Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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The Japanese version of the Barcelona Music Reward Questionnaire (J-BMRQ) confirms the cross-cultural generalizability of the “five-factor” model
(Public Library of Science (PLoS), 2026-02-24) Honda, Shiori; Mas-Herrero, Ernest; Isoda, Mina; Muraki, Mai; Lorenzo Seva, Urbano; Kitayama, Yoichi; Savage, Patrick E.; Fujii, Shinya
The Barcelona Music Reward Questionnaire (BMRQ) is an instrument designed to assess individual differences in music pleasure and reward. While the BMRQ was developed in Spanish and English, it has recently been translated into French and Chinese. A point of debate is whether the five-factor model, initially proposed in the English and Spanish versions of the BMRQ, was consistently replicated in the translated versions. While the French version successfully reproduced the five-factor model, the Chinese version did not, potentially due to cultural variations. In this study, we developed a Japanese version of the BMRQ (J-BMRQ) and tested whether the J-BMRQ could replicate the five-factor model. Data from 1550 Japanese participants were collected and analyzed using the J-BMRQ, and its construct validity and reliability were tested via factor analyses. Our analyses supported the applicability of the five-factor model for the Japanese version of the BMRQ, demonstrating psychometric properties consistent with the original Spanish/English and French versions. Additionally, mirroring the earlier versions, a single-factor solution was informative for computing an overall BMRQ score. This study reinforces the cross-cultural generalizability of the BMRQ and offers a robust tool for future research on musical pleasure and reward in a Japanese context.
Sensorimotor Frequency Tagging Is Enhanced by Auditory and Audiovisual but Not Visual, Inputs During a Body-Walking Task
(Wiley, 2026-02-01) Matamala Gómez, Marta; Vilà-Balló, Adrià; Cucurell, David; Tajadura-Jimenez, Ana; Rodríguez Fornells, Antoni
Body movements like walking can synchronize with auditory and visual inputs presented within a periodic frequency range, peaking around 2 Hz. Some evidence has shown that the spontaneous tempo of human locomotion is around 2 Hz. The EEG frequency-tagging approach allows us to capture the coupling of beat perception with neural brain oscillations at beat frequency. This study used EEG frequency tagging to explore brain dynamics during the perception of walking-related sensory information in the auditory (footstep sounds) and visual (point-light figure) modalities. Sensory inputs were delivered at different rates (1, 2, and 3.6 Hz) in rhythmic or random sequences while recording EEG activity. The experiment included three conditions: (i) auditory, (ii) visual, and (iii) audiovisual, including data from 22 participants. Results showed a main effect of rhythmic sequences compared with random sequences across all frequencies in all three auditory, visual, or audiovisual conditions. Specifically, at 2 Hz, rhythmic sequences enhanced neural entrainment in the sensorimotor cortex for auditory and audiovisual conditions. This effect was absent in the visual condition alone. Notably, 2 Hz rhythmic sequences in the audiovisual condition led to coupling with temporal, sensorimotor, and occipital regions. The study suggests that sensory auditory input related to walking movement presented at 2 Hz can mediate neural entrainment with sensorimotor areas. The findings of this study can have an impact on the spontaneous rhythmic integration of body movements using sensory inputs for walking rehabilitation.
Navigation with two landmarks relatively far from a goal in rats (Rattus norvegicus): The role of landmark salience
(Elsevier, 2021-06-08) Gimeno Rosell, Elisabet; Rodrigo i Calduch, Ma. Teresa; Chamizo, Victoria D.
Male and female rats were extensively trained in a Morris pool to find a hidden platform in the presence of a configuration formed by 2 landmarks and the effects of varying the salience of one of the landmarks were studied. The two landmarks could be either of different salience (i.e., B and c, Group Bc) or of the same salience (i.e., b and c, Group bc) and they were relatively far (110 cm) and equidistant from the hidden platform. Rats in Group Bc ended up being faster to reach the platform than rats in Group bc, and males were always faster to find the platform than females. No sex differences were found on subsequent test trials without the platform (i.e., when a different measure was used). The results showed a clear salience effect: The best rats’ perfor- mance was when the more salient landmark, B, was present, either by itself or in compound with landmark c. A final test trial, a conflict test, was also conducted with the two landmarks in compound although reversing their relative positions, in order to test the preference for the geometry they formed, a straight line (independently of the landmarks’ identities), vs. the landmarks identities, B or b. All rats showed a preference for the geometry formed by the two landmarks, independently of their identities.
