Cognitive processing and arithmetic achievement

Esta investigación analizó la relación entre el funcionamiento cognitivo y el logro aritmético de 114 alumnos españoles de 4º, 5º y 6º curso. Con este fin se evaluó, a finales del curso escolar, el logro aritmético, el rendimiento en la memoria verbal y en los procesos cognitivos PASS planificación, atención, procesamiento simultáneo y sucesivo. Los análisis correlacionales mostraron que el lazo fonológico, el procesamiento sucesivo y el simultáneo se relacionaron con el logro aritmético en los tres niveles educativos. El análisis de regresión señaló al simultáneo como predictor cognitivo del rendimiento aritmético, aunque el lazo fonológico también se asoció a un mayor logro. Estos resultados demostraron que, de entre todas las variables analizadas en este estudio, el procesamiento simultáneo fue el mejor predictor del rendimiento aritmético.This research examined the relationship between cognitive functioning and arithmetic achievement of 114 Spanish students of 4 th, 5 th and 6 th grade. For this purpose was evaluated at the end of the school, arithmetic achievement, performance on verbal memory and PASS cognitive processes, planning, attention, simultaneous and successive processing. Correlational analyzes showed that the phonological loop, the successive and simultaneous processing related to arithmetic achievement in three educational levels. Regression analysis indicated the simultaneous as a cognitive predictor of performance arithmetic, although the phonological loop was also associated with higher achievement. These results showed that among all the variables analyzed in this study, simultaneous processing was the best predictor of arithmetical performance

Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving

Background: The purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD). Methods: The sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n = 30), MLD (n = 30) and typically achieving control (TA; n = 30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. Results: The ADHD group’s performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample. Conclusions: Children with ADHD and with MLD showed characteristic cognitive profiles. Groups’ problem-solving performance can be predicted from their cognitive functioning

Math modules training improves math achievement & associated cognitive processing

Background: Previous research point to a correlation between mathematical skills and cognitive processes involved in planning and simultaneous processing. Consistent with multicomponent models of mathematical achievement (domain-general and domain-specific skills), PASS theory appears to be very useful as a multifactorial framework that provides specific tests to monitor the development of mathematical competence and to direct intervention procedures and improve mathematical skills. Objective: This study was conducted to assess the impact of the Math Modules Cognitive Training Program on the mathematical competence of typical 2nd-grade students in calculation, problem-solving, and underlying mental functions, compared to a control group. The program was designed to optimize the Planning/FE, Attention, Simultaneous, and Successive cognitive processes through a series of tasks. Participants: The study involved 60 students aged between 6 and 8 years (Mdn = 7 years and 7 months), who were in the second grade of two urban public schools. Method: The program focused on mathematical skill tasks related to fluent calculation and mathematical problem solving that requires PASS cognitive processes for successful completion. The intervention group received the Math Modules program, and the control group followed their usual classroom program. Students were evaluated in calculation, problem-solving, and PASS cognitive processes. Results: Our results showed that the Math Modules Cognitive Training Program focused on calculation and problem solving skills were effective in improving children’s mathematical performance and their PASS cognitive processes, generating gains not achieved by the control group. Conclusions: Our study suggests that fluid calculation and problem-solving math tasks, based on planning and simultaneous processing, could foster curricular math competency

Expectativas, según sexo, de los estudiantes españoles de primer año de Enseñanza Superior tras sus primeras experiencias

