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

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Vitamin D in relation to cognitive impairment, cerebrospinal fluid biomarkers, and brain volumes
(Gerontological Society of America, 2014-09) Hooshmand, Babak; Lökk, Johan; Solomon, Alina; Mangialasche, Francesca; Miralbell Blanch, Júlia; Spulber, Gabriela; Annerbo, Sylvia; Andreasen, Niels; Winblad, Bengt; Cedazo-Mínguez, Ángel; Wahlund, Lars-Olof; Kivipelto, Miia
Background: Low vitamin D status is associated with poorer cognitive function in older adults, but little is known about the potential impact on cerebrospinal fluid (CSF) biomarkers and brain volumes. The objective of this study was to examine the relations between plasma 25-hydroxyvitamin D (25(OH)D) and cognitive impairment, CSF biomarkers of Alzheimer’s disease (AD), and structural brain tissue volumes. Methods: A total of 75 patients (29 with subjective cognitive impairment, 28 with mild cognitive impairment, 18 with AD) referred to the Memory Clinic at Karolinska University Hospital, Huddinge, Sweden were recruited. Plasma 25(OH)D, CSF levels of amyloid β (Aβ1–42), total-tau, and phosphorylated tau, and brain tissue volumes have been measured. Results: After adjustment for several potential confounders, the odds ratios (95% confidence interval) for cognitive impairment were as follows: 0.969 (0.948–0.990) per increase of 1 nmol/L of 25(OH)D and 4.19 (1.30–13.52) for 24(OH)D values less than 50 nmol/L compared with values greater than or equal to 50 nmol/L. Adjusting for CSF Aβ1–42 attenuated the 25(OH)D-cognition link. In a multiple linear regression analysis, higher 25(OH)D levels were related to higher concentrations of CSF Aβ1–42 and greater brain volumes (eg, white matter, structures belonging to medial temporal lobe). The associations between 25(OH)D and tau variables were not significant. Conclusions: This study suggests that vitamin D may be associated with cognitive status, CSF Aβ1–42 levels, and brain tissue volumes.
Coronary heart disease and cortical thickness, gray matter and white matter lesion volumes on MRI
(Public Library of Science (PLoS), 2014-10-10) Vuorinen, Miika; Damangir, Soheil; Niskanen, Eini; Miralbell Blanch, Júlia; Rusanen, Minna; Spulber, Gabriela; Soininen, Hilkka; Kivipelto, Miia; Solomon, Alina
Coronary heart disease (CHD) has been linked with cognitive decline and dementia in several studies. CHD is strongly associated with blood pressure, but it is not clear how blood pressure levels or changes in blood pressure over time affect the relation between CHD and dementia-related pathology. The aim of this study was to investigate relations between CHD and cortical thickness, gray matter volume and white matter lesion (WML) volume on MRI, considering CHD duration and blood pressure levels from midlife to three decades later. The study population included 69 elderly at risk of dementia who participated in the Cardiovascular Risk Factors, Aging and Dementia (CAIDE) study. CAIDE participants were examined in midlife, re-examined 21 years later, and then after additionally 7 years (in total up to 30 years follow-up). MRIs from the second re-examination were used to calculate cortical thickness, gray matter and WML volume. CHD diagnoses were obtained from the Finnish Hospital Discharge Register. Linear regression analyses were adjusted for age, sex, follow-up time and scanner type, and additionally total intracranial volume in GM volume analyses. Adding diabetes, cholesterol or smoking to the models did not influence the results. CHD was associated with lower thickness in multiple regions, and lower total gray matter volume, particularly in people with longer disease duration (>10 years). Associations between CHD, cortical thickness and gray matter volume were strongest in people with CHD and hypertension in midlife, and those with CHD and declining blood pressure after midlife. No association was found between CHD and WML volumes. Based on these results, long-term CHD seems to have detrimental effects on brain gray matter tissue, and these effects are influenced by blood pressure levels and their changes over time.