Systematic review and meta-analysis reveal positive therapeutic effects of music in brain damage rehabilitation
(Frontiers Media, 2026-02-20) Navarro, Laura; El Zahraa Mallah, Nour; Pardo-seco, Jacobo; Gómez-carballa, Alberto; Pischedda, Sara; Nowak, Wiktor; Segura, Emma; Rodríguez-fornells, Antoni; Martinón-torres, Federico; Salas, Antonio
Brain damage (BD) caused by stroke, traumatic brain injury (TBI), or neurodegenerative conditions often results in persistent cognitive, motor, and emotional impairments. Music-based interventions (MI) have been explored as adjunctive rehabilitation strategies; however, the evidence remains fragmented. This systematic review and meta-analysis synthesize available research on the effects of MI on functional recovery following BD, due to acquired brain injury (ABI), including both TBI and non-TBI. From a total of 868 publications screened in PubMed, Embase, Scopus, Cochrane Library, Web of Science, and ClinicalTrials.gov, 90 were included, of which 41 met the criteria for quantitative evaluation and meta-analysis, to assess the state-of-the-art of research on music and BD in the fields of neuropsychology and cognitive sciences. The reviewed studies span a range of methodologies, including randomized controlled trials and qualitative research, and incorporate diverse MI strategies, such as active music-making, structured listening, and improvisational techniques. The findings indicate that music supports recovery across motor, cognitive, and, albeit to a lesser extent, communicative and psychosocial domains. The findings suggest beneficial effects of MI, particularly in gait function (z = 3.46, P < 0.01), upper extremity function (z = 6.11, P < 0.01; UEF), communication (z = 3.21, P < 0.01), cognitive rehabilitation (z = 3.29, P < 0.01), and emotional, behavioral, and social outcomes (z = 2.35, P = 0.02); notably, these effects were often supported by consistent statistical significance across multiple subgroup analyses (e.g., gait, UEF). This study highlights the therapeutic potential of music in neurorehabilitation and supports its integration into multidisciplinary treatment programs. Despite these promising findings, methodological heterogeneity, small sample sizes, and short intervention durations limit the generalizability of results. The evidence suggests that music may modulate key neurobiological pathways in BD, supporting its integration into evidence-based neurorehabilitation programs.
Personalized learning strategies for considering students’ interests
(Elsevier, 2026-06-02) Membrive, Antonio; Vizquerra Fletcher, Maria Isabel; Engel Rocamora, Anna
Personalized learning is an approach to teaching that focuses on fostering students' sense-making and engagementin school. A key strategy within this approach is the consideration of students' interests in the design andimplementation of learning activities. This qualitative study explores how a primary school teacher in Spainincorporates students' interests into a project-based educational practice. Drawing on a sociocultural perspectiveof interest and using a single case study design, we analyzed 31 classroom events and identified five teachingstrategies for incorporating and transforming students' interests: Spark, Explore, Center, Deepen, and Evaluate.These strategies illustrate a sequential process through which interests are elicited, shared, refined, and transformedto support meaningful learning experiences connected to the curriculum. Our findings offer a typology ofteaching strategies with specific actions for incorporating students’ interests, highlighting teacher intentionality,the connection to inquiry-oriented projects, and the importance of reflection on personal learning interests.
Aprendizaje con sentido. La reflexión: estrategia clave para personalizar
(Editorial Graó, 2025-06-11) Largo, Mariana; Oller, Judith
Un aprendiz competente es capaz de dar sentido y valor personal a las actividades de aprendizaje. Ello implica reflexionar sobre sus características y experiencias a lo largo del tiempo. Este proceso no es automático y requiere de una enseñanza planificada. Presentamos algunas orientaciones para promover la reflexión del alumnado sobre sus procesos de aprendizaje y sus características como aprendiz.
