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Carriedo López, M. Nuria

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0000-0003-2719-6333
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Carriedo López
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M. Nuria
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2017 - 201952020 - 20244
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Mostrando 1 - 9 de 9
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    Publicación
    VIII Jornadas de redes de investigación en Innovación Docente de la UNED. Los trabajos fin de carrera (TFG Y TFM): El camino de la profesionalización
    (Universidad Nacional de Educación a Distancia (España). Editorial, 2017) Martín Cuadrado, Ana María; Juan Oliva, Esther; Carriedo López, M. Nuria
    Con esta publicación, el Vicerrectorado de Ordenación Académica y Calidad, a través del Instituto Universitario de Educación a Distancia (IUED) de la UNED, da a conocer los resultados de un centenar de experiencias en innovación educativa puestas en marcha en sus materias y asignaturas por equipos docentes, profesores tutores y estudiantes de la UNED, así como de otros equipos docentes de universidades nacionales e internacionales. Se ofrece una rica variedad de posibilidades de actuación para mejorar la actividad docente y potenciar el aprendizaje del estudiante: diversidad de temáticas, agentes y modelos de acción educativa en el aula. Los Trabajos Fin de Título recogieron un amplio número de experiencias que dibujan una panorámica amplia sobre algunos aspectos nucleares de estas materias. Además, y en torno a seis líneas temáticas, se encuentra un número importante de proyectos de innovación educativa que aportan datos contrastados sobre cursos masivos en abierto (MOOC)
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    Cognitive, emotional, and social factors promoting psychosocial adaptation: a study of latent profiles in people living in socially vulnerable contexts
    (Frontiers, 2019-05-15) Herrero, Laura; Carriedo López, M. Nuria; https://orcid.org/0000-0002-9526-8725
    Music sight reading (SR), has been described as a complex task which involves the simultaneous reading of new non-rehearsed material and performance. Although practice related skill have revealed as the most significant predictor of SR, working memory (WM) processes have shown its relevance in the study of individual differences in SR. We aimed to determine how the updating in WM sub-processes of retrieval/transformation and substitution, could differentially contribute to SR when the effects of age and practice were controlled, and according to the difficulty of the SR tasks and the different indexes of performance measured (SR error, tempo maintenance, rhythmic accuracy, pitch accuracy, articulation accuracy and expressiveness). 131 music students of different ages and levels of instrument knowledge participated in the study. The results showed that whereas the efficiency in the retrieval/transformation sub-processes contributed to SR regardless of the difficulty of the SR tasks, the substitution sub-process also contributed to performance at sight but only in low demanding SR tasks. The results also showed all the updating sub-processes were engaged in SR regarding the proportion of error and rhythmic accuracy. However, both expressiveness and tempo maintenance seemed to be uniquely driven by efficiency in the retrieval/transformation sub-processes, whereas articulation accuracy relied on the efficiency to suppress irrelevant information from WM.
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    The role of cognitive flexibility and inhibition in complex dynamic tasks: the case of sight reading music
    (Springer Nature, 2020-08-01) Herrero, Laura; Carriedo López, M. Nuria; https://orcid.org/0000-0002-9526-8725
    Sight reading (SR) is a dynamic task which requires the performance of the music printed in a score whithout previous practice (Lehmann and McArthur 2002). Our main aim was to analyse how cognitive flexibility and the inhibitory processes involved in the control of interference of irrelevant stimulus and in the suppression of preponderant actions or responses, could differently contribute to fluency and accuracy in SR, as a function of the conditions of difficulty of the SR tasks. We also aimed to determine if these contributions were independent of instrument knowledge. 63 students of melodic instruments participated in the study. The results revealed a significant contribution of the inhibitory processes involved in the suppression of preponderant actions or responses to both fluency and accuracy, even in low difficult conditions of the SR tasks. Our results also revealed significant contributions of cognitive flexibility to fluency and of resistance to interference to accuracy only in high difficult conditions of the SR tasks. All these contributions were independent of instrument knowledge.
