Browsing by Author "Rosas Díaz, Ricardo"
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- ItemBehind the scene: cognitive benefits of playing a musical instrument. Executive functions, processing speed, fluid intelligence and divided attention / Detras de la escena: beneficios cognitivos de tocar un instrumento musical. Funciones ejecutivas, velocidad de procesamiento, inteligencia fluida y atencion dividida(2019) Porflitt Becerra, Felipe Ignacio; Rosas Díaz, Ricardo
- ItemCartografía de las funciones ejecutivas(2017) Santa Cruz Leyton, Catalina; Rosas Díaz, Ricardo
- Item¿Cómo superar los problemas de evaluación de niños con limitaciones cognitivas en Chile?(Centro de Políticas Públicas UC, 2015) Rosas Díaz, Ricardo; Tenorio Delgado, Marcela
- ItemConstrucción y validación de una prueba de evaluación de competencia lectora inicial basada en computador(2011) Rosas Díaz, Ricardo; Medina Morales, Lorena; Meneses, Alejandra; Guajardo Vergara, Alejandra Paz; Cuchacovich Francos, Stephanie; Escobar Torres, José PabloEn el contexto de la situación lectora en Chile, y dada la necesidad de contar con instrumentos fiables que permitan la evaluación de la lectura, especialmente en los niveles iniciales de su aprendizaje, este estudio tiene el objetivo de validar una prueba de evaluación de la competencia lectora inicial basada en computador. Se utilizó una muestra de 527 niños estratificada por género, nivel socioeconómico y nivel escolar de tres escuelas de la Región Metropolitana de Santiago; los participantes fueron evaluados mediante las pruebas ABCDeti, CLP, SEPA-SEP y categorizados según su desempeño lector de acuerdo al criterio del profesor. Los resultados muestran que la prueba posee un alpha de Crombach de .961. Se encontraron, además, indicadores de confiabilidad aceptables por dimensiones y niveles escolares pertinentes; una correlación moderada con la prueba SEPA-SEP (r=.447), y evidencia consistente de discriminación con el criterio del desempeño lector según el profesor. Su estructura factorial por nivel escolar es pertinente y concordante con la evidencia empírica. En su conjunto, la evidencia presentada permite sostener la validez y confiabilidad de la prueba ABCDeti, demostrando así ser un instrumento robusto para la evaluación de la competencia lectora de prekínder a cuarto básico.
- ItemDiferencias iniciales en el proceso de acceso al lenguaje escrito según nivel socioeconómico(2019) Espinoza, Victoria; Rosas Díaz, Ricardo
- ItemEfectos cognitivos de la estimulación audiovisual en niños con limitaciones severa de la movilidad: La utilidad de las tecnologías de apoyo de bajo costo(2015) Riveros Miranda, Rodrigo Andrés; Barja Y., Salesa; Muñoz, Carolina; Cancino, Natalia; Nuñez Farías, Alicia Carolina; Ubilla Sanz, Mario; Sylleros, Rodrigo; Olguín, Polín; Rosas Díaz, Ricardo
- ItemEstandarización de la Escala Wechsler de Inteligencia para Adultos-Cuarta Edición en Chile(2014) Rosas Díaz, Ricardo; Pizarro, M., Marcelo; Cumsille E., Patricio; Bosch Cartagena, María Angélica; Arancibia, S.; Carmona-Halty, M.; Perez-Salas, C.P.; Pino, E.; Vizcarra, B.; Zapata-Sepulveda, P.; Tenorio Delgado, Marcela
- ItemEstudio de la relación entre habilidades de percepción musical y conciencia fonológica en el español(2014) Abello, Angela; Arango Uribe, Paulina Sofía; Rosas Díaz, Ricardo
- ItemImpact of a computer-based intervention in Chilean children at risk of manifesting reading difficulties(2017) Rosas Díaz, Ricardo; Escobar Torres, José Pablo; Ramírez Farfán, María Paz; Meneses, Alejandra; Guajardo, Alejandra
- ItemImpacto de la calidad educativa sobre el desempeño en pruebas de inteligencia de niños con dificultades lectoras(2014) Escobar Torres, José Pablo; Tenorio Delgado, Marcela; Ceric Garrido, Francisco José; Rosas Díaz, Ricardo
- ItemInterpretación musical y cognición: efectos generales, diferencias entre músicos y asociaciones cognitivas con la sofisticación musical(Tirant Lo Blanch, 2020) Porflitt Becerra, Felipe Ignacio; Rosas Díaz, Ricardo