Aprenentatge amb sentit. La reflexió: estratègia clau per personalitzar
(Editorial Graó, 2025-06-11) Largo, Mariana; Oller, Judith
Un aprenent competent és capaç de donar sentit i valor personal a les activitats d’aprenentatge. Això implica reflexionar sobre les seves característiques i experiències al llarg del temps. Aquest procés no és automàtic i requereix un ensenyament planificat. Presentem algunes orientacions per promoure la reflexió de l’alumnat sobre els seus processos d’aprenentatge i les seves característiques com a aprenent.
The Effects of Reliable Social Feedback on Language Learning: Insights from Electroencephalography and Pupillometry
(Massachusetts Institute of Technology Press, 2026-05-01) Zappa, Ana; Osokina, Polina; Cerdà Company, Xim; Cucurell, David; Mateu, Maria; Rodríguez Fornells, Antoni
Language learning is often a social process, and social feedback may play a motivational role. We examined the neurophysiological correlates of word learning with feedback varying in reliability (accuracy) and social content. In a forced-choice task, participants learned to associate novel auditory words with known objects and received feedback. There were three types of feedback: Social Reliable (always providing accurate feedback regarding performance), Social Unreliable (providing random feedback: 50% correct and 50% incorrect feedback irrespectively of the performance), and Symbolic Reliable (always accurate feedback). Posttraining behavioral performance was better for words learned with social and symbolic reliable feedback. ERP amplitudes and pupil dilation showed differences as a function of feedback reliability and social content. In the reliable conditions, before feedback, stimulus-preceding negativity amplitude grew as learning progressed, likely due to the expectation of receiving positive feedback. During feedback, late positive complex amplitude for positive feedback diminished as learning progressed but not for negative feedback, which was likely consistently used for context updating. These effects were not observed for unreliable feedback, probably because its value was not used for updating information. Pupillometry results corroborated this showing greater dilation for negative versus positive feedback in reliable conditions. Finally, when feedback was social, processing was associated with more frontal activation and behavioral performance was closely correlated with both ERP and pupillometry results. Overall, our findings show differential processing of feedback depending on its informational and social content, advancing our understanding of how social and cognitive processes interact to shape word learning.
Prenatal exposure to air pollution and infant cognitive development using an eye-tracking visual paired-comparison task
(Elsevier B.V., 2026-02-01) Peuters, Carmen; Birulés Muntané, Joan; Galmes, Toni; Basagaña, Xavier; Dominguez, Alan; Foraster, Maria; Gómez-Herrera, Laura; Gómez Roig, Ma. Dolores; Llurba Olivé, Elisa; Rivas, Ioar; Sánchez Galán, Jessica; Bosch Galceran, Laura; Gascón, Mireia; Dadvand, Payam; Sunyer, Jordi
Although the prenatal life is a critical period for brain development, very few studies have focused on prenatal exposure to air pollution in relation to infant cognition, and most studies have relied on carer-reported outcome assessment. We examined the association between prenatal exposure to air pollution and objective measurement of infant cognitive development using an eye-tracking methodology. The study was based on data from a subset of 168 mother-child pairs participating in the Barcelona Life Study Cohort (BiSC), Spain (2018-2023). Total exposure to nitrogen dioxide (NO2), black carbon (BC), particulate matter (PM2.5), and PM2.5 copper (Cu) and iron (Fe) content during pregnancy were assessed through integrating estimates of land-use regression (LUR) models with data on time spent at home, workplace, and during commuting. Cognitive performance was assessed longitudinally at 6 months (n = 156) and 18 months (n = 62) of age through an eye-tracking Visual PairedComparison (VPC) task that measured short-term recognition memory for faces. Linear mixed models were applied to explore the association between prenatal air pollution exposure and the percentage looking time at novel compared to familiar stimuli on the VPC task, adjusting for potential confounders. Results showed worse cognitive performance with increasing air pollution exposure: For each interquartile range increase of NO2, BC, PM2.5, Cu and Fe, novelty preference decreased with -2.0 (95 % CI: 4.7, 0.6), -2.5 (-4.6, -0.5), -3.9 (-7.0, -0.9), -2.1 (-4.0, -0.3), and -1.4 (-3.2, 0.3), respectively. There were suggestions for potentially stronger associations in boys. The findings highlight the pregnancy period as a window of vulnerability for the impact of air pollution on the developing brain, and values eye-tracking as an objective non-invasive tool for early detection of such impact.
