Persona:
Barbero Rubio, Adrián

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ORCID
0000-0002-6734-6765
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Barbero Rubio
Nombre de pila
Adrián
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2012 - 20163
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Autor: Eisenbeck, Nikolett ×

Resultados de la búsqueda

Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    Interferencia de la supresión directa y derivada en una tarea de alta demanda cognitiva. Un estudio preliminar
    (Asociación de Análisis del Comportamiento, AAC, 2012) Galera Barbero, Juan C.; Barbero Rubio, Adrián; Noelia Navarro-Gómez; Ruiz, Francisco J.; Eisenbeck, Nikolett; Luciano, Carmen; https://orcid.org/0000-0002-6093-648X; https://orcid.org/0000-0001-8863-1111; https://orcid.org/0000-0003-4958-9277; https://orcid.org/0000-0002-3401-8634
    The present study analyzes the transfer of the suppression function and its interference effect on a high cognitive demand task. Twelve participants were randomly assigned to the control and experimental conditions. In Phase 1, participants completed the questionnaires AAQ-II (Acceptance and Action Questionnaire-II) and WBSI (White Bear Suppression Inventory), and were exposed to a working memory task (TM-I) in which an abstract stimulus (B1), irrelevant for the task, appeared in several occasions. In Phase 2, experimental participants were instructed and trained in suppressing the thoughts related to B1. Control participants carried out the same task but without receiving the suppression instruction. Then, all participants were exposed to an aloud verbalization task and to the second memory task (TM-II). In Phase 3, all participants were trained and tested for the formation of two 4-member equivalence classes (Class 1: A1-B1-C1-D1; Class 2: A2-B2-C2-D2). In Phase 4, the test for transfer of functions, a second period of aloud verbalizations and the third memory task (TM-III; C1 stimulus appeared in this case) were carried out. Four of the 7 experimental participants showed the transfer of the suppression function. Unlike control participants, experimental participants did not significantly increase their performance along the three working memory tasks.
  • Miniatura
    Publicación
    Factor structure and psychometric properties of the Spanish version of the “Dysfunctional Attitude Scale-Revised”
    (Fundación VECA para el Avance de la Psicología Clínica Conductual, 2015) Ruiz, Francisco J.; Suárez Falcón, Juan Carlos; Odriozola González, Paula; Barbero Rubio, Adrián; López López, Juan C.; Eisenbeck, Nikolett; Budziszewska, Lidia; Gil, Enrique; https://orcid.org/0000-0001-8863-1111; https://orcid.org/0000-0001-8632-3174; https://orcid.org/0000-0003-4730-2148; https://orcid.org/0000-0003-4958-9277
    The Dysfunctional Attitude Scale (DAS) is a 40-item measure of dysfunctional schemas, a key construct of the cognitive model of depression. Most research has relied on the total score because of the mixed results of previous exploratory factor analyses conducted on the DAS. Accordingly, a revised, 17-item version of the DAS (hereafter, the DAS-R) has been recently proposed using confirmatory factor analysis (CFA) and containing two factors: Perfectionism/Performance evaluation and Dependency. This study analyzes the factor structure and psychometric properties of the Spanish version of the DAS-R with a total of 629 participants. The DAS-R showed good internal consistency, temporal stability, and discriminant and convergent validity. CFA supported the two-factor solution found in the original scale; however, a hierarchical factor model with two first-order factors and a general factor showed the best fit of the data. The DAS-R provides general and specific measures of dysfunctional schemas that are theoretically meaningful
  • Miniatura
    Publicación
    Efecto diferencial de la etiqueta diagnóstica autista en la intervención con niños
    (Asociación Análisis Comportamiento, AAC, 2016) Barbero Rubio, Adrián; Molina Cobos, Francisco J.; Eisenbeck, Nikolett; López, Juan C.; https://orcid.org/0000-0002-3492-8451; https://orcid.org/0000-0003-4958-9277
    The aim of this study is to analyze whether the label autistic (considering both the low performance and exceptional performance labels) influences the behavior of nine psychology students when teaching tasks to children with this diagnosis. The presence of various children who had to learn to perform a color discrimination task and a visual-motor task was simulated during the experiment. The participants observed the behavior of the imaginary children and could provide contingencies of reinforcement and response cost to them. Two experimental phases were established in which participants had to teach different children: an autistic child, a child without developmental problems, an autistic child who was exceptionally skilled in the tasks and a child without developmental problems who was unskilled in the tasks. The participants were informed of the characteristics of the children prior to the tasks. Results show significant differences in the participants’ response patterns depending on the experimental conditions and tasks. The influence of the autistic label is discussed in terms of the participants’ behavior.