DSpace Colección :https://repositorio.uca.edu.ar/handle/123456789/52902024-03-29T14:33:53Z2024-03-29T14:33:53ZChildren’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen timesTabullo, AngelCanet Juric, LorenaAbusamra, Valeriahttps://repositorio.uca.edu.ar/handle/123456789/174202023-11-08T05:01:27Z2023-01-01T00:00:00ZTítulo : Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
Autor : Tabullo, Angel; Canet Juric, Lorena; Abusamra, Valeria
Resumen : Abstract:
Several studies indicated that the COVID-19 pandemic and the containment measures it required (including social distancing, quarantine and school closure) had a significant impact on children’s mental health. The present study aimed to examine executive function difficulties at behavioural level in school children during the COVID-19 lockdown, and to analyze potential associations with home literacy environment, current reading and screen times. Data were collected from mothers of 210 children (9–12 years old) through an online survey. Incidence of EF issues was higher for fourth graders in the flexibility and working memory domains, possibly reflecting developmental differences. Significant increases in children screen times were observed, while most of them did not read for pleasure on a daily basis. Parents’ literacy beliefs and children’s current leisure reading times were negative predictors of executive function difficulties (with reading times partially mediating literacy beliefs’ effects), which increased with videogame times (particularly in 4th graders). Nevertheless, perceived changes on screen or reading times with respect to prepandemic levels were not associated with executive function scores. The results might indicate: 1) opposite effects of literacy and video game times over children’s executive functioning; 2) a preference for reading or screen recreational use according to their executive function profiles; or 3) a combination of both. Our findings highlight the relation of home literacy environment, reading and screen times with children’s cognitive development, and the importance of following their trajectory during postpandemic times.2023-01-01T00:00:00ZReading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen timesTabullo, Ángel JavierChiófalo, María FlorenciaWainselboim, Alejandro Javierhttps://repositorio.uca.edu.ar/handle/123456789/174192023-11-08T05:01:11Z2023-01-01T00:00:00ZTítulo : Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times
Autor : Tabullo, Ángel Javier; Chiófalo, María Florencia; Wainselboim, Alejandro Javier
Resumen : Abstract: The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning
formats of students from all levels. In addition, it has been shown that pandemic-related stress negatively
impacted their mental health and cognitive functioning. Undergraduates have been signaled out as one of the
populations most vulnerable to pandemic-related stressors. The following work examined the link between
executive functions, perceived stress and reading comprehension among Argentinean university students during
lockdown measures. In addition, potential effects of reading habits and screen exposure were considered. An
executive function behavioral rating scale (ADEXI), a reading comprehension test and the PSS-10 stress questionnaire were administered to two-hundred social science students through an online survey. Executive
difficulties increased with perceived stress, while lower inhibition was associated with longer TV times and
being male. Stress and executive function associations can be interpreted as a detrimental effect, reverse or
bidirectional causation. In turn, working memory issues led to worse comprehension (mediating the impact of
perceived stress) while distal factors such as print exposure and mother education were positive predictors of
reading outcomes (as expected). This finding suggests that undergraduates’ difficulties to manipulate online
information interfered with expository text processing, resulting in poorer comprehension performance.2023-01-01T00:00:00ZPioderma gangrenoso como manifestación cutánea de granulomatosis con poliangeítis : a propósito de un casoLamolla, Carla RominaTarifa, AldoTorrecilla, Norma Marianahttps://repositorio.uca.edu.ar/handle/123456789/164702023-06-06T05:02:21Z2022-01-01T00:00:00ZTítulo : Pioderma gangrenoso como manifestación cutánea de granulomatosis con poliangeítis : a propósito de un caso; Pyoderma gangrenosum as cutaneous manifestation of wegener´s with polyangiitis : about a clinical case
Autor : Lamolla, Carla Romina; Tarifa, Aldo; Torrecilla, Norma Mariana
Resumen : Resumen: La granulomatosis con poliangeítis es una vasculitis necrosante de causa desconocida que
afecta a vasos de mediano y pequeño calibre. Se asocia a anticuerpos de neutrófilo (ANCA).
Afecta con más frecuencia el aparato respiratorio y renal. Es raro que haya síntomas clínicos
cutáneos como manifestación de la granulomatosis de Wegener (6-13% de los casos), lo cual
supone un verdadero reto diagnóstico. Presentamos un caso de granulomatosis con poliangeítis
que se inició en forma limitada o incompleta con lesiones de pioderma gangrenoso, y en el que
la evolución permitió llegar al diagnóstico confirmatorio.; Abstract: Granulomatosis with polyangiitis is a necrotizing vasculitis of unknown etiology that involves small
and medium caliber vessels. It is associated with anti-neutrophil cytoplasm antibodies (ANCA). It
most often affects the respiratory tract and kidneys. Only between 6 and 13% of cases of Wegener’s
granulomatosis are first manifested in the skin. We present a case of granulomatosis with
polyangiitis which began in a limited or incomplete form, with cutaneous lesions of pyoderma
gangrenosum and its evolution led to the diagnosis.2022-01-01T00:00:00ZNot all english resultative constructions (ercs) are equal: the acquisition of erc by spanish speakersParís, Luis A.Celi, María AlejandraTabullo, AngelGodoy, Mahayana C.https://repositorio.uca.edu.ar/handle/123456789/164202023-05-31T05:02:07Z2023-01-01T00:00:00ZTítulo : Not all english resultative constructions (ercs) are equal: the acquisition of erc by spanish speakers
Autor : París, Luis A.; Celi, María Alejandra; Tabullo, Angel; Godoy, Mahayana C.
Resumen : Abstract:
The English Resultative Construction (ERC) is a satellite-framed structure with no
identical equivalent in Spanish. In a series of studies, we analyzed and compared recognition (acceptability judgment task) and comprehension (sentence
comprehension task) of three ERC subtypes with the English Depictive
Construction (EDC) (which has a Spanish counterpart) by Spanish speaker
learners of English as a Foreign Language (EFL). Results showed that: 1) EDCs
were better recognized than ERCs by L2 learners, but highly proficient participants were closer to English native speakers’ performance, 2) Less proficient
EFLs comprehended EDCs better than those ERC subtypes that were further
from Spanish (ERC Property and Fake Reflexive). We interpret our findings in
terms of an interlinguistic distance gradient, where those constructions present
(EDC) or closer (ERC-Path) to L1 are more readily acquired. This effect seems
more prominent at lower EFL proficiencies, and fades as proficiency increases,
evolving towards a more native-like pattern.2023-01-01T00:00:00Z