Detección precoz del trastorno del espectro autista durante el primer año de vida en la consulta pediátrica
(Sociedad Española de Pediatría Extrahospitalaria y Atención Primaria, 2018-01-01) Busquets, Lourdes; Miralbell Blanch, Júlia; Muñoz, P.; Muriel, Noelia; Español, N.; Viloca, Llúcia; Mestres, Marina
Las señales de alarma del Trastorno del Espectro Autista (TEA) pueden detectarse desde el primer año de vida. Se observan en el niño, la familia y la relación entre ambos. La consulta pediátrica es un contexto natural idóneo para la observación de dichas señales y para recoger las preocupaciones de la familia. En el presente artículo, se describen las principales señales de alarma en este período vital, se resume el algoritmo para la detección precoz en el marco de las visitas de seguimiento pediátrico rutinarias y se detallan las herramientas estandarizadas de cribado más recomendadas. La identificación de los niños de riesgo facilitará su derivación a los centros de atención temprana para una intervención precoz.
Implementation and evaluation in low intensity intervention programs from the CONNECT perspective of mixed methods: Application in a case of an autistic child
(Frontiers Media, 2022-10-13) Arias Pujol, Eulàlia; Mestres, Marina; Miralbell Blanch, Júlia; Bachs, Natalia; Anguera Argilaga, María Teresa
There has been a comprehensive development over the last few years of low intensity intervention programs that are implemented within a user context and that are made up of everyday life activities, and it has been necessary to adapt the necessary methodological channels in order to guarantee an adequate resolution pathway. The mixed method perspective offers a suitable framework, and observational methodology in itself considered mixed method is appropriate for studying the implementation and evaluation of low intensity intervention programs, allowing the development of the QUAL- QUAN-QUAL stages that correspond to the connect integration pathway of mixed methods. In this work it was applied to a single case, in a low intensity intervention, retrieving valuable information obtained, but systematizing it and applying quantitizing to the qualitative data that was treated quantitatively in a rigorous manner. The aim was to analyze the psychotherapist-patient interaction in psychoanalytic psychotherapy, in which we sought to identify which of the therapists techniques stimulated actions of reciprocal social interaction in the child, and which techniques inhibited non reciprocal social interactions. The observational design was nomothetic, follow-up, and multidimensional. The patient was a 4-year-old boy with a diagnosis of severe autism spectrum disorder. We used an ad hoc observation instrument combining a eld format and a category system. Interobserver agreement was analyzed quantitatively by Cohens kappa using the free QSEQ5 software program. Polar coordinate analysis was carried out using the free program HOISAN 2.0. Polar coordinate analysis allows us to obtain an inter-relational map of the connections detected between focal behavior established in each case and the different categories. The results provide objective evidence backed up by the application of polar-coordinate-based data analysis that within a framework of psychoanalytic psychotherapy, the techniques of verbalization and vocalization signicantly activate reciprocal social interaction behaviors and inhibit non-social reciprocal behaviors in a child with severe autism spectrum disorder with no language. On the other hand, direct gaze promotes the childs withdrawal. The results are of key importance as they show the therapist behaviors most useful for promoting social interaction in a child with severe autism.
Structural brain changes and cognition in relation to markers of vascular dysfunction
(Elsevier B.V., 2012-05) Miralbell Blanch, Júlia; Soriano Raya, Juan José; Spulber, Gabriela; López Cancio, Elena; Arenillas, Juan Francisco; Bargalló Alabart, Núria; Galán, Amparo; Barrios Cerrejón, M. Teresa; Cáceres, Cynthia; Alzamora, María Teresa; Pera, Guillem; Kivipelto, Miia; Wahlund, Lars-Olof; Dávalos, Antoni; Mataró Serrat, Maria
The aim was to investigate the relationship between blood markers of vascular dysfunction with brain microstructural changes and cognition. Eighty-six participants from the Barcelona-Asymptomatic Intracranial Atherosclerosis (AsIA) neuropsychology study were included. Subjects were 50–65 years old, free from dementia and without history of vascular disease. We assessed correlations of blood levels of inflammatory biomarkers (C-reactive protein [CRP] and resistin) and fibrinolysis inhibitors (plasminogen activator inhibitor-1 [PAI-1] and A-lipoprotein (Lp (a)) with fractional anisotropy (FA) measurements of diffusion tensor images (DTI), regional gray matter (GM) volumes and performance in several cognitive domains. Increasing levels of C-reactive protein and PAI-1 levels were associated with white matter (WM) integrity loss in corticosubcortical pathways and association fibers of frontal and temporal lobes, independently of age, sex and vascular risk factors. PAI-1 was also related to lower speed and visuomotor/coordination. None of the biomarkers were related to gray matter volume changes. Our findings suggest that inflammation and dysregulation of the fibrynolitic system may be involved in the pathological mechanisms underlying the WM damage seen in cerebrovascular disease and subsequent cognitive impairment.