Active aging and learning outcomes: what can older people learn from participation?
(SAGE Publications, 2020-08) Villar Posada, Feliciano; Serrat Fernández, Rodrigo; Celdrán, Montserrat; Pinazo Hernandis, Sacramento
Although the concept of “active aging” has been widely used as a framework to underpin an optimistic view of aging, few studies have focused on the activities it encompasses and what participants learn. The aim of this study was to explore and compare the learning outcomes acquired from different active aging activities. A sample of 448 people aged 60 years and above participated in the study. The vast majority of participants stated that they had learned something valuable from their involvement in the active aging activity. Content analysis showed two main types of learning: self-focused learning and other-focused learning, whose frequency differed depending on the activity in which participants were engaged. The results of this study show the complexity of the concept of active aging and the need to diversify actions to promote each of the activities included in this framework, based on the type of learning acquired.
Diminished anticipatory pleasure predicts anhedonia in women with endometrisois: a case-control study
(BioMed Central, 2026-03-19) Mallorquí, Aida; Segura, Emma; Magí, Cristina; Quintas Marquès, Lara; Gracia, Meritxell; Courbiere, Blandine; Carmona Herrera, Francisco; Martínez Zamora, María Ángeles
Anhedonia, a diminished response to pleasurable stimuli extensively studied in mental disorders and chronic pain, has been reported as prevalent among patients with deep endometriosis. Anhedonia is considered a multifaceted transdiagnostic construct involving cognitive, affective, and behavioral processes related to the anticipation and experience of pleasure. In this study, we aim to expand on previous findings by exploring the presence of anhedonia in patients with ultrasound diagnosed (UD) endometriosis compared to a control group, and by examining how its anticipatory and consummatory components contribute to the loss of pleasure in this condition.
Staff perceptions of barriers that lesbian, gay and bisexual residents face in long-term care settings
(SAGE Publications, 2022) Villar Posada, Feliciano; Serrat Fernández, Rodrigo; Celdrán, Montserrat; Fabà Ribera, Josep; Genover Estévez, Mònica; Martínez, Teresa
This study explores the difficulties that older lesbian, gay and bisexual residents may encounter when attempting to express their sexuality while living in long-term care facilities (LTCF), as perceived by staff. The sample was made up of 1,714 staff members working in 152 Spanish long-term care institutions for older people. Answers to an open-ended question regarding barriers that older lesbian, gay and bisexual people living in residential institutions may face when attempting to express their sexuality were content-analyzed. The results suggest that the barriers are almost exclusively caused by other people’s views on non-heterosexual issues, including both heterosexist assumptions (e.g., the lack of awareness of sexual diversity in LTC settings, something that is particularly frequent among care assistants) and homophobic attitudes and behaviors generally attributed by technical staff and managers to heterosexual residents. Practical and policy implications, which should take into account job role as a key factor, are discussed.
Design and validation of a diagnostic suspicion checklist to differentiate epileptic from psychogenic nonepileptic seizures (PNES-DSC)
(Elsevier B.V., 2024-05-01) Sobregrau Sangrà, Pau; Bailles, Eva; Radua, Joaquim; Carreño, Mar; Donaire Pedraza, Antonio Jesús; Setoain Perego, Xavier; Bargalló Alabart, Núria; Rumià, Jordi; Sánchez-Vives, María Victoria; Pintor Pérez, Luis
Objective Psychogenic non-epileptic seizures (PNES) are complex clinical manifestations and misdiagnosis as status epilepticus remains high, entailing deleterious consequences for patients. Video-electroencephalography (vEEG) remains the gold-standard method for diagnosing PNES. However, time and economic constraints limit access to vEEG, and clinicians lack fast and reliable screening tools to assist in the differential diagnosis with epileptic seizures (ES). This study aimed to design and validate the PNES-DSC, a clinically based PNES diagnostic suspicion checklist with adequate sensitivity (Se) and specificity (Sp) to discriminate PNES from ES. Methods A cross-sectional study with 125 patients (n = 104 drug-resistant epilepsy; n = 21 PNES) admitted for a vEEG protocolised study of seizures. A preliminary PNES-DSC (16-item) was designed and used by expert raters blinded to the definitive diagnosis to evaluate the seizure video recordings for each patient. Cohen's kappa coefficient, leave-one-out cross-validation (LOOCV) and balance accuracy (BAC) comprised the main validation analysis. Results The final PNES-DSC is a 6-item checklist that requires only two to be present to confirm the suspicion of PNES. The LOOCV showed 71.4% BAC (Se = 45.2%; Sp = 97.6%) when the expert rater watched one seizure video recording and 83.4% BAC (Se = 69.6%; Sp = 97.2%) when the expert rater watched two seizure video recordings. Conclusion The PNES-DSC is a straightforward checklist with adequate psychometric properties. With an integrative approach and appropriate patient history, the PNES-DSC can assist clinicians in expediting the final diagnosis of PNES when vEEG is limited. The PNES-DSC can also be used in the absence of patients, allowing clinicians to assess seizure recordings from smartphones.
