Departamento Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento

El debate como herramienta didáctica para la confrontación de mitos sobre la inteligencia humana

Wed, 01 Jan 2025 00:00:00 GMT

[ES] El presente capítulo describe un proyecto de innovación docente orientado a desmontar los mitos y creencias erróneas sobre la inteligencia humana que persisten entre estudiantes universitarios. Con el objetivo de promover la reflexión crítica y la alfabetización científica, se incorporó el debate académico como metodología principal de aprendizaje activo. Participaron 78 estudiantes de 4.º curso del Grado en Psicología de la Universidad de Salamanca, quienes completaron un cuestionario pretest y postest compuesto por 35 afirmaciones adaptadas del libro "In the Know: Debunking 35 Myths About Human Intelligence". Los resultados iniciales mostraron una alta aceptación de mitos sobre la inteligencia (19 de 35 afirmaciones consideradas verdaderas). Tras la intervención basada en debates estructurados, se observaron mejoras significativas: disminuyeron las respuestas de incertidumbre y aumentaron las respuestas que identificaban correctamente los mitos como falsos. En 24 de los 35 ítems se hallaron diferencias estadísticamente significativas entre pretest y postest, lo que indica un claro avance en la desmitificación de la inteligencia. En conclusión, el debate académico se consolida como una estrategia pedagógica eficaz para cuestionar concepciones erróneas, favorecer el pensamiento crítico y reforzar la comprensión científica de la inteligencia humana en contextos universitarios.

Validación de tests para evaluar el síntoma de "sensación de presencia" en pacientes con patologías del sueño

Wed, 01 Jan 2025 00:00:00 GMT

[ES] El fenómeno de Sensación de Presencia (SP), la experiencia de percibir una entidad o ser sin evidencia sensorial clara, ha generado un creciente interés científico en las últimas décadas. Esta investigación tuvo como objetivo analizar las propiedades psicométricas de dos cuestionarios para evaluar la SP y experiencias perceptuales inusuales utilizando modelo de Rasch. Se aplicó un diseño instrumental con 185 adultos uruguayos, divididos en un grupo clínico (con trastornos del sueño) y uno de comparación. Primero, se adaptaron al español las escalas Sensed Presence Questionnaire (SenPQ) y Multi-Modality Unusual Sensory Experiences Questionnaire (MUSEQ). También se aplicaron otras escalas para medir variables asociadas (ansiedad, depresión, somnolencia diurna, personalidad e imaginería mental). Los resultados indicaron que ambas escalas mostraron buena unidimensionalidad, ajuste al modelo y consistencia interna, aunque con fiabilidad individual limitada. Se hallaron correlaciones significativas entre SP y variables asociadas, sugiriendo una interacción compleja entre factores afectivos, de personalidad y cognitivos. Además, las escalas discriminaron entre individuos con y sin síntomas clínicos de trastornos del sueño. Las correlaciones positivas entre SP y otras modalidades sensoriales del MUSEQ respaldan su conceptualización dimensional dentro de un espectro más amplio de experiencias perceptuales. Los resultados refuerzan la utilidad de estas escalas para la investigación y evaluación clínica de experiencias atípicas en contextos transdiagnósticos, aportando evidencia sobre el papel de variables psicológicas clave en la génesis y modulación de la SP.; [EN] The Sense of Presence (SP) phenomenon, or the experience of perceiving an entity or being without clear sensory evidence, has generated increasing scientific interest in recent decades. This study aimed to analyze the psychometric properties of two questionnaires used to measure SP and unusual perceptual experiences through Rasch model. An instrumental design was applied to a sample of 185 Uruguayan adults, divided into a clinical group (with sleep disorders) and a comparison group. The Sensed Presence Questionnaire (SenPQ) and the Multi-Modality Unusual Sensory Experiences Questionnaire (MUSEQ) were first adapted into Spanish. Additional scales were administered to assess associated variables (anxiety, depression, daytime sleepiness, personality traits, and mental imagery). The results indicated that both scales exhibited good unidimensionality, adequate model fit, and internal consistency, although with limited individual reliability. Significant correlations were found between SP and associated variables, suggesting a complex interaction between affective, personality and cognitive factors. In addition, the scales discriminated between individuals with and without clinical symptoms of sleep disorders. The positive correlations between SP and other sensory modalities of the MUSEQ support its dimensional conceptualization within a broader spectrum of perceptual experiences. The results support the utility of these scales for the research and clinical assessment of atypical experiences in transdiagnostic contexts, providing evidence on the role of psychological variables in the genesis and modulation of SP.

