Browsing by Author "Rosas, Ricardo"

Now showing 1 - 8 of 8
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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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    And once AI finally beats the Turing test, then what? /
    (2024) Rosas, Ricardo
    This paper aims, using some examples from Artificial Intelligence research, to show that passing the Turing test depends more on the cognitive characteristics of the test experimenters than on the machines subjected to the test. Furthermore, it aims to show that simulators that pass the Turing test will always have a certain degree of indeterminacy, which raises ethical questions about the purpose of building such simulators.
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    Construcción y estandarización de un instrumento de evaluación de aprendizajes esperados en educación parvularia basada en tablet.
    (2013) Illmer, Doyna; Rosas, Ricardo; Veliz Cordova, Soledad Del Carmen; Ramírez, María Paz; Aparicio, Andrés; Benavente, Catalina; Thibaut, Carolina
    En Chile escasean los instrumentos de evaluación de aprendizajes para párvulos que cuenten con criterios de confiabilidad y validez y que evalúen aprendizajes esenciales definidos de ese modo por el Ministerio de Educación de Chile. El objetivo de esta investigación es validar una prueba de evaluación de aprendizajes a través del juego llamada dip, sostenida en tablet. La prueba evalúa conceptos básicos relacionados con lenguaje verbal y razonamiento lógico-matemático en niños de entre tres y seis años. La prueba dip fue estandarizada con 360 niños entre tres y seis años de instituciones de diversa dependencia administrativa que ofrecen educación parvularia en la Región Metropolitana de Chile. La prueba conlleva evidencia de buena confiabilidad interna (0,7) y confiabilidad consistente por eje de aprendizajes evaluados. Asimismo, evidencia una alta correlación con una prueba de evaluación de competencias lectoras iniciales (0,7) y una correlación moderada con una prueba de aprendizajes en formato tradicional (0,5)
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    Developmental Trajectories of Written Language Precursors according to Socioeconomic Status
    (2022) Espinoza, Victoria; Santa Cruz, Catalina; Rosas, Ricardo
    There is resounding evidence of the existence of direct precursors of written language, most specifically phonological awareness, letter knowledge, vocabulary, and oral comprehension. The initial differences identified in the development of written language precursors are directly related to subsequent students' academic trajectories. Socioeconomic status is a significant source of initial differences in performance, with discrepancies in the development of reading precursors favoring children from more affluent backgrounds. We assessed reading precursors in 176 Chilean children from different socioeconomic levels. Significant differences in performance were found, which tended to favor the higher socioeconomic groups for each precursor we tested. However, the developmental trajectories of skills were similar for phonological awareness, letter knowledge, vocabulary, and oral comprehension. A compensatory trajectory was observed only in the case of rapid naming. The problem arises from the need for educational systems to adapt to the specific needs of their students, in order to generate compensatory trajectories in all reading precursor skills and enable a decrease in the gaps in reading performance among children from different socioeconomic backgrounds.
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    How Did the Pandemic Affect the Socio-Emotional Well-Being of Chilean Schoolchildren? A Longitudinal Study
    (2022) Santa-Cruz, Catalina; Espinoza, Victoria; Donoso, Javiera; Rosas, Ricardo; Badillo, Dominic
    This study investigated the repercussions of coronavirus disease (COVID-19) and the subsequent quarantine on the emotional well-being of children in their initial years of formal schooling, with particular emphasis on children with special educational needs (SEN) and children from high and low socioeconomic statuses (SES). This longitudinal study employed the Child Behavior Checklist for ages 6-18 (CBCL) completed by the students' guardians at least once during 2018-2019 and again during 2020. The results showed differences in internalizing and externalizing problems after 8 months of quarantine and a significant increase in students fitting clinical or borderline categories given by the CBCL itself. The results are described in detail for four groups considering the combination of SEN and SES characteristics, showing the importance of their intersectionality, especially between low SES and SEN.
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    Study of a set of reading precursors among Chilean children with Down syndrome
    (2023) Arango, Paulina S.; Escobar, Jose P.; Orellana, Pelusa; Aparicio, Andres; Strasser, Katherine; Rosas, Ricardo; Tenorio, Marcela
    Learning to read for children with Down syndrome is relevant because of the impact this ability has on learning and the development of autonomy. Previous research has described reading development in this population, but it is not clear if the process and precursors are the same in a transparent language like Spanish. This study explores performance in a set of precursors (phonological awareness, visual recognition, vocabulary, letter knowledge and verbal reasoning) in 42 children with Down syndrome between 6:0 and 10:11 years. We hypothesized that the participants would have a lower performance than previously reported with children with typical development, particularly in tasks of phonological awareness, because the method for reading instruction in Chile with this population is usually the global method. Our results show that the precursors improve with age, that there are differences in performance between the skills assessed, and the ceiling effect was not observed as would be expected for children with typical development for the abilities assessed at these ages, which suggests that in the children assessed the precursors are not consolidated at these ages. These results suggest that the stimulation of phonological awareness and other reading precursors in children with Down syndrome is important for reading development.
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    Testing of a Drawing Toy for Children with Blindness: The Kuwu Experience
    (2021) Escobar, Jose-Pablo; Castro, Camila; Garolera, Marion; Sepulveda, Angelica; Santa Cruz, Martin; Rosas, Ricardo
    Play is a fundamental activity in early childhood and a source of cognitive development. One ludic activity in early childhood is drawing, a semiotic activity in which children can build and transform symbols and meanings in a way to reflect their thoughts and emotions. However, drawing has a visual component that is a challenge for some children with blindness or visual impairment. This research aims to evaluate a prototype of a haptic pencil called Kuwu. Through user's usability tests and expert heuristic inspection, we evaluated 10 children with blindness or visual impairments between 5 and 8 years old, from 2 schools of Santiago, Chile. Heuristics evaluation shows the minimalist design, ease, and flexibility of use of the pencil that allows children to draw independently. Usability testing is a foundational phase in any technological development, especially when creating from a universal design perspective.
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    When the future comes knocking: psychological perspectives on Artificial Intelligence
    (2024) Rosas, Ricardo; Giuliano, Roberto Musa
    The recent appearance and massive user adoption of ChatGPT and related technologies is rapidly turning AI from what to most people was once merely a distant concern based in theoretical speculation into one of the most pressing and significant developments we are facing as individuals and as a society. In order to better navigate the abrupt changes we are experiencing, we must consider the history and broader context of AI, as well as spur a dialogue that involves as wide an array of voices as possible. This special issue seeks to contribute by offering a platform to scholars in psychology and the social sciences from which to share their unique perspectives and reflections, so that they may enrich our understanding of this global, urgent and multi-faceted phenomenon.