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

URI permanent per a aquesta col·leccióhttps://hdl.handle.net/2445/18527

Estadístiques

Examinar

Mostrant 1 - 20 de 858

Bilingualism as a potential protective factor for cognition and language in brain tumor
(Cambridge University Press (CUP), 2026-08-06) Gasa-Roqué, Anna; Gabarrós, Andreu; Fernández Coello, Alejandro; Rico, Imma; Cerdà Company, Xim; Sierpowska, Joanna; Rodríguez Fornells, Antoni
Bilingualism modulates structural and functional brain properties and hence sculpts cognition and language. The aim of this study was to evaluate whether this effect of bilingualism on cognition and language processing is preserved when a primary left-dominant hemisphere brain tumor is present. Results from a large sample of individuals (n = 119) showed higher performance of bilinguals in lexico-semantic, nonword repetition, verbal fluency and attention/short-term memory tasks at the presurgery assessment. The beneficial effect of bilingualism on semantic knowledge, nonword repetition and phonological verbal fluency was maintained regardless of the type of brain tumor, whereas the bilingual effect on semantic verbal fluency was influenced by the type of tumor. Moreover, the machine learning results indicated that the lexico-semantic association task was the best predictor of bilingualism. Our results provided the first evidence of bilingualism as a protective factor for cognition of patients with a brain tumor diagnosis, most probably for language-learning abilities.
Discourse abilities in post-stroke aphasia: A multi-level analysis of macro and micro- structural properties and their white matter neural correlates
(Elsevier Masson SAS, 2026-01-02) Jacobs, Belle; Olivé, Guillem; Rico, Imma; Rodríguez Fornells, Antoni; Peñaloza, Claudia
Although it is well established that discourse abilities are often impaired in people with aphasia (PWA), research and assessment methods addressing spoken discourse in Spanish-speaking PWA are limited. Moreover, the white matter underpinnings of discourse production in aphasia are understudied, calling for their comprehensive examination across both macro and micro-structural levels. The present study developed a Spanish main concept (MC) checklist for the Cookie Theft picture description task to assess discourse informativeness abilities in Spanish-speaking PWA. We used this task to evaluate discourse performance in 19 Spanish-speaking PWA relative to 37 neurotypical controls as per macro-structural and micro-structural discourse metrics. The association between discourse performance and aphasia severity as well as brain structural connectivity as per bilateral language-related white matter tract volumes and fractional anisotropy values were investigated in PWA. Our Spanish MC checklist for the Cookie Theft resulted in 7 MCs largely consistent with previous research. We found that PWA performed significantly below the neurotypical controls in most discourse metrics. Aphasia severity was associated with the number of verbs produced in picture description. The volumes of the left Arcuate Fasciculus (posterior segment) and the right Inferior Longitudinal Fasciculus were associated with micro- and macro-structural metrics of discourse performance, respectively. Our findings suggest that white matter structural connectivity in the left and the right hemisphere may differentially support linguistic and functional aspects of discourse ability in chronic aphasia.
Cross-language interaction during sequential anomia treatment in three languages: Evidence from a trilingual person with aphasia.
(Elsevier, 2025-06-04) Peñaloza, Claudia; Marte, Manuel José; Billot, Anne; Kiran, Swathi
Language rehabilitation research has reported mixed evidence in bilinguals with aphasia suggesting that therapy can benefit the treated language alone or additionally result in cross-language generalization to the untreated language, while cross-language interference effects are less common. However, treatment effects in multilinguals with aphasia (MWA) have been less frequently investigated, and examining cross-language interactions during therapy may help to better understand their treatment response in each language. This study reports on P1, a trilingual person with severe aphasia with extensive damage to cortical language regions and the basal ganglia, who received sequential semantic-based treatment for anomia in her L3 French, L1 Spanish and L2 English. Overall, significant treatment gains in the treated language were restricted to her L3 French, the weakest language, while her treatment response was limited across languages likely due to severe language impairment and extensive damage to the language processing network. Cross-language generalization effects were absent and P1 showed cross-language interference in her L2 English during treatment in her L3 French. Cross-language intrusions were observed between languages, more frequently in her L2 English (the least available language in treatment) than in her L1 Spanish (the strongest language). The absence of cross-language generalization and presence of cross-language interference in P1 were likely due to damage in the basal ganglia and executive deficits reflecting damage to the language control network. Severe language processing and language control impairments can hinder the balance between activation and inhibition mechanisms necessary to support response to language treatment in MWA.
