Publicaciones Recientes
En esta sección podrán acceder a las publicaciones más recientes del grupo de investigación. Pueden acceder a las publicaciones anteriores haciendo click en el nombre de cada miembro en la pestaña Personal Investigador.
Al hacer click en el nombre del artículo, se puede acceder al nombre de la revista y de los autores, el DOI y el resumen.
Revista
Psychological Reports
Autores
Canto-López, M.C., Menacho, I., Aragón, E., Manchado, M. Mera, C., y Navarro, J.I.
DOI
Resumen
Background: Domain-specific and domain-general cognitive processes are critical in understanding how children develop mathematical competence, which is essential for their academic success and overall cognitive development. Objectives: The primary aim of this study was to analyze and compare mathematical competence and domain-specific variables, considering the teaching-learning method used. On the one hand, the Open Calculation Based on Numbers (ABN) method, and on the other, the more traditional Closed Calculation Based on Digits method, CBC (hereinafter referred to as No-ABN). The study sought to determine whether the ABN method, which emphasizes conceptual understanding and numerical flexibility, offers significant advantages over the No-ABN method. Methods: A total of 84 students from Kindergarten and Primary Education participated. These students were divided into two groups: 37 from the No-ABN group (21 boys and 16 girls) and 45 from the ABN group (19 boys and 26 girls). Participants were assessed using standardized tests designed to measure magnitude comparison and basic mathematical competence. These assessments aimed to evaluate the effectiveness of each teaching method in enhancing early mathematical skills. Results: The results showed that the ABN group’s performance in magnitude comparison surpassed that of the No-ABN group, especially in the early educational stages. Additionally, the ABN group consistently achieved higher scores in basic mathematical competence over time. Conclusions: These findings suggest that the ABN method may provide a more robust foundation for mathematical learning, promoting better long-term outcomes. Future research should expand on these findings to determine the full impact of the ABN method and explore how it can be optimized for broader educational contexts.
Revista
Heliyon
Autores
Aragón, E., Menacho, I., Navarro, J.I. y Aguilar, M.
Resumen
Mathematics teaching strategies have a positive impact on learning. However, there is a lack of studies on non-traditional approaches to earlymathematics educationin the specialized scientific literature. In this theoretical framework, a study to connect teaching methodology with the variouscognitive processesimplicated in learning has been designed. A total of 114 primary school students aged 74 and 84 months who were taught mathematics either with the method called Open Algorithm Based on Numbers or with the more traditional Closed Algorithm Based on Ciphers, participated in the study. After conducting a thorough examination of cognitive processes and early math performance using well-established assessment instruments, a comparative analysis was undertaken to explore the relationship between cognitive predictors of mathematical performance, while considering the mathematics teaching strategies used. Students were distributed according to their level ofmathematical competence and teaching methodology and the type of schools (Charter or Public). The results from the multivariate statistical test showed that the teaching strategy was inconclusive for most of the cognitive factors studied. Significant differences according to mathematical performance were found for fluid intelligence, verbal short-term memory, and visuospatial working memory. Finally, no significant differences were found in the cognitive variables studied when considering the interaction between the teaching approach, school characteristics, and mathematical achievement as a reference.
Revista
International Journal of Psychology & Psychological Therapy
Autores
Arrigoni, F. y Navarro, J.I.
Enlace
Resumen
This article aimed to explore the feasibility and clinical utility of the online Unified Protocol to improve emotional regulation with women diagnosed with breast cancer. Method. Research with a quantitative, exploratory, descriptive, and interactive approach, with a quasi-experimental design, pre-posttest for paired samples. Nine women with an average age of 53 years (SD= 9.5; range from 41 to 71) participated in a psychological intervention of 12 weekly 90-minute sessions. A statistically significant change (p < 0.05) between pre and post-test measurements in Anxiety (t= 2.777; p=.024), Quality of life (Z= -2.670; p=.008), Optimism (t= -2.785; p= .024) and Positive Affect (t= -3.834; p=.005) were found. The size of the effect was moderate in Optimism and big in Anxiety, Quality of life and Positive Affect. High levels of treatment satisfaction were found. The intervention was useful to improve the emotional regulation of women with a medical condition in a pandemic context.
Revista
Psychological Reports
Autores
Manchado, M., Campen, C.A.N.Kv., González-Rosa, J.J., Sánchez-Fernández., F., y Navarro, J.I.
DOI
Resumen
Eye tracking technology is a high-potential tool for different mathematic cognition research areas. Moreover, there is a dire need for more studies that provide detailed information on the quality of registered eye data. This study aimed to illustrate the applicability of eye tracking in the examination of mathematical cognition, focusing specifically on primary school students completing a computerized mental arithmetic task. Results suggested that the eye tracking device effectively captured high-quality eye movement data when primary school children engaged in this specific task. Furthermore, significant negative correlations have been found between task performance and number of eye fixations. Finally, eye movements distinctions between “Areas of Interest” have been found, indicating different visual tracking associated with different components of arithmetic calculations. This study underscores the extensive possibilities for future research employing eye tracking devices during computerized calculation tasks as assessment tools to explore the complex visual and cognitive processes.
Revista
Psychological Reports
Autores
Menacho, I., Aragón, E., Arrigoni, F., Mera, C., Canto, M.C., y Navarro, J.I.
DOI
Resumen
The Early Numeracy Test-Revised (ENT-r) development was followed by several provisional standardization processes to adapt to this new version. Subsequently, the ENT-r underwent translation into Spanish and a shift from a paper-and-pencil format to a computerized version, intending to make it accessible online for schools. This paper introduces the adapted Spanish version of ENT-r and outlines the provisional standardization procedure conducted with a group of Spanish children. In this initial pilot study, 141 children aged between 4 and 7 underwent individual assessments. Among them, 71 were girls (50.3%), and 70 were boys (49.6%). Selected from three public schools in a middle-class area, the children were evaluated by experienced researchers with expertise in assessing young children. The study involved three provisional statistical analyses using ENT-r data. Initially, a descriptive analysis was conducted, followed by a cross-age score comparison to assess scores across different age groups. Finally, a reliability study was performed. Preliminary results from these analyses indicate that the ENT-r demonstrates reliability, and its items effectively discriminate between prerequisite and counting tasks. Finally, an approximate statistical estimation was carried out regarding the level of mathematical competence, which is one of the parameters provided by the test, allowing the development of alternative improvement programs for the less prominent values.