Positive and negative affect as predictors of university academic performance: systematic review and meta-analysis

Sat, 31 Jan 2026 00:00:00 GMT

[EN]Positive and negative affect are key emotional dimensions for understanding learning processes and academic performance in university students. This study presents a systematic review and meta-analysis of empirical evidence published between 2015 and 2025 on the association between affect and academic performance in higher education. Following PRISMA guidelines, 14 studies were included. The results indicate that positive affect shows a clear and consistent direction of effect, with a moderate and statistically significant association with academic performance (r = .27, 95% CI [.12, .41], I² = 90.91%). In contrast, negative affect showed an inconsistent direction of effect and a weak, non-significant association (r = –.11, 95% CI [–.28, .07], I² = 95.45%). Moderation analyses examining study-level methodological characteristics (type of affect measure, type of academic performance measure, and study design) did not identify any statistically significant moderators, and subgroup differences disappeared when meta-regression models were applied. Both meta-analyses exhibited high heterogeneity (I² > 90%), but only positive affect showed a significant association with academic performance. These results underscore the need for more precise affective measures, longitudinal and context-sensitive research designs, and teaching practices that explicitly integrate the affective dimension into the university learning experience. [ES]El afecto positivo y negativo son dimensiones emocionales clave para comprender los procesos de aprendizaje y el rendimiento académico en estudiantes universitarios. Este estudio presenta una revisión sistemática y un metaanálisis de la evidencia empírica publicada entre 2015 y 2025 sobre la asociación entre afecto y rendimiento académico en la educación superior. Siguiendo las directrices PRISMA, se incluyeron 14 estudios. Los resultados mostraron que el afecto positivo presenta una dirección del efecto clara y consistente, con una asociación moderada y estadísticamente significativa con el rendimiento académico (r = .27, IC del 95% [.12, .41], I² = 90.91%). En contraste, el afecto negativo presenta una dirección del efecto inconsistente y una asociación débil y no significativa (r = –.11, IC del 95% [–.28, .07], I² = 95.45%). Los análisis de moderación que han examinado las características metodológicas a nivel de estudio (tipo de medida del afecto, tipo de medida del rendimiento académico y diseño del estudio) no identificaron moderadores estadísticamente significativos, y las diferencias entre subgrupos desaparecieron al aplicar modelos de meta-regresión. Ambos metaanálisis mostraron alta heterogeneidad (I² > 90%), pero solo el afecto positivo evidenció una asociación significativa con el rendimiento académico. Estos resultados subrayan la necesidad de medidas afectivas más precisas, diseños de investigación longitudinales y sensibles al contexto, así como prácticas docentes que integren explícitamente la dimensión afectiva en el contexto de aprendizaje universitario.

Relationship between Self-Regulated Learning and Student Satisfaction in a Collaborative Science Communication Task

Sat, 01 Nov 2025 00:00:00 GMT

[EN]The influence of self-regulated learning on academic performance has been studied from various perspectives and in different contexts. However, few studies have explored its impact on student satisfaction in learning environments related to scientific dissemination. This study examines the influence of self-regulated learning —specifically motivation and learning strategies— on university students’ satisfaction with the group preparation of a scientific dissemination article. A total of 83 university students participated by completing a self-regulated learning questionnaire (MSLQ) and two ad hoc questionnaires assessing satisfaction with the dissemination project (group interaction and content). The results showed high levels of satisfaction with both the interaction and the content of the project, with average scores exceeding eight out of ten. Furthermore, regarding the dimensions of self-regulated learning, motivation was found to influence satisfaction with the content among students who reported lower use of learning strategies. The implications of these findings are discussed within the educational context.