More is not always better: Audiovisual speech hampers infants' face recognition
(Elsevier, 2026-12) Birulés Muntané, Joan; Fort, Mathilde; Méary, David; Pascalis, Olivier
By 9 months, infants recognize own-race faces from static images, but struggle when familiarized with naturalistic audiovisual (AV) talking faces, despite daily exposure to dynamic, speaking faces. This study examined whether AV speech or AV mouth chewing motion disrupts face recognition and whether selective attention to the mouth or cognitive load mediates this effect. We recorded the eye gaze of 10-month-olds (N = 133) and 20-month-olds (N = 125) during a Visual Paired Comparison task in three conditions: Talking (AV, speech, dynamic), Chewing (AV, no speech, dynamic), and Static (no AV, no speech, static). Infants focused more on the mouth in Chewing, the eyes in Static, and equally on both in Talking. However, recognition occurred only in the Static and Chewing conditions, independently of age. These findings suggest that AV speech, not just motion, increases cognitive load and disrupts face memorization regardless of selective attention, impacting early face processing.
Competencia comunicativa oral y metodologías activas en la universidad: percepciones del profesorado
(Universidad Complutense de Madrid, 2026-07-01) Gràcia Garcia, Marta; Ondé Pérez, Daniel; Cabellos, Beatriz; Alvarado Izquierdo, Jesús María
La competencia comunicativa oral (CCO) es una habilidad clave para el desarrollo académico y profesional del estudiantado universitario; sin embargo, su integración efectiva en la práctica docente sigue siendo desigual. Este estudio analiza las percepciones del profesorado universitario sobre la participación del alumnado, su disposición hacia metodologías de aprendizaje activo y las estrategias utilizadas para promover la CCO en el aula. Se administró un cuestionario a 867 docentes de distintas disciplinas de universidades españolas. Los resultados evidencian una creciente conciencia sobre la necesidad de avanzar hacia enfoques más participativos, aunque persisten brechas relevantes entre las intenciones docentes y las prácticas reales. Asimismo, se identifican diferencias según áreas de conocimiento y contextos educativos, que ponen de manifiesto barreras estructurales y pedagógicas para la participación del alumnado. Los hallazgos sugieren que el desarrollo de la CCO requiere no solo cambios metodológicos, sino también formación docente específica y apoyo institucional. El estudio contribuye a los debates actuales sobre la participación del estudiantado y sus competencias comunicativas en educación superior, al identificar retos y oportunidades para mejorarlas.
Percepción de las familias sobre su participación durante las prácticas de las profesionales en los servicios de atención temprana en Paraguay
(Confederación Española de Organizaciones en favor de las Personas con Discapacidad Intelectual o del Desarrollo (FEAPS), 2026-06-30) Duarte-Rivas, Paola; Gràcia Garcia, Marta
Involucrar a las familias en el proceso de intervención en atención temprana (AT) es un componente clave en el paradigma centrado en familia (PCF). Sin embargo, su participación difiere mucho según la formación de los profesionales. La presente investigación tiene como objetivos: 1) describir la valoración de las familias en relación con la participación que tienen en el proceso de intervención en los SAT; 2) describir la valoración de las familias sobre el impacto de la intervención en el desarrollo evolutivo del niño y la rutina familiar; e 3) identificar, a partir de lo que refieren las familias, las fortalezas y las áreas de mejora de los SAT. El instrumento principal utilizado fue un cuestionario y un guion de entrevista semiabierta. Del primero participaron 160 familias y 10 del segundo. Los resultados indican que las familias, por lo general, no participan en el proceso de intervención, pese a ello evidencian avances en el desarrollo del niño por encima de los avances en la rutina familiar. Destacan el acompañamiento recibido por parte de las profesionales y, como aspecto principal a mejorar, la brecha entre las prácticas acordes al MCF y lo que realmente se lleva a cabo actualmente en el SAT.
