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

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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.
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.

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