Working memory training improves episodic memory in older people: transfer based on controlled retrieval processes

Mon, 01 Jan 2024 00:00:00 GMT

[EN]Introduction: The results of working memory (WM) training to improve episodic memory in older people are inconsistent. This inconsistency could be due to the fact that the episodic memory tests used do not share the same cognitive resources as the trained WM task. The aim of this study was to assess whether performance on an episodic memory test will improve only when this test requires controlled processes of retrieval of information from secondary memory or recollection, similar to the processes exercised during WM training. Method: Fifty-five people over 60 years of age participated in the study: 27 were randomly assigned to the experimental group (EG) and the rest to the control group (CG). The EG was trained in complex span tasks. Before and after training, both groups were tested on episodic memory tests (a verbal and a visuospatial recognition test) and WM span tasks (reading, digit and spatial location). Results: ANOVAs revealed a greater improvement of recollection estimates in the EG than in the CG for both verbal recognition (p = 0.023) and visuospatial recognition (p = 0.014). Discussion: Our results provide support for a cognitive mechanism whose shared presence favored transfer from training on a WM task to a test of episodic memory. Consistent with our predictions, training on complex span tasks improved performance on recognition tests only when recall required a controlled search process in secondary memory, or recollection. We therefore stress the importance of identifying other cognitive resources that are susceptible to transfer from a training task to other untrained tasks. A better understanding of the phenomenon of transfer is crucial for the design of increasingly effective intervention programs for older people.

La influencia de la cognición sobre el arte: un análisis interdisciplinario

Wed, 01 Jan 2025 00:00:00 GMT

[ES] La publicación “La influencia de la cognición sobre el arte: un análisis interdisciplinario” presenta los resultados de un proyecto de innovación docente (ID 2024/136) desarrollado en la Facultad de Bellas Artes de la Universidad de Salamanca. El trabajo explora la relación entre los procesos cognitivos y la práctica artística, destacando cómo la comprensión de la cognición puede potenciar tanto la creación como la apreciación del arte. Desde un enfoque interdisciplinario que integra Bellas Artes, Psicología e Historia del Arte, el proyecto implementó una intervención educativa en la asignatura Pintura II con el objetivo de fortalecer las competencias artísticas y cognitivas de los estudiantes.

Working memory training improves episodic memory in older people: transfer based on controlled retrieval processes

Wed, 20 Mar 2024 00:00:00 GMT

[EN] The results of working memory (WM) training to improve episodic memory in older people are inconsistent. This inconsistency could be due to the fact that the episodic memory tests used do not share the same cognitive resources as the trained WM task. The aim of this study was to assess whether performance on an episodic memory test will improve only when this test requires controlled processes of retrieval of information from secondary memory or recollection, similar to the processes exercised during WM training. Method: Fifty-five people over 60 years of age participated in the study: 27 were randomly assigned to the experimental group (EG) and the rest to the control group (CG). The EG was trained in complex span tasks. Before and after training, both groups were tested on episodic memory tests (a verbal and a visuospatial recognition test) and WM span tasks (reading, digit and spatial location). Results: ANOVAs revealed a greater improvement of recollection estimates in the EG than in the CG for both verbal recognition (p = 0.023) and visuospatial recognition (p = 0.014). Discussion: Our results provide support for a cognitive mechanism whose shared presence favored transfer from training on a WM task to a test of episodic memory. Consistent with our predictions, training on complex span tasks improved performance on recognition tests only when recall required a controlled search process in secondary memory, or recollection. We therefore stress the importance of identifying other cognitive resources that are susceptible to transfer from a training task to other untrained tasks. A better understanding of the phenomenon of transfer is crucial for the design of increasingly effective intervention programs for older people.

Effects of Teacher Enthusiasm and Type of Text on the Motivation and Achievement of Schoolchildren

Mon, 30 May 2022 00:00:00 GMT

[EN]This study aims to analyze the effects of teacher enthusiasm and type of text on student motivation and achievement. The participants were 369 elementary school students. We used four videos showing a teacher presenting two texts (narrative or descriptive) in two conditions of enthusiasm (high or neutral). A MANOVA revealed additive effects due to enthusiasm and text type on motivation and achievement, but no interaction. Mediation analyzes indicated that enthusiasm showed direct and indirect effects through motivation only for descriptive text. Therefore, the motivational mediation between teacher enthusiasm and student achievement could be especially important when the text is descriptive.

