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Executive functions contributions to copying and text production in elementary school children

Mon, 01 Jan 2024 00:00:00 GMT

Título: Executive functions contributions to copying and text production in elementary school children Autor: Canet Juric, Lorena; Gelpi-Trudo, Rosario; Zamora, Eliana; Galli, Juan I.; Abusamra, Valeria; Tabullo, Ángel Javier Resumen: Executive functions (EF), including verbal and visuospatial working memory, inhibition, and cognitive flexibility, are associated with academic skills such as copying and producing written texts in school-age children.

No reinventarás la rueda: ¿cómo hacer el rastreo bibliográfico?

Wed, 01 Jan 2025 00:00:00 GMT

Título: No reinventarás la rueda: ¿cómo hacer el rastreo bibliográfico? Autor: Casari, Leandro Martín Resumen: El rastreo bibliográfico constituye una etapa esencial en el proceso de investigación científica, ya que permite identificar qué se conoce y qué aspectos permanecen sin explorar respecto de un problema de estudio. Siguiendo la idea de que “no hay que reinventar la rueda”, esta práctica implica reconocer los aportes previos y situar la propia investigación en diálogo con ellos. De acuerdo con Yuni y Urbano (2014), el rastreo bibliográfico comprende un conjunto de acciones orientadas a la exploración, extracción y organización de información científica relevante. En este sentido, se propone comprenderlo como sinónimo de búsqueda o rastreo de antecedentes. El capítulo del cual proviene este texto se organiza en torno a cinco interrogantes fundamentales: cuándo realizar el rastreo, dónde llevarlo a cabo, cómo efectuar la búsqueda, qué tipo de información es necesario recuperar y cómo redactar el estado actual del tema. A través de estas preguntas, se busca ofrecer una guía práctica y conceptual que permita al investigador desarrollar un rastreo riguroso, sistemático y crítico, evitando duplicaciones innecesarias y favoreciendo la construcción de conocimiento acumulativo en el ámbito académico.

Why do psychology students believe in neuromyths? A study of personality, contextual and cognitive predictors

Thu, 01 Jan 2026 00:00:00 GMT

Título: Why do psychology students believe in neuromyths? A study of personality, contextual and cognitive predictors Autor: Tabullo, Ángel Javier Resumen: Background: Neuromyths—misconceptions arising from misinterpretations of neuroscientific findings—are widely endorsed by educators and students, including those in psychology. Their persistence has been linked to contextual, cognitive, and personality-related factors, but evidence is mixed, especially among psychology students. This study examined predictors of neuromyth endorsement in Argentine psychology undergraduates. Objective: To identify contextual (neuroscience training, interest), personality (Need for Cognition; NFC), and cognitive (Cognitive Reflection Test; CRT) predictors of neuromyth beliefs. Methods: A convenience sample of 320 psychology students (82.5% women; M_age = 27.39 years) completed online measures assessing neuromyth endorsement, general brain knowledge, NFC, CRT, and self-reported neuroscience training and interest. Spearman correlations and hierarchical regressions were conducted to examine associations and predictive effects. Results: Participants endorsed 41.22% of neuromyths on average, with learning styles (76.25%) and sensory-rich environments benefits (74.37%) being the most accepted. CRT scores negatively predicted neuromyth endorsement (β = 􀀀 .175, p < .001), whereas the NFC “enjoyment of thinking” factor positively predicted endorsement (β = 0.145, p = .024). Age also showed a positive effect (β = 0.175, p = .002). Neuroscience interest, courses taken, and general brain knowledge did not predict neuromyth acceptance, although they were positively associated with neuroscience knowledge. Conclusions: Analytical thinking emerged as the strongest protective factor against neuromyths, while enjoyment of thinking unexpectedly predicted higher endorsement, possibly reflecting exposure to low-quality sources of information and/or Dunning-Kruger effects. Factual neuroscience knowledge and training did not decrease neuromyth endorsement, underscoring the importance of fostering critical thinking skills within psychology education.

Cognitive predictors of reading comprehension in children from diverse socio-educational contexts

Wed, 01 Jan 2025 00:00:00 GMT

Título: Cognitive predictors of reading comprehension in children from diverse socio-educational contexts; Predictores cognitivos de la comprensión de textos en niños de diversos contextos socio-educacionales Autor: Ruiz Díaz, Juan Ignacio; Meo, Marcos; Rodríguez, Karina Viviana; Tabullo, Ángel Javier; Gasaneo, Gustavo Resumen: Socioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.