Voice self-assessment in individuals with Parkinson's Disease as compared to general voice disorders
(Elsevier B.V., 2024-06) Contreras-Ruston, Francisco; Castillo-Allendes, Adrián; Saavedra-Garrido, Jorge; Ochoa-Muñoz, Andrés Felipe; Hunter, Eric J.; Kotz, Sonja A.; Navarra Ordoño, Jordi
Background: Individuals with Parkinson’s Disease (IwPD) often fail to adjust their voice in different situations, without awareness of this limitation. Clinicians use self-report questionnaires that are typically designed for individuals with General Voice Disorders (GVD) in the vocal assessment of IwPD. However, these instruments may not consider that IwPD have a reduced self-perception of their vocal deficits. This study aimed to compare self-reported vocal symptoms and voice loudness between IwPD and GVD. Methods: 28 IwPD and 26 with GVD completed the Voice Symptom Scale (VoiSS) questionnaire to evaluate their voice self-perception. Vocal loudness (dB) was also assessed. Univariate and multivariate analyses were used to compare the outcomes from these measures between the two groups. Principal Component Analysis and Hierarchical Clustering Analysis were applied to explore data patterns related to voice symptoms. Results: IwPD reported significantly fewer vocal symptoms than those with GVD in all VoiSS questionnaire domains. Multivariate principal component analysis found no significant correlations between VoiSS scores and participant similarities in voice measures. Despite experiencing hypophonia, IwPD scored lower in all VoiSS domains but still fell in the healthy voice range. Hierarchical Clustering Analysis grouped participants into three distinct categories, primarily based on age, vocal loudness, and VoiSS domain scores, distinguishing between PD and GVD individuals. Conclusions: IwPD reported fewer vocal symptoms than GVD. The voice self-assessment seems to be unreliable to assess vocal symptoms in IwPD, at least regarding loudness. New self-report instruments tailored to PD individuals are needed due to their particular voice characteristics.
Evidence for a role of memory in novel word-learning after perinatal stroke
(Center for Open Science, 2024-12-02) François, Clément ; Ferreri, Laura; Ripollés, Pablo; Garcia Alix, Alfredo; Rodríguez Fornells, Antoni; Bosch, Laura
Children with left perinatal arterial ischemic stroke (PAIS) often exhibit language deficits. However, evaluations of learning abilities are scarce. We compared word-referent associative learning and recall performance using a fast-mapping paradigm in a group of 3.5-year-old children with PAIS and in age-matched controls. The task involved a referent selection phase followed by immediate and delayed recall trials of the novel word-object associations. While no between-group differences were observed in the referent selection and immediate recall, children with PAIS showed lower performance in delayed recall of the newly learned associations. These results suggest that word learning difficulties after PAIS may arise due to a memory retention failure rather than to the process of referent selection through disambiguation involved in the fast mapping task. We discuss these findings in relation to the neural bases of infant language acquisition and their implications for clinical practice, particularly in terms of improving lexical acquisition and retention in children with PAIS.