Psychosocial predictors and justification patterns of traditional and alternative medicine in Peru
(Springer Nature, 2026-09-03) Fasce, Angelo; Rosales-Trabuco, José; Rodríguez-Ferreiro, Javier; Barberia, Itxaso; Pinedo Yzaguirre, Elvis; Espinoza Nuñez, Juan Manuel; Ortiz Treviños, Wilson Marcos; Pizarro Moncada, Christian David; Reyes-Bossio, Mario; Carbajal León, Carlos; López-López, Ezequiel
This mixed-methods study investigates the prevalence, attitudes, psychological predictors, and reasons for perceived effectiveness of traditional and alternative medicine in Peru. A representative national sample (N = 805) reported their experiences with 16 unconventional medical techniques, alongside psychometric measures of pseudoscientific beliefs, ideological traditionalism, and trust in the medical profession. Traditional medicine was more widely used, while alternative medicine elicited more favorable attitudinal responses. Pseudoscientific beliefs predicted greater endorsement of both modalities, with traditionalism specifically linked to traditional medicine. To enrich the psychometric findings, we applied natural language processing techniques to 2716 reasons for perceived effectiveness extracted from spontaneous open-ended responses, revealing distinct rhetorical patterns: alternative medicine was more often justified through pseudoscientific and biomedical-sounding arguments, whereas traditional medicine drew on cultural, spiritual, and experiential narratives. Network and co-occurrence analyses confirmed that both modalities follow distinctive general combinatory logics of justification. However, subgroups mixing traditional and alternative medicine also emerged, such as spiritually oriented practices and techniques pivoting traditionalist conceptions. These findings reflect the interplay between global health discourses and local belief systems. Overall, this study highlights the value of integrating cultural and linguistic analyses to understand public engagement with unconventional health practices.
Language-specific regions in the supplementary motor area: Evidence from verb generation during electrical stimulation mapping
(Elsevier, 2025-09-24) Hernández, Marta; Gasa-Roqué, Anna; Gómez Andrés, Alba; Lau, Ruth; Rico, Imma; Juncadella i Puig, Montserrat; Camins, Àngels; Rodríguez Fornells, Antoni; Gabarrós, Andreu
Language representation has been attributed to the perisylvian areas of the left hemisphere, with a more widely distributed network in multilingual populations. However, multilingual evidence has long obviated the involvement of regions outside classical perisylvian areas, such as the supplementary motor area (SMA). We aimed to provide novel evidence on the SMA’s role in language localization using electrical stimulation mapping (ESM) during awake brain surgery. We conducted a case-series study of 4 bilingual or multilingual patients with an expansive brain lesion near the SMA who underwent an ESM. Our results evidenced that the stimulation of the left-SMA induced language difficulties during a verb generation task, with a higher proportion of language-specific sites in the pre-SMA region. Moreover, we reported specific language sites for multiple acquired languages. Overall, our study highlighted the SMA as a language-eloquent area, likely linked to lexical decisions, while also being sensitive to different—but not necessarily all—languages of a patient.
