t t e r
perfor mance in executive
functions tasks in comparison to
the participants that were not
exposed to this kind of training
(d=.51).
2021-01-01T00:00:00ZExecutive functioning skills and (low) math achievement in primary and secondary schoolhttps://hdl.handle.net/10669/910112024-03-04T14:58:35Z2023-01-01T00:00:00ZExecutive functioning skills and (low) math achievement in primary and secondary school
Schoolchildren with better executive functioning skills achieve better mathematics results. It is less clear how inhibition, cognitive flexibility, and working memory combine to predict mathematics achievement and difficulty throughout primary and secondary school. This study aimed to find the best combination of executive function measures for predicting mathematical achievement in Grades 2, 6, and 10 and to test whether this combination predicts the probability of having mathematical difficulties across school grades even when fluid intelligence and processing speed were included in the models. A total of 426 students—141 2nd graders (72 girls), 143 6th graders (72 girls), and 142 10th graders (79 girls)—were cross-sectionally assessed with 12 executive tasks, one standardized mathematical task, and a standardized test of intelligence. Bayesian regression analyses found various combinations of executive predictors of mathematical achievement for each school grade spanning Grade 2 to measures of cognitive inhibition (negative priming) and cognitive flexibility (verbal fluency); Grade 6 to measures of inhibition: resistance to distractor interference (receptive attention), cognitive flexibility (local–global), and working memory (counting span); and Grade 10 to measures of inhibition: resistance to distractor interference (receptive attention) and prepotent response inhibition (stop signal) and working memory (reading span). Logistic regression showed that the executive models derived from the Bayesian analyses had a similar ability to classify students with mathematical difficulty and their peers with typical achievement to broader cognitive models that included fluid intelligence and processing speed. Measures of processing speed, cognitive flexibility (local–global), and prepotent response inhibition (stop signal) were the main risk factors in Grades 2, 6, and 10, respectively. Cognitive flexibility (verbal fluency) in Grade 2 and fluid intelligence, which was more stable in all three grades, acted as protective factors against mathematical difficulty. These findings inform practical considerations for establishing preventive and intervention proposals.
2023-01-01T00:00:00ZAcercamiento crítico a las intervenciones psicológicas en centros penales juveniles de Costa Rica (1996-2021)https://hdl.handle.net/10669/909812024-02-26T16:33:55Z2023-11-01T00:00:00ZAcercamiento crítico a las intervenciones psicológicas en centros penales juveniles de Costa Rica (1996-2021)
Este artículo se propone reflexionar en torno al quehacer psicológico en centros penales juveniles de Costa Rica, en el período comprendido entre 1996 y 2021. Se eligió la metodología cualitativa y el método de construcción de narrativas partiendo de entrevistas a profesionales en psicología junto a revisión documental para la comprensión del tema en estudio. Concretamente, se analizan las finalidades que se atribuye a la privación de libertad, la concepción en torno a la delincuencia y los propósitos que se asignan a las intervenciones psicológicas en estos recintos.; Aquest article es proposa reflexionar entorn del quefer psicològic en centres penals juvenils de
Costa Rica, en el període comprès entre 1996 i 2021. Es va triar la metodologia qualitativa i el
mètode de construcció de narratives partint d'entrevistes a informants clau al costat de revisió
documental per a la comprensió del tema en estudi. Concretament, s'analitzaran les finalitats que
s'atribueix a la privació de llibertat, la concepció entorn de la delinqüència i els propòsits que
s'assignen a les intervencions psicològiques quan de persones joves recloses es tracta; This article intends to reflect on the psychological work in juvenile penal centers in Costa Rica, in
the period between 1996 and 2021. The qualitative methodology and the method of construction of
narratives were chosen based on interviews with psychology professionals together with
documentary review for understanding the topic under study. Specifically, the purposes attributed
to the deprivation of liberty, the conception of crime and the purposes assigned to psychological
interventions in these facilities are analyzed.
2023-11-01T00:00:00Z