Estrategias docentes de profesorado universitario para promover el desarrollo de la competencia en lengua oral de los futuros docentes
(Asociación Universitaria de Formación del Profesorado (AUFOP), 2025-04-18) Gràcia Garcia, Marta; Vega, Fàtima; Miralda Banda, Andrea
Estudios recientes destacan la necesidad de introducir en los planes docentes objetivos vinculados a la Competencia en Lengua Oral (CLO), especialmente en los grados y másteres en los que se forma a futuros docentes. El objetivo principal del estudio es analizar la percepción de profesorado de los grados de Educación Infantil, Educación Primaria y del Máster de Educación Secundaria sobre cómo se enseña y se aprende la lengua oral en sus asignaturas. Fueron entrevistados 17 docentes de 4 universidades catalanas. Los resultados indican que la mayoría del profesorado suele implementar al menos una actividad o estrategia relacionada con el desarrollo de la CLO, a pesar de que ésta no constituya un objetivo de aprendizaje, aunque menos de la mitad realiza actividades específicas para favorecer la CLO. La mayoría del profesorado evalúa la exposición oral (individual o en grupo), la participación en clase, y una buena parte del profesorado indica que comparten los criterios de evaluación antes de que el alumnado realice las exposiciones, usualmente a través de una rúbrica. Finalmente, los argumentos mencionados con más frecuencia para justificar la baja propuesta de actividades CLO son la falta de tiempo y que no se incluye en el plan docente. Se concluye la necesidad de generar procesos de reflexión colaborativa entre docentes de diferentes áreas de conocimiento para contribuir a incorporar recursos para entender la relevancia de la CLO en las clases universitarias.
EVALOE-DSS as a self-assessment and decision-making tool on the teaching of oral language in a school context: results of a pilot study
(Akademia Ignatianum w Krakowie, Universitat Abat Oliba, 2019-02-26) Gràcia Garcia, Marta; Amado Luz, Laura; Jarque Fernández, Sonia; Bitencourt Santos, Daniela; Vega, Fàtima; Riba, Carles, 1949-
School is a natural context for development in which the communicative strategies used by teachers when interacting with students are essential for the development of communicative and linguistic competence. The objective of this study was to construct, implement and validate a first version of a self-assessment and decision-making tool on the teaching of oral language at school. It is an adaptation of the Oral Language Assessment in the School Context Scale (Escala de Valoración de la enseñanza de la Lengua Oral en contexto Escolar-EVALOE) (Gràcia et al., 2015) based on the use of the Conversational Methodology. This is a multiple case study focusing on four teachers (1 from an ordinary school, 2 from a rural school and 1 from a special education school). For six months, the teachers self-assessed their teaching practices with the tool, made decisions to improve it, and introduced changes in their classes. The researchers observed five class sessions of each teacher, assessed them with the same tool and each teacher-researcher pair conversed and reflected on the classes in five meetings throughout the semester. The results show that, in spite of the fact that there were important differences between teachers, the EVALOE - Decision Support System (EVALOE-SSD) is a useful tool that facilitates self-assessment, decision-making and the introduction of changes in the classes in order to promote the development of communicative and linguistic competence in the students. The analysis identified elements that can be improved and that will be considered during the review of the tool.
Teaching practices for developing oral language skills in Catalan schools
(Taylor & Francis, 2021-06-28) Gràcia Garcia, Marta; Vega, Fàtima; Jarque Fernández, Sonia; Adam Alcocer, Ana Luisa; Jarque, Maria Josep
This paper describes teachers' practices and their perceptions regarding the teaching and learning of oral language in Catalan schools. We used the Assessment Scale for Oral Language Teaching in School Settings (EVALOE) instrument, created and validated with the aim of assessing teachers' practices for promoting the development of language skills (speaking and listening) in their classrooms, as well as their own perceptions of their classroom practices through an interview. Research participants are 111 teachers and their student's groups from 36 schools around Catalonia. The study shows that the teachers themselves direct the communication in the classroom, that they often fail to clearly state the content of the oral language being studied, and that they do not systematically assess the learning outcomes of this content. In addition, they use few of the teaching strategies that have proved most useful in language learning. This paper stresses that these practices need to be revised so that teachers and students be aware of language teaching and to create environments that promote the development of students' language skills.
