Cognitive decline monitoring through a web-based application

Cognitive decline usually begins after individuals reach maturity, which is more evident in late adulthood. Rapid and constant cognitive screenings allow early detection of cognitive decline and motivate individuals to participate in prevention interventions. Due to accelerated technological advances, cognitive screening and training are now available to the layperson using electronic devices connected to the internet. Large datasets generated by these platforms provide a unique opportunity to explore cognitive development throughout life and across multiple naturalistic environments. However, such data collection mechanisms must be validated. This study aimed to determine whether the data gathered by commercial visuospatial and phonological working memory tests (CogniFit Inc., San Francisco, USA) confirm the well-established argument that age predicts cognitive decline. Data from 3,212 participants (2,238 females) who were 45 years old or older were analyzed. A linear regression analysis explored the relationship between age and working memory while controlling for gender, sleep quality, and physical activity (variables that are known to affect working memory). We found that age negatively predicts working memory. Furthermore, there was an interaction between age and gender for visuospatial working memory, indicating that although male participants significantly outperformed females, the relationship between age and working memory differs for females and males. Our results suggest that the computerized assessment of visuospatial and phonological working memory is sensible enough to predict cognitive functions in aging. Suggestions for improving the sensitivity of self-reports are discussed. Further studies must explore the nature of gender effects on cognitive aging

Autonomía y factores interconectados en la Juventud Dominicana

Los niveles de autonomía y bienestar de una persona en la adultez se pueden ver afectados por el tipo de crianza experimentada durante la infancia. El objetivo del presente estudio es investigar la relación entre la autonomía, la parentalidad percibida y el bienestar subjetivo en la juventud dominicana. Para obtener los datos, 138 adultos jóvenes dominicanos entre los 18 y 29 años participaron contestando tres cuestionarios: Escala de Parentalidad Percibida (EPP), Escala de Autonomía de Worthington (WAS) y, por último, Escala de bienestar subjetivo BBC (BBC-SWB). Los participantes que percibieron mayor apoyo a sus necesidades por parte de las figuras parentales reportaron menores niveles de dependencia del sis-tema familiar, menor necesidad de aprobación y más capacidad de actuar con libertad, asimismo, reportaron mayores niveles de satisfacción general en sus vidas. Se encontró que aquellos que percibieron mayor control de comportamiento por parte de la figura parental principal, experimentaron mayor dependencia del sis-tema familiar. No se encontró relación significativa entre el control que ejerce la figura parental principal con que tan autónomo será el adulto joven en lo emocional, conductual y sus valores, tampoco con qué tan satisfecho estará con su vida. No se encontró rela-ción entre el control de la figura parental secundaria con ninguna de estas variables. Este estudio demostró que existe una relación entre la autonomía y el bienestar, indicando que mientras más autónoma se considere una persona, más complacida en general se sentirá con su vida. Los resultados de este estudio sugieren que la parentalidad juega un rol en algunos aspectos de la autonomía, sin embargo, esta puede estar configurada por otras variables fuera del marco familiar

Cognitive decline monitoring through a web-based application

Cognitive decline usually begins after individuals reach maturity, which is more evident in late adulthood. Rapid and constant cognitive screenings allow early detection of cognitive decline and motivate individuals to participate in prevention interventions. Due to accelerated technological advances, cognitive screening and training are now available to the layperson using electronic devices connected to the internet. Large datasets generated by these platforms provide a unique opportunity to explore cognitive development throughout life and across multiple naturalistic environments. However, such data collection mechanisms must be validated. This study aimed to determine whether the data gathered by commercial visuospatial and phonological working memory tests (CogniFit Inc., San Francisco, USA) confirm the well-established argument that age predicts cognitive decline. Data from 3,212 participants (2,238 females) who were 45 years old or older were analyzed. A linear regression analysis explored the relationship between age and working memory while controlling for gender, sleep quality, and physical activity (variables that are known to affect working memory). We found that age negatively predicts working memory. Furthermore, there was an interaction between age and gender for visuospatial working memory, indicating that although male participants significantly outperformed females, the relationship between age and working memory differs for females and males. Our results suggest that the computerized assessment of visuospatial and phonological working memory is sensible enough to predict cognitive functions in aging. Suggestions for improving the sensitivity of self-reports are discussed. Further studies must explore the nature of gender effects on cognitive aging

Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography

The Simple View of Reading (SVR) proposes that reading comprehension depends on two general processes –language comprehension and word recognition– and that the contribution of these known processes to reading comprehension varies in time. Specifically, the contribution of word recognition decreases, and the contribution of language comprehension increases with student progress. The purpose of this study was to test the SVR in a large sample of 4,750 Dominican public-school students from second (n = 2,399) and fourth grade (2,351) and determine the contribution of phonological awareness within the SVR. The study found that word recognition and language comprehension explained 80% of the variance in reading comprehension regardless of grade. A quantile regression showed that, as reading comprehension progresses, language comprehension’s predictive power increases, and word recognition’s predictive power decreases. A structural equation model conducted on each grade separately showed that the contribution of word recognition toward reading comprehension remained stable between second and fourth grade. This means that, although the dynamism of the SVR components follows the same pattern reported in the literature, the students evaluated here might reach reading automaticity later than expected. Therefore, more attentional resources need to be allocated toward decoding. The study found that the contribution of phonological awareness toward word recognition increases from second to fourth grade, confirming that students are taking longer than expected to obtain reading automaticity and still going through an overt effortful decoding stage rather than a covert phonological recoding stage, making reading more effortful

Relatório Diagnóstico sobre o ensino superior e a ciência pós-covid-19 na Ibero-América : perspectivas e desafios 2022

O principal impacto no ensino a partir da declaração da pandemia foi a transição urgente e não planejada para modalidades de ensino remoto de emergência. A pandemia chegou e surpreendeu os países e instituições de ensino superior com capacidades diferentes para o desenvolvimento do ensino remoto de emergência e isso se refletiu nos resultados desiguais e nos desafios que tiveram que superar. Inicialmente apresentada como breve, a suspensão da presencialidade em muitos países da região ultrapassou 40 semanas e é o período sem aulas presenciais mais longo do mundo. A primeira reação das instituições foi criar comitês de crise para lidar com a emergência e garantir a continuidade do ensino de forma remota. A pandemia da covid-19 obrigou asinstituições universitárias a empreenderem esforços institucionais, acadêmicos,tecnológicos, etc., que não estavam em suas agendas e para os quais, em muitos casos,não houve preparação prévia. Esses esforços não foram apresentados de forma equilibrada no panorama regional. Embora as universidades da região já utilizassem plataformas virtuais de apoio ao ensino e à aprendizagem antes da pandemia, a maioria não eram propostas institucionais, mas sim iniciativas individuais. Esta foi a base para a continuidade da aprendizagem durante a emergência, e como a suspensão da presencialidade durou mais tempo, as instituições foram fortalecendo as propostas pedagógicas remotas de emergência no nível institucional, incorporando ferramentas e capacitação de professores. No nível institucional, para favorecer a continuidade da aprendizagem, as universidades não propuseram uma metodologia única, deixando para o pessoal docente a decisão sobre o uso das salas de aulas virtuais. Nelas, foram ministradas a maioria das aulas on-line sincronizadas, pelo menos em um primeiro momento. Embora os esforços das IES para oferecer apoio à comunidade universitária para garantir a continuidade da aprendizagem nas melhores condições possíveis sejam evidentes, havia limitações tecnológicas, tanto em termos de conectividade quanto de equipamentos, que nem sempre puderam ser cobertas. Também foram evidenciadas limitações pedagógicas, apesar do empenho para desenvolver competências básicas nos professores, visando facilitar o uso das possibilidades da educação a distância; e, por último, limitações socioemocionais, com esforços institucionais para reduzir a ansiedade e o stress gerados pelo isolamento e a desconexão social. A função de P&D universitária produziu um duplo movimento: por um lado, parou o planejamento e as ações em desenvolvimento até o surgimento da pandemia e, por outro, teve que disponibilizar e redirecionar recursos para produzir conhecimento sobre o SARS-CoV-2 e a covid-19, bem como para produzir recursos tecnológicos e auxiliar o sistema de saúde na prevenção do contágio, e no atendimento aos doentes e aos efeitos psicossociais da pandemia. As ações dos atores universitários para a contenção epidemiológica quanto à produção tecnológica e de conhecimento, são muito relevantes. Em alguns casos, surgiram de iniciativas institucionais nas IES com um histórico de capacidade de intervenção sociocomunitária e de articulação com o setor produtivo. Nesse sentido, as decisões políticas implementadas e os resultados obtidos foram, em maior ou menor grau, produto da articulação dos setores científicos e governamentais. No campo das IES, foram realizados muitos estudos e pesquisas sobre a SARS-CoV-2, a covid-19, a pandemia e seus efeitos em diferentes campos disciplinares. Em muitos casos, os esforços institucionais foram orientados para a produção e disponibilidade de recursos tecnológicos ou dispositivos de apoio social, especialmente para lidar com os efeitos dos processos do confinamento e luto pessoal. As pesquisas que não estão ligadas à covid-19 ou que não puderam ser mantidas foram adiadas em muitos países e podem enfrentar severas restrições para sua continuidade. Este risco é maior nas universidades dos países mais pobres que dependem de agências doadoras para o financiamento