- ItemLeyendas Chilenas: trayendo narraciones de lo oral a lo visual, con estudiantes sordosRosas Díaz, Ricardo; Garcia-Huidobro Valdes, María Verónica
- ItemLa Neuropsicologia en Chile(2010) Rosas Díaz, Ricardo; Tenorio Delgado, Marcela
- ItemPlayful testing of executive functions with yellow-red: tablet based battery for children between 6 and 11(MDPI, 2022) Rosas Díaz, Ricardo; Espinoza Velasco, María Victoria; Martínez Ahumada, Camila Loreto; Santa Cruz Leyton, CatalinaExecutive functions are psychological processes of great importance for proper functioning in various areas of human development, including academic performance. For this reason, from both clinical and educational perspectives, there is great interest in how they are assessed. This article describes the development and standardization process of Yellow-Red, an instrument for directly assessing executive functions in children between 6 and 11 years of age in a playful format using digital support. The test was based on a three-factor model of executive functioning: inhibition, working memory, and cognitive flexibility. Yellow-Red comprises six subtests: cognitive inhibition, behavioral inhibition, auditory working memory, visual working memory, cognitive flexibility, anda global assessment test of executive functions. The test was administered to 245 boys and girls between 6 and 11 years of age. Along with the Yellow-Red subtests, gold standard tests were applied for each of the executive functions assessed. The test’s psychometric properties are powerful inboth reliability and validity evidence. The reliability indices are all greater than 0.8. As evidence of convergent validity, correlations were established between the tests, and the tests considered gold standards. All correlations were significant, with values ranging between 0.42 and 0.73. On the other hand, the factor structure of the test was analyzed using confirmatory factor analysis. Although it is possible to demonstrate the progressive differentiation of the factor structure with age, it was only possible to find two factors at older ages, one for inhibition/flexibility and one for working memory.
- ItemSocioeconomic environment effect on inferential reasoning of Latin American students(2017) Flores Mendoza, Carmen; Benigno Saraiva, Renan; Vilela Câmara, Gislene Clemente; Guimaraes Lopes, Wilma M.; Carvalho Pereira Passos, Ana P.; Valladao Pires Gama, Ana Maria; De Oliveira Baumgartl, Viviane; Assuncao Rodrigues, Larissa; Ardila, Rubén; Rosas Díaz, Ricardo; Gallegos, Miguel; Reategui, Norma
- ItemTeachers' support with ad-hoc collaborative networks(2005) Cortez, C.; Nussbaum Voehl, Miguel; López, X.; Rodríguez Díaz, Paulina Andrea; Santelices, R.; Rosas Díaz, Ricardo; Marianov Kluge, Vladimir
- ItemTecnología, acompañamiento psicológico y neuropsicología: tres vías para salir del síndrome de enclaustramiento(2014) Riveros Miranda, Rodrigo Andrés; Aparicio Alonso, Andrés; García Gómez, Catalina Inés; Hojas Loret, Ana María; Figueroa, Pablo; Lange, Magdalena; Angulo, Verónica; Olguín, Polín; Rosas Díaz, Ricardo
- ItemThe paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools(Frontiers Media SA, 2023) Rosas Díaz, Ricardo; Espinoza Velasco, María Victoria; Martínez Ahumada, Camila Loreto; Santa Cruz Leyton, CatalinaStudents with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied. Methods: In the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019. Results: Our descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different. Discussion: We then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.
- ItemValidación de una prueba computarizada de lectura inicial en niños escolares colombianos(2016) Cadavid Ruiz, N.; Quijano Martínez, M.; Escobar Torres, José Pablo; Rosas Díaz, Ricardo; Tenorio Delgado, Marcela