Las expectativas académicas recogen la confianza en aquello que, según la experiencia previa, se considera que es más probable que ocurra. Constituyen una interpretación y predicción sobre lo que ha de suceder en la Enseñanza Superior (ES) en función de la experiencia vivida. La confrontación con el primer semestre lectivo conduce, muchas veces, a una reevaluación y modificación de las expectativas iniciales. Este estudio se realizó con el objetivo de comprobar si se produce un cambio en las puntuaciones de expectativas de los estudiantes, según su sexo, desde que se inician por primera vez en la Universidad hasta que finalizan el primer semestre académico. La muestra estuvo formada por 223 estudiantes de la Universidad de Vigo-Campus Ourense, con edades comprendidas entre los 18 y los 39 años de edad (M=19,8; Mdn= 19). El 68% era de sexo femenino y el 32% de sexo masculino. Se utilizó para la medida inicial y semestral de las expectativas el Cuestionario de Percepciones Académicas (CPA). Los resultados, indicaron que las mujeres obtuvieron inicialmente puntuaciones más altas que los hombres en sus expectativas de Formación empleo/carrera, Desarrollo personal y social, Movilidad estudiantil, Participación político/ciudadana y Presión social. Al finalizar el primer semestre, ese patrón de puntuaciones se invirtió obteniendo los hombres puntuaciones más elevadas en dichas dimensiones de expectativas. Los resultados se interpretan en el sentido de que las mujeres ajustan en mayor medida que los hombres sus expectativas en función de las experiencias universitarias vividas en ese período de tiempo, suponiéndose una mejor adaptación de las estudiantes a la Universidad.Academic expectations reflected confidence in that which, according to previous experience, is considered to be more likely to occur. They are an interpretation and prediction about what will happen in Higher Education (ES) based on the experience. The confrontation with the first school semester leads, often, to a reevaluation and modification of initial expectations. This study was conducted to see whether a change in the scores of student expectations occurs, by sex, since they was first start in college until complete it the first semester. The sample consisted of 223 students from the University of Vigo, Ourense Campus, aged between 18 and 39 years (M = 19.8, Mdn = 19 ). 68% were female and 32% male. Was used for initial and semiannual measure Academic Perceptions Questionnaire (CPA). The results indicated that initially, women, scored higher than men in their expectations of training employment/career, personal and social development, student mobility, political/citizenship implication and social pressure. At the end of the first semester, that pattern was reversed, the men got higher scores on these dimensions of expectations. The results are interpreted to mean that women conform to a greater extent than men based on their expectations of university experiences in that time period, assuming a better adjustment of women students to college.peerReviewe

Mathematical difficulties vs. High achievement: an analysis of arithmetical cognition in elementary school

This study analyzed the contribution of cognitive processes (planning, attention, simultaneous and successive processing) and domain-specific skills (counting, number processing and conceptual comprehension) to the arithmetic performance achieved in the last three grades (4th, 5th, and 6th) of elementary school. Three groups of students with a different arithmetic achievement level were characterized. The predictive value of the cognitive processes and the math specific skills are explored through diverse covariance and discriminant analyses. Participants were 110 students (M = 10.5 years, SD = 1.17) classified in three groups: mathematical difficulties (MD; n = 26), high achieving (HA; n = 26), and typical achieving (TA; n = 58). Cognitive processes and domain-specific skills were evaluated in two individual sessions at the end of the school year. Nonverbal intelligence was assessed in a final collective session with each class. The mathematical difficulties group’s achievement was deficient in simultaneous and successive processing, number processing, and conceptual comprehension compared to the typical achievement group. High achievement children obtained significantly better results than the typical achievement children in simultaneous processing, counting, number processing, and conceptual comprehension. Number processing and conceptual comprehension were the most consistent classifiers, although successive and simultaneous processing, respectively, also contributed to identifying students with mathematical difficulties and high achievement. These findings have practical implications for preventive and intervention proposals linked to the observed profiles

Predictors of arithmetical achievement in Primary Education 4th-graders

Esta investigación analizó los mecanismos cognitivos subyacentes al rendimiento aritmético en el 4º curso de Educación Primaria. Con este fin se evaluó, a través de las pruebas de dígitos del WISC-R, y de las escalas correspondientes de las baterías D.N:CAS y BANEVHAR, el rendimiento en memoria verbal, velocidad de procesamiento, planificación, atención, procesamiento simultáneo y sucesivo y competencia numérica de 74 alumnos. Los análisis correlacionales mostraron que todas las variables seleccionadas, salvo la planificación, se relacionaron significativamente con el rendimiento aritmético. El simultáneo y el procesamiento numérico emergieron, en el análisis de regresión jerárquico realizado, como predictores del rendimiento aritmético.In this investigation, the cognitive mechanisms underlying arithmetical achievement in Primary Education 4th-graders were analyzed. For this purpose, using the Digit Span test of the WISC-R and the scales from the batteries D.N:CAS and BANEVHAR, the performance in verbal memory, processing speed, planning, simultaneous and successive processing, attention, and numeric competence was assessed in 74 students. The correlational analyses showed that, except for planning, all the variables selected were significantly related to arithmetical achievement. Simultaneous and number processing emerged as predictors of arithmetical performance in the hierarchical regression analysis carried out.peerReviewe