Motivation and learning strategies in the use of ICTs among university students

Tue, 01 Jan 2013 00:00:00 GMT

[EN] Within the European Higher Education Area (EHEA) considerable efforts are being made to promote the incorporation of Information and Communication Technology (ICTs) in Higher Education (HE), together with placing emphasis on the cognitive and motivational components underlying learning. The objectives of this research were to analyze: (a) the relationship between different uses of ICTs and the learning outcomes and (b) the relationship between learning strategies and motivation and the use of ICTs. Four factors explain 57.4% of the total variance of the types of use of ICTs. It is possible to discern four patterns of use of ICTs (Social, Technical, Academic and Educational Platforms). Our results show significant associations of the different uses of ICT with expectations of improved performance and satisfaction. In addition, the Educational Platform Use (EPU) is linked to performance. In turn, the EPU is predicted by learning strategies and motivation variables which point to primarily motivational components. The results are discussed in relation to the difficulties inherent in the process of implementing the EHEA.

Network analysis to examine sex differences linked to emotional well-being in cardiovascular disease

Mon, 01 Jan 2024 00:00:00 GMT

[EN]Psychosocial dimensions are essential to guarantee an optimal approach to improve emotional well-being in patients with cardiovascular disease (CVD). There is evidence of sex differences regarding these dimensions. Thus, the connections between them are crucial to implement personalized therapies. Network model analyses were conducted on data from 593 CVD patients. The models included scores from the Hospital Anxiety and Depression Scale (HADS), positive (PA) and negative affect (NA), positivity (PS), satisfaction of life (SLS), social support (SS), self-efficacy on emotion regulation (RESE), cardiac self-efficacy (CSE) and the Short Form-12 Health Survey. The main sex differences were found in: PA-PS (p = 0.03), SS-RESE (p = 0.04), for which the positive associations are stronger for men than for women and PA-RESE (p < 0.01) for which the positive association is stronger for women than for men. These nuances should be considered to implement tailored and integrative therapies for each CVD patient.

Generalized and visual anosognosia, Anosodiaphoria after bifrontal injury: symptom length and cognitive outcomes after one year from first report documented

Mon, 01 Jan 2024 00:00:00 GMT

[EN]Importance: GAAB Syndrome was recently discovered and coined by Rodríguez, Azariah, Ritter, et al.. (2024). It is characterized by bifrontal brain injury, visual pathway damage involving bilateral enucleation, generalized and visual anosognosia and lack of emotional processing with visual anosognosia being more prominent in the clinical presentation of the patient given the context of bilateral enucleation. The syndrome was not explained by delirium nor by amnesia, not either by multiple shunt adjustments or psychological denial. Objective: To describe the clinical presentation and syndrome length of the patient one year after injury. Results show that most of the syndrome symptoms are resolved after nine months, with just visual anosognosia not resolving completely. The patient improved cognitively as shown by the same tests one year later.

Generalized anosognosia, anosodiaphoria, and visual hallucinations with bilateral enucleation after severe bifrontal brain injury: a case report describing similarities with and differences from Anton syndrome

Mon, 01 Jan 2024 00:00:00 GMT

[EN]Visual anosognosia, associated with confabulations and cortical blindness in the context of occipital lobe injury, is known as Anton syndrome. Patients with this syndrome strongly deny their vision loss and confabulate to compensate for both visual loss and memory impairments. In this article, we present a case of a patient with some similarities to Anton syndrome, however, with several differences in clinical presentation. Bifrontal brain injury, bilateral enucleation, affective indifference (anosodiaphoria), generalized anosognosia, and the conviction that vision will resume mark clear clinical differences with Anton syndrome. Differentiating these findings from Anton syndrome will help occupational therapists, neuropsychologists, speech-language pathologists, physical therapists, and physicians when assessing frontal lobe brain injury with total and partial visual loss. This case demonstrates that visual anosognosia and confabulations can occur without occipital lobe dysfunction or cortical blindness

