Browsing by Author "Santa Cruz Leyton, Catalina"

Now showing 1 - 5 of 5
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    Cartografía de las funciones ejecutivas
    (2017) Santa Cruz Leyton, Catalina; Rosas Díaz, Ricardo
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    Introduction to a special issue on Executive Functions
    (2017) Santa Cruz Leyton, Catalina
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    Mapping of Executive Functions
    (2017) Santa Cruz Leyton, Catalina; Rosas Díaz, Ricardo
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    Playful 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, Catalina
    Executive 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.
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    The 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, Catalina
    Students 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.