Prácticas con sentido profesionalizador. Una propuesta basada en la reflexión conjunta sobre situaciones de la práctica y la colaboración entre escuela y universidad
(Universidad Pública de Navarra, 2025-12-20) Ginesta Fontserè, Anna; Colomina, Rosa; Mauri, Teresa; Onrubia Goñi, Javier
El prácticum es un ámbito de alto valor formativo en la formación inicial de maestros, por las potencialidades que ofrece para relacionar teoría y práctica educativa, y desarrollar procesos reflexivos en colaboración entre escuela y universidad que ayuden a construir conocimiento profesional. Sin embargo, no es fácil implementar propuestas que desarrollen eficazmente este potencial. Este artículo presenta una propuesta de prácticas en la que el aprendizaje de los estudiantes se aborda como un proceso de investigación reflexiva y profesional, organizado en torno a un sistema de tutoría colaborativa entre escuela y universidad, y estructurado en torno a la reflexión conjunta entre tutores y estudiantes centrada en la articulación de teoría y práctica. Esta propuesta se ha desarrollado a lo largo de varios años en el contexto de una serie de proyectos para la mejora de la formación inicial del profesorado.
Programas de formación del profesorado universitario en Chile: características, propósitos y enseñanza de la reflexión
(Universidad Católica Silva Henríquez, 2022-12-06) Pérez Lorca, Alicia Isabel; Mauri, Teresa; Colomina, Rosa
La formación del profesorado universitario es considerada una necesidad fundamental para la mejora de los aprendizajes del estudiantado. La manera en que los programas de desarrollo académico forman a dicho profesorado en conocimientos psicoeducativos es poco conocida. Sin embargo, uno de los aspectos que se incluyen en la formación es la reflexión sobre la práctica, dado que juega un rol central en cómo los y las docentes organizan su enseñanza y articulan la teoría con la práctica. Este trabajo tiene como objetivo estudiar los programas de formación docente en el contexto universitario chileno y analizar su diseño pedagógico en relación con la enseñanza de la reflexión. El trabajo se lleva a cabo mediante un diseño mixto, cualitativo y cuantitativo, la recogida de datos se realiza mediante un cuestionario y se lleva a cabo un análisis documental de las propuestas de formación. Se examinaron 20 programas de distintas Instituciones de Educación Superior chilenas. Los resultados apuntan a la existencia de formas de organización e implementación de la actividad formativa que difieren entre sí según los propósitos de esta y la caracterización que efectúan de la enseñanza de la reflexión tanto como objeto de aprendizaje en sí mismo, como medio para la innovación de la práctica docente en Educación Superior.
Implicación escolar del alumnado en educación primaria y secundaria en Cataluña: contraste entre las percepciones de estudiantes y docentes
(Universidad de Sevilla, 2026-05-01) Oller, Judith; Varona, Sofía; Lizama Bucarey, Catalina
La implicación escolar es un constructo multidimensional que abarca dimensiones conductuales, emocionales y cognitivas, y que varía a lo largo del tiempo dependiendo de cómo el alumnado interpreta la situación de aprendizaje y los apoyos contextuales. El estudio tiene como objetivo analizar la percepción de implicación escolar a partir de las visiones del propio alumnado y del profesorado, identificando las variables que modulan estas percepciones y señalando las diferencias entre ambos colectivos. Comprender estos factores resulta esencial para orientar la toma de decisiones y diseñar estrategias educativas más efectivas que fortalezcan la implicación. Con este fin, se llevó a cabo un estudio cuantitativo mediante un cuestionario que se administró a 2.731 estudiantes y a 258 docentes de 14 centros catalanes seleccionados mediante muestreo intencional. Los análisis estadísticos consideran variables individuales (género, edad) y contextuales (nivel socioeconómico del centro, etapa, tamaño y proyecto) como aspectos que median los resultados obtenidos. Los resultados señalan discrepancias significativas entre las percepciones del profesorado y del alumnado en las tres dimensiones de implicación, siendo el profesorado quien tiene una visión más positiva del nivel de implicación de su alumnado, así como distintos efectos de las variables individuales y contextuales en los resultados de ambos colectivos. Se concluye la necesidad de utilizar prácticas de personalización que tengan en cuenta los aspectos emocionales de la implicación, además de los conductuales.