Informe diagnóstico sobre la educación superior y la ciencia post COVID-19 en Iberoamérica : perspectivas y desafíos de futuro 2022

El principal efecto en la enseñanza a partir de la declaración de la pandemia fue la transición urgente y sin planificación previa a modalidades de enseñanza remota de emergencia. La desigual capacidad para el desarrollo de enseñanza remota de emergencia con que la pandemia sorprendió a países e instituciones del nivel superior, tiene su correlato en los desiguales resultados y los desafíos que tuvieron que superar. La supresión de la presencialidad, que se presentó inicialmente como breve, en muchos países de la región, superó las 40 semanas y se trata del cierre más prolongado a nivel mundial. La primera reacción de las instituciones fue la conformación de comités de crisis para hacer frente a la emergencia y garantizar la continuidad de la enseñanza de manera remota. La pandemia COVID-19 obligó a que las instituciones universitarias llevaran adelante una serie de esfuerzos institucionales, académicos, tecnológicos, etc., que no estaban en sus agendas y para los cuales, en muchos casos, no había preparación previa. Estos esfuerzos no se presentaron de manera equilibrada en el panorama regional. Si bien las universidades de la región utilizaban plataformas virtuales de apoyo a la enseñanza desde antes de la pandemia, estas no eran en su mayoría propuestas institucionales, sino iniciativas individuales. Esta fue la base de la continuidad pedagógica durante la emergencia y a medida que el cierre de la presencialidad se prolongó, las instituciones fueron fortaleciendo las propuestas pedagógicas remotas de emergencia a nivel institucional, incorporando herramientas e instancias de formación docente. Para favorecer la continuidad pedagógica, las universidades a nivel institucional no propusieron una única metodología, dejando estas decisiones de uso de las aulas virtuales al profesorado, desde donde se dictaron mayoritariamente clases sincrónicas virtualizadas, al menos en una primera instancia. Si bien se evidencian los esfuerzos de las IES para ofrecer soporte a la comunidad universitaria con el objetivo de garantizar la continuidad pedagógica en las mejores condiciones, existen limitaciones de orden tecnológico, ya sea de conectividad o equipamiento, que no siempre han podido ser cubiertos. También se evidenciaron limitaciones de orden pedagógico, pese a los esfuerzos destinados a desarrollar las competencias básicas en los docentes para facilitar el aprovechamiento de las posibilidades de la educación a distancia; y, finalmente, de orden socioemocional, con esfuerzos institucionales tendientes a reducir la ansiedad y el estrés que el aislamiento y la desconexión social generaron

Creación de una colección de libros decodificables para la práctica lectora inicial en el idioma español

This project designed a methodology for the creation of decodable books to be used as a practice tool for early literacy skills for students who participate in project Read in the Dominican Republic. This paper presents the theoretical framework for the creation and use of this type of practice material, as well as empirical evidence gathered from data collection activities that confirm that technical decisions were appropriate. We created 18 original books categorized into 6 decodable stages, a standardized guide to produce these types of books, electronic templates through the computer software BLOOM for mass production. This innovative activity is an example of evidence-based educational decision-making, since it comes from a previously identified need, and its development was systematized and evaluated. In addition, this activity has an important leverage factor, since it encourages other key actors, outside of project Read and the Dominican Republic, to have access not only to the produced materials, but also have the opportunity of producing and sharing their own decodable books with the educational community.Este proyecto diseñó una metodología para la creación de libros decodificables que serían utilizados como herramienta de práctica de la lectura inicial de los estudiantes del proyecto Leer en la República Dominicana. El artículo2 presenta los fundamentos teóricos en los que se basa la creación y el uso de este tipo de material, así como evidencia empírica a través de levantamientos de datos para confirmar que las decisiones técnicas tomadas durante la actividad fueran las más apropiadas. Como resultado, se crearon 18 libros originales categorizados en 6 etapas decodificables, una guía estandarizada sobre la redacción de este tipo de material y plantillas electrónicas mediante el uso del programa de computadora BLOOM para su diagramación y producción en masa. Esta actividad innovadora es un ejemplo de la toma de decisiones educativas basadas en la evidencia, ya que parte de una necesidad previamente identificada, además de que su desarrollo fue sistematizado y evaluado. Tiene un componente multiplicador de importancia, pues fomenta que otros actores, fuera del proyecto y de la República Dominicana, tengan no solo acceso al material, sino también la oportunidad de producir y compartir sus propios libros decodificables con la comunidad educativa

The role of sociodemographic and psychosocial variables in early childhood development: A secondary data analysis of the 2014 and 2019 Multiple Indicator Cluster Surveys in the Dominican Republic.