Cognitive patterns in relation to biomarkers of cerebrovascular disease and vascular risk factors
(Karger, 2013-10) Miralbell Blanch, Júlia; López Cancio, Elena; López-Olóriz, Jorge; Arenillas, Juan Francisco; Barrios Cerrejón, M. Teresa; Soriano Raya, Juan José; Galán, Amparo; Cáceres, Cynthia; Alzamora, María Teresa; Pera, Guillem; Toran, Pere; Dávalos, Antoni; Mataró Serrat, Maria
Background: Risk factors for vascular cognitive impairment (VCI) are the same as traditional risk factors for cerebrovascular disease (CVD). Early identification of subjects at higher risk of VCI is important for the development of effective preventive strategies. In addition to traditional vascular risk factors (VRF), circulating biomarkers have emerged as potential tools for early diagnoses, as they could provide in vivo measures of the underlying pathophysiology. While VRF have been consistently linked to a VCI profile (i.e., deficits in executive functions and processing speed), the cognitive correlates of CVD biomarkers remain unclear. In this population-based study, the aim was to study and compare cognitive patterns in relation to VRF and circulating biomarkers of CVD. Methods: The Barcelona-AsIA Neuropsychology Study included 747 subjects older than 50, without a prior history of stroke or coronary disease and with a moderate to high vascular risk (mean age, 66 years; 34.1% women). Three cognitive domains were derived from factoral analysis: visuospatial skills/speed, verbal memory and verbal fluency. Multiple linear regression was used to assess relationships between cognitive performance (multiple domains) and a panel of circulating biomarkers, including indicators of inflammation, C-reactive protein (CRP) and resistin, endothelial dysfunction, asymmetric dimethylarginine (ADMA), thrombosis, plasminogen activator inhibitor 1 (PAI-1), as well as traditional VRF, metabolic syndrome and insulin resistance (homeostatic model assessment for insulin resistance index). Analyses were adjusted for age, gender, years of education and depressive symptoms. Results: Traditional VRF were related to lower performance in verbal fluency, insulin resistance accounted for lower performance in visuospatial skills/speed and the metabolic syndrome predicted lower performance in both cognitive domains. From the biomarkers of CVD, CRP was negatively related to verbal fluency performance and increasing ADMA levels were associated with lower performance in verbal memory. Resistin and PAI-1 did not relate to cognitive function performance. Conclusion: Vascular risk factors, and markers of inflammation and endothelial dysfunction predicted lower performance in several cognitive domains. Specifically, cognitive functions associated with CRP are typically affected in VCI and overlap those related to VRF. ADMA indicated a dissociation in the cognitive profile involving verbal memory. These findings suggest that inflammation and endothelial dysfunction might play a role in the predementia cognitive impairment stages.
Tract-specific fractional anisotropy predicts cognitive outcome in a community sample of middle-aged participants with white matter lesions
(International Society for Cerebral Blood Flow and Metabolism, 2014-05) Soriano Raya, Juan José; Miralbell Blanch, Júlia; López Cancio, Elena; Bargalló Alabart, Núria; Arenillas, Juan Francisco; Barrios Cerrejón, M. Teresa; Cáceres, Cynthia; Toran, Pere; Alzamora, María Teresa; Dávalos, Antoni; Mataró Serrat, Maria
Cerebral white matter lesions (WMLs) have been consistently related to cognitive dysfunction but the role of white matter (WM) damage in cognitive impairment is not fully determined. Diffusion tensor imaging is a promising tool to explain impaired cognition related to WMLs. We investigated the separate association of high-grade periventricular hyperintensities (PVHs) and deep white matter hyperintensities (DWMHs) with fractional anisotropy (FA) in middle-aged individuals. We also assessed the predictive value to cognition of FA within specific WM tracts associated with high-grade WMLs. One hundred participants from the Barcelona-AsIA Neuropsychology Study were divided into groups based on low- and high-grade WMLs. Voxel-by-voxel FA were compared between groups, with separate analyses for high-grade PVHs and DWMHs. The mean FA within areas showing differences between groups was extracted in each tract for linear regression analyses. Participants with high-grade PVHs and participants with high-grade DWMHs showed lower FA in different areas of specific tracts. Areas showing decreased FA in high-grade DWMHs predicted lower cognition, whereas areas with decreased FA in high-grade PVHs did not. The predictive value to cognition of specific WM tracts supports the involvement of cortico-subcortical circuits in cognitive deficits only in DWMHs.