Effects of a memory training program in older people with severe memory loss

Fri, 01 Jan 2016 00:00:00 GMT

[EN]Strategies based memory training programs are widely used to enhance thecognitive abilities of the elderly. Participants in these training programs areusually people whose mental abilities remain intact. Occasionally, people withcognitive impairment also participate. The aim of this study was to test ifmemory training designed specifically for healthy people is effective in peoplewith severe memory impairment. We carried out a 10-year retrospective case-control study with Rivermead Behavioural Memory Test (RBMT) and memorycomplaint measures obtained pre-post training. The case group consisted of73 people with memory impairment (IM group). The control group (n = 72) wasmade of individuals with preserved memory and sociodemographic character-istics similar to the case group (PM group). Both groups improved theirperformance on everyday memory tasks (measured using the RBMT). The IMgroup improved more than the PM group in everyday memory tasks, especiallyin prospective memory tasks. Both groups also reduced their level of subjectivecomplaints as a result of training. In conclusion, our results are encouragingwith respect to the efficacy of comprehensive memory training programs forolder people with severe memory impairment.

Subtle interactions for distress regulation: Efficiency of a haptic wearable according to personality

Sat, 01 Jan 2022 00:00:00 GMT

[EN]The incorporation of empathic systems in everyday life draws a lot of attention from society. Specifically, the use of wearables to perform stress regulation is a growing field of research. Among techniques explored, the haptic emulation of lowered physiological signals has been suggested to be promising. However, some discrepancies remain in empirical research focusing on such biofeedback (BF) regarding their efficacy, and the mechanisms underlying the effects of these wearables remains unclear. Moreover, the influence of individual traits on the efficiency of BF has been marginally studied, while it has been shown that personality could impact both stress and its regulation. The aim of this study is to investigate the outcome of interactions with these technologies from a psycho-physiological standpoint, but also to explore whether personality may influence its efficiency when other interaction devices are present. Participants had to play a challenging game while a lowered haptic BF of their heart rate was induced on their wrist. Results showed variable efficiency of the wearable among the participants: a subjective relaxation was evident for the participants exhibiting the highest neurotic and extraverted traits score. Our results highlight the plurality of the modes of action of these techniques, depending on the individual and on the level of stress to regulate. This study also suggests that tailoring these regulation methods to individual characteristics, such as personality traits, is important to consider, and proposes perspectives regarding the investigation of stress and regulation systems embedded in wearables.

Cognitive and body manifestations of driving anxiety according to different onsets

Fri, 01 Jan 2021 00:00:00 GMT

[EN]Background: Driving anxiety can have deleterious effects not only on driving behavior, but also on life quality. The interaction between motor vehicle collision (MVC) experiences and driving anxiety has been studied from different standpoints. However, the comparison with other events triggering it has been scarcely considered. Objectives: To analyze the body manifestations and the driving cognitions related to accident, social and panic concerns in people suffering from different levels of driving anxiety. Method: A total of 260 participants suffering from driving anxiety were included in a survey, including Driving Cognition Questionnaire and Body Sensation Questionnaire. Results: Panic attacks and criticisms are the most relevant onsets of driving anxiety, more than MVC. Only 11.4% of MVC victims considered it as the onset. People with MVC history showed lower scores in social concerns than people without MVC experience and neither the responsibility of the MVC nor the role (driver/passenger) seemed to have an impact on the anxiety level. Conclusions: Although the most relevant body sensations, heart palpitations and sweating, were the same in people with panic attack experiences and MVC victims, a discrimination of the emotions behind the concept of “driving anxiety” is desirable to clarify the psychological effects of different onsets.

Syntactic and emotional interplay in second language: emotional resonance but not proficiency modulates affective influences on L2 syntactic processing

Mon, 01 Jan 2024 00:00:00 GMT

[EN] Previous research has demonstrated the influence of emotions during linguistic processing, indicating the interactivity of both processes in the brain. However, little is known regarding such interplay in a second language (L2). This study addressed this question by examining the reading effects of syntactic violations while processing L2 emotional and neutral statements. Forty-six Spanish-English bilinguals with various levels of L2 proficiency and emotional resonance (i.e. capability for emotional experience in L2) were presented with a self-paced sentence reading task. Sentences contained positive (16), neutral (16) and negative (16) verbs, half of them presented in agreement and half in disagreement with the preceding pronoun. Analysis of verb reading times using linear mixed effects modelling revealed a significant interaction between syntactic violation, verb valence and emotional resonance, suggesting that stronger emotional L2 experience results in a higher saliency of negative verbs, reducing the impact of syntactic violations.