Brain function in language and associated networks in non- or minimally verbal children
(Oxford University Press, 2026-04-27) Montaña-Valverde, Guillermo; Linke, Annika C.; Slušná, Dominika; Muchart López, Jordi; Rodríguez Fornells, Antoni; Deco, Gustavo; Hinzen, Wolfram
Language is universal in humans, develops robustly in infancy and is rarely absent entirely in aphasia following strokes. Non- or minimally verbal children, in whom language has not developed by school age in either production or comprehension, thus provide an unparalleled window into the human brain when language function is minimal. Yet insights from functional MRI are absent. Here we report results from a first study of intrinsic connectivity in nine non- or minimally verbal children with autism spectrum disorder scanned under sedation with propofol, along with eight typically developing children (scanned awake), using resting-state functional MRI. We targeted both functional connectivity and anatomically constrained, generative effective connectivity in speech and language regions, the insula and associated networks and the hippocampus. Identical analyses were applied to an independent resting-state MRI dataset of healthy adults scanned both under propofol and while awake, to evaluate sedation confounds. Non- or minimally verbal children with autism spectrum disorder, compared to their neurotypical peers, showed a widespread pattern of hypoconnectivity in auditory speech perception, fronto-temporal and semantic processing regions, which extended further to the insula and the hippocampus. Effective connectivity results selectively replicated these patterns, which correlated with Autism Diagnostic Observation Schedule behavioural scores within the group of non- or minimally verbal children with autism spectrum disorder. This hypoconnectivity pattern extended neither to the adults scanned under propofol, nor to the visual cortex used as a control region in non- or minimally verbal children with autism spectrum disorder, supporting that this pattern of results is not explained by sedation. Together, this first evidence from intrinsic connectivity reveals a broad pattern of underconnectivity across key cognitive networks, which provides a neural correlate for the significant breakdown of language-related cognitive functions in this population.
Music Ensemble: a large dataset on musicianship, cognition, and personality in musicians and nonmusicians
(Springer Nature, 2026-02) Talamini, Francesca; Grassi, Massimo; Altoè, Gianmarco; Brattico, Elvira; Caclin, Anne; Carretti, Barbara; Drai-Zerbib, Véronique; Ferreri, Laura; Gambarota, Filippo; Grahn, Jessica; Guiotto Nai Fovino, Lucrezia; Roccato, Marco; Rodríguez Fornells, Antoni; Swaminathan, Swathi; Tillmann, Barbara; Vuust, Peter; Wilbiks, Jonathan; Zentner, Marcel; Aguilar, Karla; Aryanto, Christ B.; Assis Leite, Frederico C.; Baldé, Aíssa M.; Başkent, Deniz; Bishop, Laura; Bortz, Graziela; Bouwer, Fleur L.; Calcus, Axelle; Carraturo, Giulio; Čerič, Antonia; Criscuolo, Antonio; Dairain, Léo; Bella, Simone Dalla; Daniel, Oscar; Danielsen, Anne; de Parcevaux, Anne-Isabelle; Dellacherie, Delphine; Detlefsen, Verónica; Endestad, Tor; Cepero-Escribano, Victor; Fialho, Juliana L. d. B.; Fitzpatrick, Caitlin; Fiveash, Anna; Fortier, Juliette; Fram, Noah R.; Fullone, Eleonora; Gloggengießer, Stefanie; Gonzalez Sanchez, Lucia; Gordon, Reyna L.; Groussard, Mathilde; Habibi, Assal; Hansen, Heidi M. U.; Harding, Eleanor E.; Hawkins, Kirsty; Herff, Steffen A.; Holma, Veikka P.; Jakubowski, Kelly; Jol, Maria G.; Kalsi, Aarushi; Kandro, Veronica; Kelo, Rosaliina; Kotz, Sonja A.; Ladegam, Gangothri S.; Laeng, Bruno; Lee, André; Lense, Miriam; Lima, César F.; Limmer, Simon P.; Liu, Chengran K.; Martín Sánchez, Paulina d. C.; McEntyre, Langley; Michael, Jessica P.; Mirman, Daniel; Moltrasio, Julieta; Müllensiefen, Daniel; Najafi, Niloufar; Nokkala, Jaakko; Nzonlang, Ndassi; Oliveira, Maria Gabriela M.; Overy, Katie; Oxenham, Andrew J.; Passarotto, Edoardo; Plasse, Marie-Elisabeth; Platel, Herve; Poissonnier, Alice; Provias, Vasiliki; Rajappa, Neha; Ripollés, Pablo; Ritchie, Michaela; Rodrigues Menezes, Italo R.; Román-Caballero, Rafael; Roncaglia, Paula; Rubinstein, Wanda; Sa’adullah, Farrah Y.