Understanding social cognition in children with cerebral palsy: exploring the relationship with executive functions and the intervention outcomes in a randomized controlled trial
(Springer Verlag, 2024-09-01) García-Galant, María; Blasco, Montse; Moral‑Salicrú, Paula; Soldevilla, Jorge; Ballester Plané, Júlia; Laporta-Hoyos, Olga; Caldú i Ferrús, Xavier; Miralbell Blanch, Júlia; Alonso Curcó, Xènia; Toro Tamargo, Esther; Meléndez Plumed, Mar; Gimeno, Francisca; Leiva Ureña, David; Boyd, Roslyn; Pueyo Benito, Roser
Children with Cerebral Palsy (CP) experience Social Cognition (SC) difficulties, which could be related to executive functioning. While motor interventions are common, there is limited knowledge about the impact of cognitive interventions on SC in this population. This study examined the relationship between SC and Executive Function (EF) skills and the effectiveness of an EF intervention that included some SC tasks for improving SC in children with CP. SC and EF domains were assessed in 60 participants with CP (30 females; 8–12 years). The relationship between SC and EF baseline scores was analyzed by bivariate correlations and contingency tables. Participants were matched by age, sex, motor ability, and intelligence quotient and randomized into intervention or control groups. The intervention group underwent a 12-week home-based computerized EF intervention. Analysis of covariance was used to examine differences in SC components between groups at post-intervention and 9 months after. Significant positive correlations were found between the SC and EF scores. The frequencies of impaired and average scores in SC were distributed similarly to the impaired and average scores in EFs. The intervention group showed significant improvements in Affect Recognition performance post-intervention, which were maintained at the follow-up assessment, with a moderate effect size. Long-term improvements in Theory of Mind were observed 9 months after. Conclusions: This study highlights the association between SC and EFs. A home-based computerized cognitive intervention program improves SC in children with CP. Including SC tasks in EF interventions may lead to positive short- and long-term effects for children with CP.
Collaboration between professionals and mothers to enhance oral communication competence in bilingual children with language disorders in inclusive contexts
(Frontiers Media, 2025-12-23) González, Diana Patricia; Gràcia Garcia, Marta; Adam Alcocer, Ana Luisa
Introduction: Research on the effectiveness of family interventions is essential for enhancing the oral communicative competence of children with developmental language disorders. This study examined mother–child interactions in bilingual Spanish–English families to identify current communication strategies and explore additional ways to foster oral communicative competence development. Methods: Participants included 10 mothers and their bilingual children (ages 4–6 years) with language disorders, along with a school-based speech-language pathologist from a public school in New York. The Scale for the Assessment of Oral Language Teaching in Family Contexts was used to evaluate mother–child interactions. A collaborative intervention consisting of four school-based workshops was implemented to foster mothers’ awareness of their communicative practices and support them in strengthening their interactions with their children. Results: During the workshops, mothers engaged in discussions with the school-based speech-language pathologist, reflecting on and refining their communication strategies. By the end of the intervention, some mother–child dyads showed noticeable improvements in the quality of their interactions. Discussion: The mothers’ evaluations highlight their active engagement in the collaborative process and their commitment to improving communication with their children to support oral communicative competence development.
