Persona:
Gómez Veiga, Isabel

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igveiga@psi.uned.es
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0000-0002-5389-8665
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Gómez Veiga
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Isabel
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2021 - 20237
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Mostrando 1 - 7 de 7
  • Miniatura
    Publicación
    The role of working memory updating, inhibition, fluid intelligence, and reading comprehension in explaining differences between consistent and inconsistent arithmetic word-problem-solving performance
    (Elsevier, 2022-07-25) Passolunghi, Maria Chiara; Duque de Blas, Gonzalo; Carretti, Barbara; Doz, Eleanora; Gómez Veiga, Isabel; García Madruga, Juan Antonio
    Children’s performance in arithmetic word problems (AWPs) predicts their academic success and their future employment and earnings in adulthood. Understanding the nature and difficulties of interpreting and solving AWPs is important for theoretical, educational, and social reasons. We investigated the relation between primary-school children’s performance in different types of AWPs and their basic cognitive abilities (reading comprehension, fluid intelligence, inhibition, and updating processes). The study involved 182 fourth- and fifth-graders. Participants were administered an AWP-solving task and other tasks assessing fluid intelligence, reading comprehension, inhibition, and updating. The AWP-solving task included comparison problems incorporating either the adverb more than or the adverb less than, which demand consistent or inconsistent operations of addition or subtraction. The results showed that consistent problems were easier than inconsistent ones. Efficiency in solving inconsistent problems is related to inhibition and updating. Moreover, our results seem to indicate that the consistency effect is related to updating processes’ efficiency. Path analyses showed that reading comprehension was the most important predictor of AWP-solving accuracy. Moreover, both executive functions—updating and inhibition—had a distinct and significant effect on AWP accuracy. Fluid intelligence had both direct and indirect effects, mediated by reading comprehension, on the overall measure of AWP performance. These domain-general factors are important factors in explaining children’s performance in solving consistent and inconsistent AWPs.
  • Miniatura
    Publicación
    Bilingualism and intelligence in children exposed to poverty environments: A Raven's error pattern analysis using a generalized propensity score method
    (Elsevier, 2023-04-25) Laborda, Leopoldo; Mejalenko, Juan; Gómez Veiga, Isabel
    The main objective of this study is to compare the quantitative (correct answers) and qualitative (error types) performance of children belonging to different linguistic groups on a non-verbal reasoning test, Raven's Colored Progressive Matrices Test, after being matched based on level of exposure to poverty, certain individual characteristics and test performance. The sample is representative for Mexico at a population level and consists of children aged 5 to 12 (n = 4644), of which 671 are bilingual in Spanish and an indigenous language, 3970 are monolingual in Spanish and 78 are monolingual in an indigenous language. The results show significant quantitative differences with a lower overall performance in the Raven's test by bilingual children as compared to their monolingual (Spanish only) peers, but no qualitative differences when analyzing their error types. When considering each linguistic group individually, the relative frequency of three error types (Repetition, Wrong Principle, and Incomplete Correlate) is similar in children aged 5 to 8 and in those aged 9 to 12. However, considering the two age cohorts, the results reveal how the intragroup differences in each linguistic group, are only statistically significant in the case of Difference errors, in the group of monolingual children in Spanish. In addition to practical use that may be potentially derived from this empirical evidence, these results may also be encouraging from a methodological point of view. They demonstrate how the method used, in addition to permitting greater comparison between the experimental groups of a representative sample at a population level, does not present high sensitivity, either for the model used to estimate the Generalized Propensity Score method, or for the specific estimator used.
  • Miniatura
    Publicación
    Psychometric Properties of the Spanish Version of the Complex Postformal Thought Questionnaire: Developmental Pattern and Significance and Its Relationship With Cognitive and Personality Measures
    (University of California Press, 2023-02-01) Contreras Felipe, Antonio; Suárez Falcón, Juan Carlos; Caprara, María Giovanna; Pozo Cabanillas, María del Pilar; Gómez Veiga, Isabel
    Postformal thought is the highest state of thinking in adults, extending beyond formal operations. Sinnott’s Complex Postformal Thought Questionnaire (PFTQ) is one of the most widely used measures of this construct and thus, the main aim of this study was to translate a Spanish version of the PFTQ and to validate it using a sample of 1093 subjects aged from 18 to 71 years. A cross-validation study was carried out and measurement invariance was analyzed by gender and across age groups: emerging adults, 18-29 years; established adults, 30-45 years; and middle-aged adults, 46-60 years. Furthermore, evidence of validity was assessed relative to cognitive and personality measures (i.e.: mindfulness, grit, resilience, intolerance of uncertainty, conscientiousness, metacognition and learning strategies), as was the developmental pattern of the PFTQ. In the cross-validation study, both the exploratory and confirmatory factor analyses indicated it was appropriate to consider a unidimensional structure. Likewise, the PFTQ exhibited good psychometric properties (α = .84; Ω = .83), and there was reasonable evidence of strict invariance by gender and across age groups. Moreover, the PFTQ was significantly and positively related to metacognition, learning strategies, mindfulness, conscientiousness, resilience and grit, whereas it was significantly and negatively related to intolerance of uncertainty, albeit to a lesser extent. Finally, a developmental progression of the PFTQ was observed during adulthood, with significant differences observed between the latent means of the three age groups, which was associated with moderate effect sizes between the emerging and the established or middle-age adult groups (d = 0.28 and d = 0.37, respectively). By contrast, a very small and practically negligible effect size was detected between the established and middle-aged adult groups (d = 0.09). Relativistic operations would appear to underlie psychosocial development in established adulthood, when they are most needed. Overall, the Spanish version of the PFTQ showed good psychometric properties and validity evidence of its utility to studying adult thinking.