-A.; Saarikallio, Suvi; Sammler, Daniela; Samson, Séverine; Schellenberg, E. Glenn; Serres, Nora R.; Slevc, L. Robert; Souffiane, Ragnya-Norasoa; Strauch, Florian J.; Strauss, Hannah; Tantengco, Nicholas; Tervaniemi, Mari; Thompson, Rachel; Timmers, Renee; Toiviainen, Petri; Trainor, Laurel J.; Tuske, Clara; Villanueva, Jed; von Bastian, Claudia C.; Whiteford, Kelly L.; Wood, Emily A.; Worschech, Florian; Zappa, Ana
The Music Ensemble dataset is a large-scale, cross-national database that provides detailed information about the musical, cognitive, personality, and demographic profiles of young adult musicians and nonmusicians. Data were collected from 1438 participants (aged 18–30) across thirty-five research sites in Europe, North America, South America, and Australia. Participants completed an in-person, in-lab battery of objective tests, including measures of verbal, visuospatial and musical short-term memory, executive functions (updating component), nonverbal reasoning, verbal comprehension, and music perception skills. The battery also included standardized and custom self-report questionnaires assessing music sophistication, music reward, personality traits, socioeconomic status, and demographic characteristics. Music Ensemble was preregistered, and the research protocol followed a standardized procedure across sites. The dataset also includes a large subsample of musicians and nonmusicians that are pair-matched for age, gender, and education (678 pairs). It enables well-powered investigations into the relationship between musical expertise and individual differences in cognition, personality, and demographic variables. It is also suitable for training in statistical and psychometric methods.
Time-course evolution of counterfactual thinking after early pregnancy loss
(Nature Publishing Group, 2026-03-19) Mallorquí, Aida; Pauta, Montse; Cardona, Gemma; Álvarez Martín, Claudia; Paz y Miño, Fernanda; Nogué, Laura; Segú, Xavier; Ardiles-Ruesjas, Victoria; Rodríguez Fornells, Antoni; Borrell i Vilaseca, Antoni
Counterfactual thinking (CT), the tendency to consider how events might have been different, is a common cognitive process following negative life events. This longitudinal study examines the prevalence and time-course evolution of CT immediately after early pregnancy loss. A sample of 119 women who experienced early pregnancy loss completed an online psychological assessment measuring traumatic impact, trait rumination, and CT presence, frequency, and content. The survey was administered at one week, one month, and four months post-loss. CT was highly prevalent (72%) and decreased over time. 99% of CT had an upward focus, imagining a better outcome than reality. Moreover, 91.6% were also self-referential, perceived as dependent on one’s own behaviors and emotions, frequently involving a heightened sense of personal responsibility for the loss. Rumination and traumatic impact predicted counterfactual thinking frequency over time, identifying psychological risk patterns. Findings support the idea that CT may serve an adaptive function by helping to process the loss and support future goal setting, including subsequent pregnancy. However, in individuals with high traumatic impact and rumination, CT may contribute to prolonged distress. Integrating psychological care alongside physical healthcare is essential to promoting long-term well-being after early pregnancy loss.
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.

Examinar

Enviaments recents