Browsing by Author "Ceric, Francisco"

Now showing 1 - 4 of 4
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    ADHD children outperform normal children in an artificial grammar implicit learning task: ERP and RT evidence
    (ACADEMIC PRESS INC ELSEVIER SCIENCE, 2010) Rosas, Ricardo; Ceric, Francisco; Tenorio, Marcela; Mourgues, Catalina; Thibaut, Carolina; Hurtado, Esteban; Teresa Aravena, Maria
    This study focuses on Implicit learning (IL) in children One of the main debates in this field concerns the Occurrence of IL indicators in experimental settings and its manifestation in different populations In this research, we are looking for evidence of the occurrence of IL in normal children and in children with Attention Deficit Hyperactive Disorder (ADHD). based on the relationship between accuracy. reaction time and event-related potentials (ERPs). Our results show differences between the analyzed groups with respect to markets for electrophysiological activity and reaction time. but not for accuracy In consequence, we Suggest that research in IL should explore different indicators and their relationship with the cognitive processing levels involved In addition, IL might involve different forms of information processing in normal children and children with ADHD. We discuss the possible impact of these findings for future research (C) 2009 Elsevier Inc All rights reserved
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    Evaluating the rapid automatized naming and arithmetical fluency relationship in Chilean first grade students
    (2021) Escobar Torres, José Pablo; Porflitt Becerra, Felipe Ignacio; Ceric, Francisco
    Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN letters, phonological awareness, counting, arithmetical fluency, inhibition and verbal working memory. Results show moderate correlations between RAN and counting with arithmetical fluency. After controlling for the effect of all the variables, RAN still explains a significant variance of arithmetical fluency. Although the nature of the relationship between RAN and arithmetical fluency is multi-componential, our results only confirm the role of working memory when simultaneous counting is considered in the model. Therefore, RAN is not only an important cognitive variable related to reading processes but also a key one for mathematical skills, especially when they involve a fluency component.
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    Fast route versus slow route: Electrophysiological and behavioural evidences of emotional processing pathways
    (FUNDACION INFANCIA APRENDIZAJE, 2012) Ceric, Francisco
    Research in the area of neurocognitive processing of emotions, indicates the possibility of two segregated pathways in the brain. These correspond to a slow pathway (sensory-thalamic-cortical) and a fast pathway (sensory-thalamic limbic). In the latter, the role of the amygdala would be dominant. This research seeks to assess how it influences the emotional context in the processing of emotional stimuli, specifically to test how these pathways interact with parallel processing, using electrophysiological techniques and recording behaviour in a recognition task of inconsistencies. These results allow us to support the hypothesis of segregated pathways influencing each other to develop a contextualised response. We conclude that, regarding emotions, these guide decision-making and are associated with external events. Given a situation, there is a certain bodily response that contributes to the assessment of a situation, and they are also part of the cognitive process and form the physiological substrate of feelings.
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    Gesture and metaphor comprehension: Electrophysiological evidence of cross-modal coordination by audiovisual stimulation
    (ACADEMIC PRESS INC ELSEVIER SCIENCE, 2009) Cornejo, Carlos; Simonetti, Franco; Ibanez, Agustin; Aldunate, Nerea; Ceric, Francisco; Lopez, Vladimir; Nunez, Rafael E.
    In recent years, studies have suggested that gestures influence comprehension of linguistic expressions, for example, eliciting an N400 component in response to a speech/gesture mismatch. In this paper, we investigate the role of gestural information in the understanding of metaphors. Event related potentials (ERPs) were recorded while participants viewed video clips of an actor uttering metaphorical expressions and producing bodily gestures that were congruent or incongruent with the metaphorical meaning of such expressions. This modality of stimuli presentation allows a more ecological approach to meaning integration. When ERPs were calculated using gesture stroke as time-lock event, gesture incongruity with metaphorical expression modulated the amplitude of the N400 and of the late positive complex (LPC). This suggests that gestural and speech information are combined online to make sense of the interlocutor's linguistic production in an early stage of metaphor comprehension. Our data favor the idea that meaning construction is globally integrative and highly context-sensitive. (C) 2008 Elsevier Inc. All rights reserved.