Trigemino vascular systemand primary headache

La fisiopatología de las cefaleas primarias es compleja e incluye un sinnúmero de interacciones que regulan el proceso nociceptivo. Dentro de los principales responsables de generar el dolor se encuentra el sistema trigémino vascular, que es un conjunto de estructuras que integran vías tanto centrales corticosubcorticales como periféricas, que desempeñan un papel activo no solo en la génesis del dolor, sino en las manifestaciones autonómicas y visuales que acompañan la cefalea. Así mismo, este sistema es el responsable de los mecanismos de sensibilización central característicos del dolor. En el artículo se desarrollan brevemente las principales estructuras que participan en la génesis de las cefaleas primarias y sus interacciones en las diferentes partes del sistema nervioso.Artículo de revisión92-103The pathophysiology of primary headache is complex and it includes several interactions that regulate the nociceptive process. The tri-geminal-vascular system is perhaps one of the principal structures that generate pain due to the integration of several pathways both central and peripheral. In addition to this, the trigemi-nal vascular system also plays a central role in the autonomic and visual symptoms that affect individuals with headache and in the central sensitization process. In this article we briefly discuss the main structures that participate in the pathophysiology of primary headaches and their interactions in the different levels of the central nervous system

Presentación del simposio

Admission to Higher Education (ES) presents students with different demands and opportunities, derived from their needs to meet educational goals, to regulate their learning, to manage study and leisure time, to participate on campus and in school. the classrooms and student representation, in a context of greater development and personal, social and emotional autonomy. Among the wide range of psychosocial and contextual variables that may be related to the experiences of this adaptation process, the academic expectations of the students in the first year of ES constitute the center of interest of this symposium. Just over half (57%) of full-time first-year students graduate in 4 years, sometimes being up to 6 years to get it. The percentage of students dropping out of school is mainly during the first year of study in the ES. Students who drop out without completing their studies are spending their time, money and Invested by the public sector in the educational process without, in the end, producing the desired benefits. That is why there is concern in recent years about the rates of academic graduation (Swail, 2004).La entrada en la Enseñanza Superior (ES) presenta a los estudiantes diversas exigencias y oportunidades, derivadas de sus necesidades de afrontamiento de metas educativas, de regulación de su aprendizaje, de gestión del tiempo de estudio y ocio, de participación en el campus y en las aulas y de representación estudiantil, en un contexto de mayor desarrollo y de autonomía tanto personal como social y emocional. De entre el amplio conjunto de variables psicosociales y contextuales que pueden estar relacionadas con las experiencias de este proceso de adaptación, las expectativas académicas de los estudiantes en el primer año de ES constituyen el centro de interés de este simposio. Poco más de la mitad (57 %) de los estudiantes de primer año a tiempo completo se gradúan en 4 años, siendo a veces necesarios hasta 6 años para conseguirlo. El porcentaje de abandono de los estudios se produce fundamentalmente durante el primer año de estudio en la ES. Los estudiantes que abandonan sin finalizar sus estudios suponen un gasto de su tiempo, de su dinero y delinvertido por el sector público en el proceso educativo sin que, a la postre, se produzcan los beneficios deseados. Es por eso que existe preocupación en los últimos años por las tasas de graduación académica (Swail, 2004)

Predictores del rendimiento aritmético en 4º de educación primaria

In this investigation, the cognitive mechanisms underlying arithmetical achievement in Primary Education 4th-graders were analyzed. For this purpose, using the Digit Span test of the WISC-R and the scales from the batteries D.N:CAS and BANEVHAR, the performance in verbal memory, processing speed, planning, simultaneous and successive processing, attention, and numeric competence was assessed in 74 students. The correlational analyses showed that, except for planning, all the variables selected were significantly related to arithmetical achievement. Simultaneous and number processing emerged as predictors of arithmetical performance in the hierarchical regression analysis carried out.Esta investigación analizó los mecanismos cognitivos subyacentes al rendimiento aritmético en el 4º curso de Educación Primaria. Con este fin se evaluó, a través de las pruebas de dígitos del WISC-R, y de las escalas correspondientes de las baterías D.N:CAS y BANEVHAR, el rendimiento en memoria verbal, velocidad de procesamiento, planificación, atención, procesamiento simultáneo y sucesivo y competencia numérica de 74 alumnos. Los análisis correlacionales mostraron que todas las variables seleccionadas, salvo la planificación, se relacionaron significativamente con el rendimiento aritmético. El simultáneo y el procesamiento numérico emergieron, en el análisis de regresión jerárquico realizado, como predictores del rendimiento aritmético

Gender differences in first-year college students’ academic expectations

Based on a multidimensional definition of academic expectations (AEs), the authors examine students’ AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries. No significant differences in factor means were found between countries, indicating that AEs are not an obstacle to student mobility. Gender differences were found in some AE factor means, Training for employment, Personal and social development, Student mobility, Political engagement and citizenship, and Social pressure, with males exhibiting higher scores. Because these differences are not supported by most literature in this domain, further studies are needed to clarify the causes of women’s lower expectations and, therefore, risk of adaptation difficulties