  • Miniatura
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    Cognitive, emotional, and social factors promoting psychosocial adaptation: a study of latent profiles in people living in socially vulnerable contexts
    (Frontiers, 2024-04-12) Carriedo López, M. Nuria; Rodríguez Villagra, Odir Antonio; Moguilner, Sebastián; Morales Sepulveda, Juan Pablo; Huepe Artigas, Daniela; Soto, Vicente; Franco O’Byrne, Daniel; Ibáñez, Agustín; Bekinschtein, Tristan A.; Huepe, David; https://orcid.org/0000-0002-8545-0857; https://orcid.org/0000-0003-1731-8325; https://orcid.org/0000-0002-1258-5670; https://orcid.org/0000-0003-3494-4213; https://orcid.org/0000-0001-6758-5101; https://orcid.org/0000-0001-8351-5314
    Introduction: Social adaptation is a multifaceted process that encompasses cognitive, social, and affective factors. Previous research often focused on isolated variables, overlooking their interactions, especially in challenging environments. Our study addresses this by investigating how cognitive (working memory, verbal intelligence, self-regulation), social (affective empathy, family networks, loneliness), and psychological (locus of control, self-esteem, perceived stress) factors interact to influence social adaptation. Methods: We analyzed data from 254 adults (55% female) aged 18 to 46 in economically vulnerable households in Santiago, Chile. We used Latent profile analysis (LPA) and machine learning to uncover distinct patters of socioadaptive features and identify the most discriminating features. Results: LPA showed two distinct psychosocial adaptation profiles: one characterized by effective psychosocial adaptation and another by poor psychosocial adaptation. The adaptive profile featured individuals with strong emotional, cognitive, and behavioral self-regulation, an internal locus of control, high self-esteem, lower stress levels, reduced affective empathy, robust family support, and decreased loneliness. Conversely, the poorly adapted profile exhibited the opposite traits. Machine learning pinpointed six key differentiating factors in various adaptation pathways within the same vulnerable context: high self-esteem, cognitive and behavioral self-regulation, low stress levels, higher education, and increased social support. Discussion: This research carries significant policy implications, highlighting the need to reinforce protective factors and psychological resources, such as self-esteem, self-regulation, and education, to foster effective adaptation in adversity. Additionally, we identified critical risk factors impacting social adaptation in vulnerable populations, advancing our understanding of this intricate phenomenon.
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    The role of executive functions, social cognition and intelligence in predicting social adaptation of vulnerable populations
    (Springer Nature, 2022-11-04) Schulte, M.; Trujillo, N.; Rodríguez Villagra, Odir Antonio; Salas, N.; Ibañez, A.; Carriedo López, M. Nuria; Huepe, David; https://orcid.org/0000-0002-8545-0857; https://orcid.org/0000-0001-8351-5314
    This study sought to evaluate the roles of and interactions between cognitive processes that have been shown to exhibit impact from socioeconomic status (SES) and living conditions in predicting social adaptation (SA) in a population of adults living in socially vulnerable conditions. Participants included 226 people between the ages of 18 and 60 who have been living in vulnerable contexts throughout life in Santiago, Chile. Data was collected through a battery of psychological assessments. A structural equation model (SEM) was implemented to examine the interrelationships among cognitive and social variables. Results indicate a significant relationship between executive function (EF) and SA through both social cognition (SC) and intelligence. Theory of Mind (ToM), a component of SC, was shown to exhibit a significant relationship with affective empathy; interestingly, this was negatively related to SA. Moreover, fluid intelligence (FI) was found to exhibit a positive, indirect relationship with SA through crystallized intelligence (CI). Evaluation of these results in the context of research on the impacts of SES and vulnerable living conditions on psychological function may allow for the development of more effective clinical, political, and social interventions to support psychosocial health among socially vulnerable populations.