Do musicians have better short-term memory than nonmusicians? A multi-lab study
(SAGE Publications, 2025-07-01) Grassi, Massimo; Talamini, Francesca; Brattico, Elvira; Caclin, Anne; Carretti, Barbara; Drai-Zerbib, Véronique; Ferreri, Laura; Grahn, Jessica; Roccato, Marco; Rodríguez Fornells, Antoni; Swaminathan, S.; Tillmann, Barbara; Vuust, Peter; Wilbiks, Jonathan; Zentner, Marcel
Musicians are often regarded as a positive example of brain plasticity and associated cognitive benefits. This emerges when experienced musicians (e.g., musicians with more than 10 years of music training and practice) are compared with nonmusicians. A frequently observed behavioral finding is a short-term memory advantage of the former over the latter. Although available meta-analysis reported that the effect size of this advantage is medium (Hedges’s g =0.5), no literature study was adequately powered to estimate reliably an effect of such size. This multilab study has been ideated, realized, and conducted in lab by several groups that have been working on this topic. Our ultimate goal was to provide a community-driven shared and reliable estimate of the musicians’ short-term memory advantage (if any) and set a method and a standard for future studies in neuroscience and psychology comparing musicians and nonmusicians. Thirty-three research units recruited a total of 600 experienced musicians and 600 nonmusicians, a number that is sufficiently large to estimate a small effect size (Hedges’s g = 0.3) with a high statistical power (i.e., 95%). Subsequently, we measured the difference in short-term memory for musical, verbal, and visuospatial stimuli. We also looked at cognitive, personality, and socioeconomic factors that might mediate the difference. Musicians had better short-term memory than nonmusicians for musical, verbal, and visuospatial stimuli with an effect size of, respectively, Hedges’s gs = 1.08 (95% confidence interval [CI] = [0.94, 1.22]; large), 0.16 (95% CI = [0.02 0.30]; very small), and 0.28 (95% CI = [0.15, 0.41]; small). This work sets the basis for sound research practices in studies comparing musicians and nonmusicians and contributes to the ongoing debate on the possible cognitive benefits of musical training
La familia como agente de paz: su rol en la educación para la convivencia
(Asociación INFAD. Infancia y Adolescencia, Mayores y Discapacidad, 2025-06-10) Lizcano Madariaga, Paola Isabel; Adam Alcocer, Ana Luisa
En el marco de la construcción de entornos educativos inclusivos y democráticos, el trabajo con las familias resulta fundamental para consolidar una auténtica cultura de paz en la sociedad. Esta investigación presenta una propuesta de trabajo dirigida a las familias, con el objetivo de fortalecer sus habilidades para educar desde el respeto, el diálogo y la transformación pacífica de conflictos. Esta propuesta parte del principio de que la paz se construye desde las prácticas cotidianas, y que la familia constituye un espacio privilegiado para el aprendizaje emocional y social. Se sustenta en la idea —expresada en el Manifiesto de Sevilla (1986)— de que las personas son seres de paz y que la violencia es un comportamiento aprendido; por tanto, es posible sustituir modelos violentos mediante el aprendizaje e implementación de prácticas orientadas a la paz. Para ello, se propone una metodología participativa basada en talleres, círculos de diálogo y espacios de reflexión compartidos con las familias y comunidades educativas. En estos espacios se trabajarán aspectos como, la comunicación no violenta, y la gestión constructiva de los desacuerdos. El plan también promueve el reconocimiento y desarrollo de competencias socioemocionales —como la empatía, la escucha activa y la cooperación—, y plantea estrategias para aplicar en casa, como los acuerdos familiares, rutinas de convivencia, círculos de paz, juegos cooperativos y el uso de lenguaje emocional positivo, etc. Además, se busca fortalecer la alianza entre escuela y familia, entendiendo que una educación coherente entre ambos espacios es clave para formar ciudadanos comprometidos con valores como la justicia, la equidad y la paz. Situando a las familias como protagonistas y empoderándolas en su rol educativo, se promueve una transformación desde la base, contribuyendo al bienestar colectivo y al desarrollo de una ciudadanía responsable, respetuosa y solidaria.

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