In this work, the neural correlates of emotional processing in Colombian ex-combatants with different empathy profiles were compared to normal controls matched for age, gender and educational level. Forty ex-combatants and 20 non ex-combatants were recruited for this study. Empathy levels as well as executive functions were measured. Empathy level was used to create three groups. Group 1 (G1) included ex-combatants with normal empathy scores, and Group 2 included ex-combatants with low scores on at least one empathy sub-scales. In control group (Ctrl), participants with no antecedents of being combatants and with normal scores in empathy were included. Age, gender, educational and intelligence quotients level were controlled among groups. event-related potentials (ERPs) were recorded while individuals performed an affective picture processing task that included positive, neutral and negative emotional stimuli, which elicit an early modulation of emotion categorization (Early Posterior Negativity (EPN)) and late evaluative process (LPP). EPN differences were found among affective categories, but no group effects were observed at this component. LPP showed a main effect of category and group (higher amplitudes in ex-combatants). There was an inverse correlation between empathy and executive functions scores and ERPs. Results are discussed according to the impact of emotional processing on empathy profile.
Limited knowledge on dementia biomarkers in Latin American and Caribbean (LAC) countries remains a serious barrier. Here, we reported a survey to explore the ongoing work, needs, interests, potential barriers, and opportunities for future studies related to biomarkers. The results show that neuroimaging is the most used biomarker (73%), followed by genetic studies (40%), peripheral fluids biomarkers (31%), and cerebrospinal fluid biomarkers (29%). Regarding barriers in LAC, lack of funding appears to undermine the implementation of biomarkers in clinical or research settings, followed by insufficient infrastructure and training. The survey revealed that despite the above barriers, the region holds a great potential to advance dementia biomarkers research.Considering the unique contributions that LAC could make to this growing field, we highlight the urgent need to expand biomarker research. These insights allowed us to propose an action plan that addresses the recommendations for a biomarker framework recently proposed by regional experts.
La Educación Matemática, como disciplina científica, aborda las matemáticas desde diferentes contextos educativos. En el caso particular del aula de clase, uno de sus elementos de abordaje es el estudio de estrategias para la enseñanza y el aprendizaje de las matemáticas. En este documento se presentan algunos elementos que permiten reflexionar sobre el proceso de modelación como estrategia didáctica para abordar la construcción de conceptos matemáticos en el aula de clase. Estos elementos se convierten en un avance de la investigación "El proceso de modelación en las matemáticas escolares", desarrollado en la Universidad de Antioquia con el apoyo del Programa de Educación de Adultos del ITM.
This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.1 According to Borba and Villareal (2005), technology is 'domesticated' when it is utilized to do what we were used to do by other means, ignoring or wasting other potential uses. Contribution of this paper to the literature• Although previous studies show that the use of technology can condition the development of modeling processes, it is necessary to identify the scope and limitations of its articulation in the analysis of various phenomena.• This literature review provides evidence of the roles and uses of technology when articulated to modeling processes. On the one hand, technology is used as a resource in which multiple tools that accompany the study of a phenomenon are involved. On the other hand, technology is an instrument that reorganizes the processes of experimentation and the production of mathematical knowledge. EURASIA J Math Sci and Tech Ed3 / 13
Background: Recent studies report increases in neural activity in brain regions critical to episodic memory at preclinical stages of Alzheimer’s disease (AD). Although electroencephalography (EEG) is widely used in AD studies, given its non-invasiveness and low cost, there is a need to translate the findings in other neuroimaging methods to EEG.Objective: To examine how the previous findings using functional magnetic resonance imaging (fMRI) at preclinical stage in presenilin-1 E280A mutation carriers could be assessed and extended, using EEG and a connectivity approach.Methods: EEG signals were acquired during resting and encoding in 30 normal cognitive young subjects, from an autosomal dominant early-onset AD kindred from Antioquia, Colombia. Regions of the brain previously reported as hyperactive were used for connectivity analysis.Results: Mutation carriers exhibited increasing connectivity at analyzed regions. Among them, the right precuneus exhibited the highest changes in connectivity.Conclusion: Increased connectivity in hyperactive cerebral regions is seen in individuals, genetically-determined to develop AD, at preclinical stage. The use of a connectivity approach and a widely available neuroimaging technique opens the possibility to increase the use of EEG in early detection of preclinical AD.
Resumen La autoeficacia ha demostrado ser un predictor fuerte de las acciones que los sujetos proyectan realizar para alcanzar un propósito específico. El objetivo del artículo es informar en qué medida se aumenta la autoeficacia de profesores en formación inicial en el uso de tecnología para enseñar matemáticas, a partir de un curso de 64 horas diseñado con características específicas para promover la autoeficacia. La muestra estuvo constituida por dieciséis profesores en formación quienes auto diligenciaron el instrumento de medición de autoeficacia Preparación en el uso de tecnología para enseñar matemáticas, que consta de una batería de 6 dimensiones y con 23 variables ordinales en la escala de 0 a 10. Se realizaron dos mediciones, la primera al inicio del curso y la segunda después de haberlo realizado. Para el análisis de los datos se aplicaron pruebas no paramétricas, a saber, correlación de Spearman, prueba de Kruskal-Wallis, prueba U de Mann-Whitney y prueba de Wilcoxon. Los resultados indican que la edad, la experiencia profesional y el género no son variables significativas para la autoeficacia de los futuros profesores en el uso de tecnología para enseñar matemáticas. Estadísticamente, se encontraron diferencias significativas entre los rangos de la autoeficacia antes y después de la implementación del curso. Los futuros profesores reportaron sentirse preparados para usar diferentes tecnologías para enseñar matemáticas, sin embargo, consideran necesario tener más experiencias de formación.
Resumen: En este artículo se usa el marco conceptual de Carlson et al. (2003) para discutir los resultados de un estudio de caso, el cual describe la forma como un estudiante razona covariacionalmente al enfrentarse a situaciones de variación asociadas a funciones cuadráticas. El estudio se ideó para desarrollar una línea convergente de indagación (Yin, 2009), la cual se centró en las descripciones que el estudiante realizaba a medida que abordaba las situaciones diseñadas para el estudio; dichas descripciones fueron trianguladas con las producciones escritas y los elementos teóricos. Desde las acciones que el estudiante evidenció, se pudo observar que el proceso de razonamiento covariacional no es un proceso lineal pero sí recursivo. Así mismo, este estudio de caso pone en evidencia el hecho de que existen estudiantes que pueden aproximarse a una interpretación variacional de las concavidades de una gráfica, sin que ello exija un estudio previo del cálculo diferencial. Del estudio se desprenden algunas implicaciones tanto para el marco conceptual abordado en este estudio como para el diseño de situaciones orientadas al aula de clase.Palabras clave: Función cuadráti-ca, proceso de razonamiento, razonamiento covariacional, razón de cambio. Covariational reasoning in the quadratic function learningAbstract: This article discusses the results of a case study that describes a student´s covariatonal reasoning to deal with situations of variation associated with quadratic functions. The study was designed to develop a convergent line of inquiry (Yin, 2009) and was focused on the descriptions and actions performed by the student when facing one of the situations of variation. This experience helped the researchers describe the student´s reasoning and discover some implications for both the conceptual framework addressed in this study and the design of the classroom-oriented situations.
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