Browsing by Subject "Cognitive performance"

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    Cognitive deficits in fibromyalgia syndrome are associated with pain responses to low intensity pressure stimulation
    (Public Library of Science, 2018-08-01) Galvez-Sánchez, Carmen María; Muñoz Ladrón de Guevara, Cristina; Montoro, Casandra; Fernández-Serrano, María José; Duschek, Stefan; Reyes del Paso, Gustavo; Personalidad, Evaluación y Tratamiento Psicológicos
    Background: Fibromyalgia syndrome (FMS) is a chronic disorder characterized by widespread musculoskeletal pain and diffuse tenderness, accompanied by complaints including morning stiffness, fatigue, insomnia and affective symptoms. In addition, affected patients frequently experience cognitive impairments such as concentration difficulties, forgetfulness or problems in planning and decision-making. These deficits are commonly ascribed to interference between nociceptive and cognitive processing. Method: The present study investigated the association of cognitive performance with (a) pain responses to low intensity pressure stimulation (0.45-2.25 kg/cm2), (b) responses to stronger (above-threshold) stimulation (2.70 kg/cm2), and (c) pain threshold and tolerance in 42 women with FMS. Tests of attention, memory, processing speed, and executive functions were applied. Results: While no significant correlations were seen for pain threshold and pain tolerance, inverse associations arose between pain intensity ratings during pressure stimulation and performance in all evaluated cognitive domains. The magnitude of the correlations increased with decreasing stimulus intensity. Conclusions: It may be concluded that pain experience during somatosensory stimulation of low intensity is more closely related to attention, memory and executive functions in FMS than the traditional measures of pain threshold and pain tolerance. Considering that pain responses to low intensity stimulation reflect the hyperalgesia and allodynia phenomena characterizing FMS, it may be hypothesized that central nervous pain sensitization is involved in cognitive impairments in the disorder.
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    Links between motivation and metacognition and achievement in cognitive performance among primary school pupils
    (Universidad de Murcia. Servicio de Publicaciones, 2021) Lara Nieto-Márquez, Natalia; García-Sinausía, Sandra; Pérez Nieto, Miguel Ángel
    Sundry studies have emphasised the importance of motivation in cognitive performance, as well as its link to metacognitive development. The objective here is to explore the motivation variables that influence the performance of cognitive tasks, along with their effect on metacognition. The study sample consists of 354 primary school pupils aged 811 at a state school in the Community of Madrid (Spain). The following measuring instruments have been used for studying the variables: Motivación para el Aprendizaje y la Ejecución (MAPE-I) [Motivation for Learning and Execution], a questionnaire on motivation variables; the Junior Metacognitive Awareness Inventory (Jr. MAI), for metacognitive variables, and the battery of tests in the Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN) [Neuropsychological Assessment of Executive Functions in Children], for assessing cognitive performance. The results reveal a significant effect between the motivation for focusing on learning and cognitive performance in the tasks that involve inhibition, flexibility, and working memory. We also find a significant effect between increased effort and knowledge regulation. Furthermore, we analyse the relations between the variables by school year to determine the age effect. We evaluate the results’ academic implications.
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    Relaciones de la motivación con la metacognición y el desempeño en el rendimiento cognitivo en estudiantes de educación primaria
    (Universidad de Murcia. Servicio de Publicaciones, 2021) Lara Nieto-Márquez, Natalia; García-Sinausía, Sandra; Pérez Nieto, Miguel Ángel
    Diversas investigaciones destacan la importancia de la motivación en el rendimiento cognitivo y también la importancia de la motivación en la metacognición. El objetivo de esta investigación es indagar en las variables motivacionales que influyen en el rendimiento de tareas cognitivas y en la metacognición. La investigación se ha realizado en un colegio público de la Comunidad de Madrid. La muestra de este estudio corresponde a 354 alumnos de educación primaria, entre los 8 y 11 años de edad. Los instrumentos de medida seleccionados son: el cuestionario de Motivación hacia el Aprendizaje (MAPE-I), para las variables motivacionales; el Junior Meta-cognitive Awareness Inventory (Jr. MAI), para las variables metacognitivas y la batería de pruebas de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), para la evaluación del rendimiento cognitivo. Los resultados obtenidos muestran efecto de la motivación de orientación al aprendizaje en relación con el rendimiento cognitivo en las pruebas que implican inhibición, flexibilidad y memoria operativa. También se observa efecto significativo entre la disposición al esfuerzo y la regulación del conocimiento. Igualmente, se analizan las relaciones entre las variables por curso para determinar el efecto de la edad. Se valoran las implicaciones educativas de los resultados.