Deep versus periventricular white matter lesions and cognitive function in a community sample of middle-aged participants
(Cambridge University Press (CUP), 2012) Soriano Raya, Juan José; Miralbell Blanch, Júlia; López Cancio, Elena; Bargalló Alabart, Núria; Arenillas, Juan Francisco; Barrios Cerrejón, M. Teresa; Cáceres, Cynthia; Toran, Pere; Alzamora, María Teresa; Dávalos, Antoni; Mataró Serrat, Maria
The association of cerebral white matter lesions (WMLs) with cognitive status is not well understood in middle-aged individuals. Our aim was to determine the specific contribution of periventricular hyperintensities (PVHs) and deep white matter hyperintensities (DWMHs) to cognitive function in a community sample of asymptomatic participants aged 50 to 65 years. One hundred stroke- and dementia-free adults completed a comprehensive neuropsychological battery and brain MRI protocol. Participants were classified according to PVH and DWMH scores (Fazekas scale). We dichotomized our sample into low grade WMLs (participants without or with mild lesions) and high grade WMLs (participants with moderate or severe lesions). Analyses were performed separately in PVH and DWMH groups. High grade DWMHs were associated with significantly lower scores in executive functioning (−0.45 standard deviations [SD]), attention (−0.42 SD), verbal fluency (−0.68 SD), visual memory (−0.52 SD), visuospatial skills (−0.79 SD), and psychomotor speed (−0.46 SD). Further analyses revealed that high grade DWMHs were also associated with a three- to fourfold increased risk of impaired scores (i.e.,<1.5 SD) in executive functioning, verbal fluency, visuospatial skills, and psychomotor speed. Our findings suggest that only DWMHs, not PVHs, are related to diminished cognitive function in middle-aged individuals. (JINS, 2012, 18, 1–12)
Children's and adolescents' specific interest in science and technology, participation in out-of-school activities and inclination to become scientists
(Springer Verlag, 2019-04-11) Rochera Villach, Ma. José; Merino Rubio, Iris; Oller, Judith; Coll, César, 1950-
Recently, the literature has repeatedly reported an interest decrease in science and technology (S&T) among youngsters, and a drop of students choosing professions related to these knowledge areas. This study pursued to assess the interest of primary and secondary pupils in specific fields of S&T, and to relate this interest to their predisposition to engage in S&T-related out-of-school activities and their inclination to become scientists in the future. A questionnaire on S&T interests and attitudes was administered to a sample of 1,336 pupils. Results show that, overall, the inclination to become scientists was low. However, we found a relationship between pupils' interest in areas of S&T and their predisposition to participate in out-of-school S&T activities, and also between their interest and their inclination to become scientists. Moreover, significant age- and sex-related differences concerning all these aspects were identified. We discuss the importance of acknowledging children's and adolescents' specific interest to promote their participation in S&T-related school activities and outof- school activities. We also urge that information about scientific and technological careers be disseminated in schools in order to increase students' interest in these areas.
Grey matter and cognitive patterns in cognitive impaired subjects using CSF biomarker cut-offs
(IOS Press, 2012) Miralbell Blanch, Júlia; Spulber, Gabriela; Hooshmand, Babak; Besga, Ariadna; Mataró Serrat, Maria; Cedazo-Mínguez, Ángel; Kivipelto, Miia; Wahlund, Lars-Olof
The aim of this study was to investigate brain tissue volumes, grey matter (GM) distribution, and cognitive performance for cognitively impaired subjects using cerebrospinal fluid (CSF) biomarker cut-offs as grouping criteria. 41 subjects attending the Memory Clinic, Karolinska University Hospital, Huddinge, Sweden, were divided into groups based on normal or abnormal CSF levels of Aβ1-42, t-tau, and p-tau181. SIENAX algorithms were employed for brain tissue volumes estimation and voxel-based morphometry (VBM) for mapping the differences in GM patterns. VBM revealed significant lower GM volumes in temporo-parietal, occipital, and prefrontal cortices for those subjects belonging to abnormal CSF t-tau and p-tau181 groups. No differences were found between groups according to CSF Aβ1-42 cut-offs. Patients with abnormal CSF p-tau181 showed lower cognitive performance compared to those with normal levels. Patients with abnormal levels of CSF tau (but not Aβ1-42) showed an Alzheimer's disease-like pattern for both GM distribution and cognitive profile, compared to those with normal levels. These results support the hypothesis that CSF t-tau or p-tau181 levels may be of direct value for the evaluation of disease severity.
Cerebrovascular markers in lowered cognitive function
(IOS Press, 2014) Mataró Serrat, Maria; Soriano Raya, Juan José; López-Olóriz, Jorge; Miralbell Blanch, Júlia; Dacosta-Aguayo, Rosalia
Cerebrovascular disease (CVD) is a major cause of age-related cognitive decline and dementia. The identification of cognitive-related cerebrovascular markers is crucial in the early detection of individuals at high risk of cognitive decline. In vivo markers of CVD can help to characterize the underlying pathology, stage the progression of the disease, as well as identify and monitor candidates who could benefit from preventive interventions. We review the most common cerebrovascular markers of cognitive decline in subclinical individuals. These include neuroimaging, sonographic, and blood markers.