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    Inhibitory control and temporal perception in cerebral palsy
    (Taylor and Francis, 2019-08-26) Cabezas López, Mercedes; Carriedo López, M. Nuria; https://orcid.org/0000-0001-9024-6407
    Prepotent response inhibition and temporal perception abilities were explored in a sample of individuals with cerebral palsy relative to typically developing peers. The extent to which inhibitory control difficulties might affect temporal processing was also investigated. For this purpose, two inhibitory control tasks and two duration estimation tasks were given to the groups of cerebral palsy and typically developing children. Results showed inhibition and temporal perception problems in the group with cerebral palsy. A relationship was found between inhibition and temporal estimation performances, which indicates that inhibitory control contributes, at least partially, to acquisition of the temporal processing ability.
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    A developmental study of the bat/ball problem of CRT: How to override the bias and its relation to executive functioning
    (The British Psychological Society, 2019-04-16) Corral, Antonio; Carriedo López, M. Nuria; Montoro Martínez, Pedro Raúl; Herrero, Laura
    In two experiments, we explored the nature of the bias observed in the bat/ball problem of the cognitive reflection test (Frederick, 2005, J. Econ. Perspect., 19, 25), how to override it, and its relation to executive functioning. Based on the original bat/ball problem, we designed two additional isomorphic items. In Experiment 1, for four age groups, including 7-, 11-, and 15-year-olds and adults, we determined that the bias is related to the System 1 intervention; the performance in this item was not a matter of mathematical ability and it could be facilitated by changing the order in which the problems were presented. In Experiment 2, we determined that for 15-year-olds, good and bad performances in the item were related to executive functioning, particularly response-distractor inhibition, updating information in working memory, and the regulation of attention; however, subtle differences were identified when the problem was performed in a facilitative context compared with a non-facilitative context. The results indicated that cognitive abilities are a necessary but non-sufficient condition to resolve the problem.
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    Executive functioning skills and (low) math achievement in primary and secondary school
    (Elsevier, 2023-06-10) Iglesias Sarmiento, Valentín; Carriedo López, M. Nuria; Rodríguez Villagra, Odir Antonio; Pérez, Leire; https://orcid.org/0000-0002-3300-1718; https://orcid.org/0000-0002-8545-0857; https://orcid.org/0000-0002-2477-847X
    Schoolchildren with better executive functioning skills achieve better mathematics results. It is less clear how inhibition, cognitive flexibility, and working memory combine to predict mathematics achievement and difficulty throughout primary and secondary school. This study aimed to find the best combination of executive function measures for predicting mathematical achievement in Grades 2, 6, and 10 and to test whether this combination predicts the probability of having mathematical difficulties across school grades even when fluid intelligence and processing speed were included in the models. A total of 426 students—141 2nd graders (72 girls), 143 6th graders (72 girls), and 142 10th graders (79 girls)—were cross-sectionally assessed with 12 executive tasks, one standardized mathematical task, and a standardized test of intelligence. Bayesian regression analyses found various combinations of executive predictors of mathematical achievement for each school grade spanning Grade 2 to measures of cognitive inhibition (negative priming) and cognitive flexibility (verbal fluency); Grade 6 to measures of inhibition: resistance to distractor interference (receptive attention), cognitive flexibility (local–global), and working memory (counting span); and Grade 10 to measures of inhibition: resistance to distractor interference (receptive attention) and prepotent response inhibition (stop signal) and working memory (reading span). Logistic regression showed that the executive models derived from the Bayesian analyses had a similar ability to classify students with mathematical difficulty and their peers with typical achievement to broader cognitive models that included fluid intelligence and processing speed. Measures of processing speed, cognitive flexibility (local–global), and prepotent response inhibition (stop signal) were the main risk factors in Grades 2, 6, and 10, respectively. Cognitive flexibility (verbal fluency) in Grade 2 and fluid intelligence, which was more stable in all three grades, acted as protective factors against mathematical difficulty. These findings inform practical considerations for establishing preventive and intervention proposals.
  • Miniatura
    Publicación
    Actas. VIII Jornadas de Redes de Investigación en Innovación Docente. Los trabajos fin de carrera (TFG y TFM): el camino de la profesionalización
    (Universidad Nacional de Educación a Distancia (España), 2017-09-01) Juan Oliva, Esther; Carriedo López, M. Nuria; Martín Cuadrado, Ana María