  • Miniatura
    Publicación
    Relaciones entre memoria operativa, inteligencia, comprensión lectora y rendimiento académico en Historia en 4º de la Educación Secundaria
    (Universidad de Navarra, 2021-03-04) Jiménez Cárdenas, Jaime; García Madruga, Juan A.; Gómez Veiga, Isabel
    El propósito de este estudio es analizar las interrelaciones entre los procesos ejecutivos de la Memoria operativa (MO), la inteligencia fluida y la comprensión lectora, así como su capacidad predictiva respecto del rendimiento académico en Historia. Participaron 26 estudiantes de Educación Secundaria Obligatoria. Los resultados indican que las variables cognitivas correlacionan entre sí y con el rendimiento académico. Los análisis de regresión mostraron que la comprensión lectora es la variable cognitiva de alto nivel que mejor predice el rendimiento académico en dicha materia curricular. Asimismo, el trabajo pone de manifiesto la utilidad de las medidas de MO en ámbitos educativos.
  • Miniatura
    Publicación
    Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School
    (2021-03-30) Duque de Blas, Gonzalo; Gómez Veiga, Isabel; García Madruga, Juan Antonio; Agencia Estatal de Investigación (España)
    Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).
  • Miniatura
    Publicación
    Executive Functions and Improvement of Thinking: An Intervention Program to Enhance Deductive Reasoning Abilities
    (Cambridge Unitervisity Press, 2022-12-15) García Madruga, Juan Antonio; Orenes Casanova, Isabel; Vila Chaves, José Óscar; Gómez Veiga, Isabel; Agencia Estatal de Investigación (España)
    Empirical and theoretical advances and application to society are moved at different speed. Application work is frequently developed later because it requires the integration of knowledge from different research areas. In the present paper, we integrate literature coming from diverse areas of research in order to design a deductive reasoning intervention, based on the involved executive functions. Executive functions include working memory (WM)’s online executive processes and other off-line functions such as task revising and planning. Deductive reasoning is a sequential thinking process driven by reasoners’ meta-deductive knowledge and goals that requires the construction and manipulation of representations. We present a new theoretical view about the relationship between executive function and higher-level thinking, a critical analysis of the possibilities and limitations of cognitive training, and a metacognitive training procedure on executive functions to improve deductive reasoning. This procedure integrates direct instruction on deduction and meta-deductive concepts (consistency, necessity) and strategies (search for counterexamples and exhaustivity), together with the simultaneous training of WM and executive functions involved: Focus and switch attention, update WM representations, inhibit and revise intuitive responses, and control the emotional stress yielded by tasks. Likewise, it includes direct training of some complex WM tasks that demands people to carry out similar cognitive assignment than deduction. Our training program would be included in the school curriculum and attempts not only to improve deductive reasoning in experimental tasks, but also to increase students’ ability to uncover fallacies in discourse, to automatize some basic logical skills, and to be able to use logical intuitions.
  • Miniatura
    Publicación
    The protective role of positivity and emotional self-efficacy beliefs in times of the COVID-19 pandemic
    (Elsevier, 2023-09) Contreras Felipe, Antonio; Caprara, Mariagiovanna; Zuffianò, Antonio; Suárez Falcón, Juan Carlos; Pozo Cabanillas, María del Pilar; Cabras, Emilia; Gómez Veiga, Isabel
    The impact of positivity and self-efficacy beliefs in managing anger, fear, and sadness on positive and negative affect was examined at three time points over 9 months. Data from 1,401 students (73.4% women) attending an online University in Spain were collected at the start of the pandemic and during the first wave of the COVID-19 pandemic. The results of a random intercept cross-lagged panel model revealed that the strongest relationships in terms of effect size occurred at the trait level, in which participants who had a general higher positivity over time were also those who reported, in general, higher self-efficacy, higher positive affect, and lower negative affect than their counterparts. At the within-person level, while controlling for stable (trait-like) individual differences, higher than usual levels (state-like) of positivity in January 2020 predicted higher than usual levels of emotional self-efficacy beliefs and lower than usual levels of negative affect in June 2020. During the same transition, higher than usual levels of negative affect in January 2020 predicted lower than usual levels of emotional self-efficacy in June 2020. Moreover, higher than usual levels of self-efficacy in June 2020 predicted higher than usual levels of positivity in September 2020. We did not find any predictive effect for positive affect. The results pointed to the protective role of both positivity and regulatory emotional self-efficacy beliefs mostly against negative affect, corroborating previous findings suggesting a virtuous circle of reciprocal influence between positivity and regulatory emotional self-efficacy. The practical implications of these findings are discussed.