Creencias, experiencia y autopercepción de competencias en escritura académica de los estudiantes del grado de Psicología
(Universitat Politècnica de València, 2025-12-31) Rivero García, María Magdalena; Adam Alcocer, Ana Luisa; Fabà Ribera, Josep; Garriz Galan, Idoia; Pezzola Gutiérrez, Pablina; Serrat Fernández, Rodrigo
Este estudio exploró las creencias, experiencia y autopercepción de competencias de los estudiantes de segundo curso del grado de Psicología de la Universidad de Barcelona con respecto a la escritura académica. Se aplicó un cuestionario en línea a los estudiantes de los grupos de la asignatura obligatoria "Desarrollo en la Infancia" durante el curso 2024-2025, que fue contestado por el 63.3% de los matriculados (N=171). El cuestionario contenía preguntas en escala tipo Likert y abiertas sobre creencias acerca de las funciones y características de la escritura académica; experiencia en escritura académica en la universidad y autopercepción de competencias). Los estudiantes valoraron la reflexión y el aprendizaje como funciones relevantes de la escritura académica, mientras que consideraron que los profesores les concedían menor importancia. Como características propias de la escritura académica, priorizaron la claridad y la coherencia del texto, pero valoraron menos el uso de vocabulario técnico, el empleo de un estilo académico y la aplicación de las normas de citación y referencia, aspectos en los que también se sentían menos competentes. Manifestaron tener más experiencia en escritura en grupo que individual, percibieron diferencias entre la escritura individual y la grupal e identificaron algunos retos propios de esta última. Mostraron una autopercepción positiva de sus habilidades de escritura académica, pero consideraron que necesitarían más práctica y formación para mejorarlas. Los resultados reflejaron coincidencias y discrepancias entre las competencias percibidas por los estudiantes y las dificultades identificadas por el profesorado en estudios previos. Las características más técnico-académicas de la escritura, la escritura en colaboración, las habilidades de argumentación, y la autorregulación durante el proceso de escribir se evidenciaron como aspectos a abordar en futuras iniciativas de mejora docente.
Proposing Necessary but not Sufficient Conditions Analysis as a Complement of Traditional Effect Size Measures with an Illustrative Example
(MDPI, 2022-07-31) Greco, Ana Martina; Guilera Ferré, Georgina; Maldonado‑Murciano, Laura; Gómez Benito, Juana; Barrios Cerrejón, M. Teresa
Even though classic effect size measures (e.g., Pearson’s r, Cohen’s d) are widely applied in social sciences, the threshold used to interpret them is somewhat arbitrary. This study proposes necessary condition analysis (NCA) to complement traditional methods. We explain NCA in light of the current limitations of classical techniques, highlighting the advantages in terms of interpretation and translation into practical terms and recognizing its weaknesses. To do so, we provide an example by testing the link between three independent variables with a relevant outcome in a sample of 235 subjects. The traditional Pearson’s coefficient was obtained, and NCA was used to test if any of the predictors were necessary but not sufficient conditions. Our study also obtains outcome and condition inefficiency as well as NCA bottlenecks. Comparison and interpretation of the traditional and NCA results were made considering recommendations. We suggest that NCA can complement correlation analyses by adding valuable and applicable information, such as if a variable is needed to achieve a certain outcome level and to what degree.
Construcción de un instrumento de valoración de la producción narrativa en lengua de signos catalana en el contexto educativo
(Pontificia Universidad Católica de Valparaíso, 2025-01-08) Jarque, Maria Josep; de Lacerda, Cristina; Serrano, Mari; Cedillo, Pepita, 1964-
Para el alumnado con sordera escolarizado en centros educativos ordinarios o específicos con un proyecto educativo bilingüe intermodal, la lengua de signos constituye la lengua vehicular fundamental para el aprendizaje y el desarrollo de competencias. A pesar de la importancia de conocer y valorar el desarrollo de la competencia lingüística para la toma de decisiones respecto a la intervención educativa, no se dispone de instrumentos para determinar su progreso en la lengua de signos catalana. La finalidad de este estudio es exponer el proceso de construcción y pilotaje de NARVAL-LSC/EXP-LSC/Exp. Participan como informantes 5 adultos sordos y 9 niños/as signantes. El instrumento adopta el formato de rúbrica. Los resultados ponen de manifiesto su adecuación para valorar la calidad de los aspectos de la macro y microestructura de las narrativas signadas, así como de aquellos vinculados a la interacción, la cognición social y la reflexión metalingüística.