The association between sociodemographic factors-poverty, lack of maternal schooling, being male at birth-, childhood developmental delay, and poor educational outcomes has been established in the Dominican Republic (DR). However, family moderating factors present or introduced to buffer sociodemographic factors effects on early childhood development (ECD) are still unknown. We conducted a secondary analysis of the DR's 2014 and 2019 Multiple Indicator Cluster Surveys. We had four study aims: 1) confirm the relationship between socioeconomic position (SP), parenting practices, and ECD; 2) determine if a sociodemographic model predicted ECD; 3) determine if a psychosocial model (family childrearing practices, discipline, and early childhood stimulation) predicted ECD above and beyond the sociodemographic model; 4) explore mothers' beliefs about physical punishment and its relationship with ECD and psychosocial variables. We found that both models predicted ECD significantly, but the psychosocial model explained more variance than the sociodemographic model (6.3% in 2014 and 4.4% in 2019). The most relevant sociodemographic predictors were SP (explaining 21.6% of ECD variance in 2014 and 18.6% in 2019) and mother's education (explaining 13.9% in 2014 and 14.1% in 2019). The most salient ECD psychosocial predictors were: negative discipline, number of children's books at home, stimulating activities at home, and attendance to an early childhood education program. The predicting weights of the independent variables were similar for both years. These results have multiple implications for social programs that aim to improve children's potential in contexts of poverty. Although the results show a protective effect of psychosocial factors, sustainable and large-scale interventions should not be limited to just buffering effects, but to solve the underlying problem, which is that poverty prevents children from reaching their developmental potential and exposes them to life-long greater risk for chronic disease. Addressing delays early in life can therefore contribute to achieving health equity

Validation of the Malawi Developmental Assessment Tool for children in the Dominican Republic: Preliminary results.

BackgroundThis study initiated the validation process of a translated and adapted version of the Malawi Developmental Assessment Tool (MDAT) for children in the Dominican Republic (DR). Like Malawi before the development of the MDAT, the DR did not have early childhood development (ECD) tools explicitly designed for low-resource areas that are also valid assessments of child development. We chose MDAT because it underwent a rigorous validation process and retained measurements of test items that were culturally adaptable from the Denver Developmental Screening Test II. We aimed to test the internal consistency and inter-rater reliability of the MDAT in children under the age of two years living in low-income neighborhoods in Santo Domingo in 2017.Methods and findingsForty-two children from 2 to 24 months of age (mean = 11.26, SD = 6.37, boys = 22, girls = 20) and their corresponding caregiver participated in the study. We conducted a cross-sectional, pre-experimental study. The primary outcome measure was an index of ECD, as assessed by the Dominican adaptation of the MDAT. The tool evaluates children in four domains: social, fine motor, language, and gross motor. To determine internal consistency, we obtained Spearman-Brown split-half reliability for each sub-scale. The results showed a good consistency (>.6) for social, fine motor, and gross motor, and an acceptable consistency (>.5) for language. Second, to test the inter-rater reliability, we conducted a Kendall's Taub test of independence for both the general scale and each sub-scale. Significant rτ scores ranged from .923 to .966, indicating appropriate inter-rater reliability. Third, we correlated the age variable with each subscale to determine if the development scale followed a progression of abilities that are expected to increase with maturation. The age variable correlated positively with all the subscales (social r = .887, p ConclusionsThis study represents the first attempt to obtain a valid tool to screen for development milestones in children living in poverty in the DR. More research is needed to refine the instrument. The availability of the tool will enable impact evaluations of ECD intervention programs and the development of evidence-based public policies in the DR

Construyendo Sistemas de Monitoreo y Evaluación Eficaces para Proyectos de Educación: Experiencias del Proyecto Leer

Los proyectos locales en materia educativa son cada vez más numerosos y ambiciosos en su alcance. Dichos proyectos presentan oportunidades idóneas para diseñar intervenciones efectivas, sistematizarlas y producir un alto volumen de trabajos científicos. Para ello, es crucial crear sistemas robustos de medición que permitan la toma de decisiones basadas en evidencia, la corrección de aspectos de la intervención que no se comportan de la manera esperada, y la medición misma del impacto del proyecto. Este abordaje permite realizar proyectos educativos efectivos, apegados a la ética y la protección de poblaciones vulnerables