Personalizing Learning through Connecting Students' Learning Experiences: An Exploratory Study
(Taylor & Francis, 2021-07-22) Oller, Judith; Engel Rocamora, Anna; Rochera Villach, Ma. José
This article presents an exploratory study aimed at analyzing the instructional design of learning personalization practices in three secondary education centers that promote connections between students' learning and/or their learning experiences in and out of school. We propose three dimensions for analysis, according to a constructivist and sociocultural perspective: the learning activities and contents designed to connect students' learning and/or learning experiences across different contexts; the educational agents that enhance these connections; and the mediating tools used. Results indicate that our multidimensional model is useful for identifying the different didactic strategies that appear in each case to foster connections, and for detecting the aspects that need improvement. Conclusions suggest that in personalized learning environments, the focus of educational activity must be shifted from making connections between students' learning to the learning experiences that students have at different times and in different contexts, helping them to build their personal learning pathways.
Teachers' Use of Competency-based Assessment in Personalised Learning Practices: An Exploratory Study
(Servicio de Publicaciones, Universidad de Murcia, 2025-10-31) Villablanca, Alexandra; Rochera Villach, Ma. José; Coll, César, 1950-
The impact of competencies within the framework of the new learning ecology has generated a qualitative leap in the quality of educational practices. Currently, we have appropriated different personalised pedagogical approaches and innovative methodologies that promote the acquisition and use of competencies, but how do we assess them? Their assessment is not sufficiently clear since there is no consensus on what competencies, competency-based learning, competency-based assessment, among others, mean, which in practice presents difficulties and concerns for teachers. This qualitative exploratory study has two objectives: i) to propose a model to analyse competency-based assessment in personalised learning practices and (ii) to illustrate its application to two practices in secondary education. The results show differences in the complexity of competency-based assessment practices, in the degree of relevance of the proposed assessment contexts, and in learners' participation in the feedback process. It is concluded that the model is a potentially helpful tool to understand and optimise competency-based assessment in personalised learning practices. Recommendations are formulated so that teachers can promote effective assessment practices from a competency perspective.
The influence of parents in the discursive construction of technology-mediated learning experiences
(Taylor & Francis, 2019-11-03) Engel Rocamora, Anna; Fauré, Jaime; Membrive, Antonio; Merino Rubio, Iris; Coll, César, 1950-
In the new learning ecology, Information and Communication Technologies (ICTs) promote the learning of children and young people in a variety of contexts and also shape their learning trajectories. However, empirical studies that investigate how people learn through ICTs often ignore how they construct narratives about their own learning trajectories and about what it means to learn with ICTs. Thus, we propose Subjective Learning Experiences (SLEs) as a unit of analysis for studying personal learning trajectories. SLEs allow us to investigate learning both across settings and over time. To illustrate our empirical approach, we present a brief study in which we explore how dominant discursive constructions from parents about what it means to learn with ICTs influence the learning experiences of children and young people. For this study, we conducted semi-structured interviews with 30 Spanish children and their parents, using thematic analysis to identify their discursive constructions. Our results provide evidence that discursive constructions about what it means to learn, present in the contexts of activity in which children and young people participate, influence their learning experiences. We conclude that our empirical approach advances the analysis of personal learning trajectories by allowing us to capture the fluid and boundless nature of learning across settings and time.
The use of feedback systems to improve collaborative text writing: a proposal for the higher education context
(Taylor & Francis, 2016-08-01) Mauri, Teresa; Ginesta Fontserè, Anna; Rochera Villach, Ma. José
Collaborative writing is a task commonly used for learning and assessment in higher education. The complexity of this type of task requires special support for learning contents. Feedback can be used as a key element to improve students' learning and engagement. This paper presents and evaluates a teaching innovation that sought to design a model feedback system. In this innovation, 218 students and 4 teachers participated in a course on Educational Psychology in Teacher Training. Questionnaires were used to collect students' perceptions and their satisfaction ratings regarding the quality of feedback received from the teacher. The students' uses of feedback were also taken into account. Additionally, interviews were conducted with instructors. The main results highlight the relevance of integrating the essential characteristics of effective feedback, as well as the use of ICT, for supporting learning in this complex task.

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