Browsing by Subject "Experiment"

Now showing 1 - 7 of 7
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    Cognitive flexibility and response inhibition in patients with Obsessive-Compulsive Disorder and Generalized Anxiety Disorder
    (Elsevier, 2020) Rosa-Alcázar, Angel; Olivares-Olivares, Pablo; Martínez-Esparza, Inma; Parada-Navas, Jose Luis; Rosa-Alcázar, Ana Isabel; Olivares-Rodríguez, José; Personalidad, Evaluación y Tratamiento Psicológicos
    Background/Objective: The main aim of this study was to analyze differences in inhibition and cognitive flexibility, taking into account some variables that may influence results (non verbal reasoning, depression, anxiety, intolerance of uncertainty, comorbidity, medication consump- tion). Method: The participants were 95 adults aged 17-61 years old (M = 33.48, SD = 11.13), primary (most severe) Generalized Anxiety Disorder or Obsessive-Compulsive Disorder and a healthy control group. Neuropsychological neasures were completed using computerized Wisconsin Card Sorting Test, Stroop Color Word Test and Go/NoGo Task. Results: Clinical groups presented worse results in cognitive flexibility to the control group. The obsessive-compulsive group showed worse scores in flexibility than the generalized anxiety group, once non-verbal reasoning and tolerance to uncertainty were controlled. Comorbidity and medication use did not affect results in the obsessive compulsive group but did however influence the generalized anxiety group. Conclusions: Cognitive flexibility could be included treatment in the treatment of obsessive- compulsive disorder and generalized anxiety disorder.
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    Coping strategies in obsessive-compulsive patients during Covid-19 lockdown
    (Elsevier, 2021) Rosa-Alcázar, Angel; Garcia-Hernández, M. Dolores; Parada-Navas, José Luis; Olivares-Olivares, Pablo; Martínez-Murillo, Sergio; Rosa-Alcázar, Ana Isabel; Personalidad, Evaluación y Tratamiento Psicológicos
    Background/Objective: The main aim of this study was to compare coping strategies in obsessive-compulsive disorder (OCD) patients and a healthy control group during COVID-19 lockdown and to analyze the relationship with some variables which may influence results (depression, anxiety, comorbidity, subtype of obsession-compulsion). Method: There were 237 participants, 122 OCD and 115 healthy controls, aged 17-61 years old (M = 33.48, SD = 11.13). Results: Groups showed differences in the use of some adaptive strategies (positive reinterpre- tation, acceptance, humor) and maladaptive (denial, self-blame). Within obsessive-compulsive group, comorbidity affected the greater use of inappropriate strategies (denial, substance abuse and self-blame) while type of obsession-compulsion did not influence use. Anxiety and depres- sion levels were related to the use of less adaptive strategies. Conclusions: These findings strengthen the need for training in the use of effective and adaptive coping strategies, making it necessary to improve clinical follow-up of these patients. It is relevant to be in contact with healthcare professionals, review medication and observe the anxiety and depression levels.
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    Family involvement and treatment for young children with Obsessive-Compulsive Disorder: Randomized control study
    (Elsevier, 2019) Rosa-Alcázar, Angel; Rosa-Alcázar, Ana Isabel; Olivares-Olivares, Pablo; Parada-Navas, José Luis; Rosa-Alcázar, Encarnación; Sánchez-Meca, Julio; Personalidad, Evaluación y Tratamiento Psicológicos
    Background/Objective: The aim of this paper was to evaluate the diferential efficacy of cog- nitive behavioral family treatment in children under 8 years of age with Obsessive-Compulsive Disorder (OCD) in the reduction of obsessive-compulsive responses and secondary outcomes in three treatment conditions: (a) Treatment of parents and child, (b) Treatment of mother and child, and (c) Treatment of mother. Method: Forty-four children with obsessive-compulsive disorder, aged 5.2-7.9 years old and their parents, were randomized to one of three groups in a 1:1:1 ratio. Seventy-five percent was male and 100% Caucasian (White-European). Treatment involved 12 individual sessions of is Cognitive-Behavioral Family-Based Treatment delivered. Results: The three conditions produced clinical improvements in post-test and follow-up in the primary (symptom severity OCD) and secondary outcomes. The results showed no intergroup differences in variables related to OCD symptom severity, although statistically significant dif- ferences were found in groups in Internalizing and Externalizing problem, mother and fathers accomodation. Conclusions: The most efficient condition was that including a greater number of family mem- bers even when there was high family accommodation. The direct involvement of the child in the psychological treatment was important in achieving better results
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    Heidegger y la noción de verdad en las ciencias ónticas: una reconstrucción de los sentidos de verdad que imperan en las ciencias de lo intramundano
    (Universidad de Murcia. Servicio de Publicaciones, 2017) Mascaró, Luciano
    A continuación nos proponemos investigar la filosofía heideggeriana de los años ‘20 (el así llamado “período de Marburgo”) para determinar el sentido de verdad que opera como trasfondo en las labores de las ciencias ónticas de lo intramundano (ciencias naturales y físico-matemáticas). Nuestro recorrido nos mostrará cuatro sentidos fundamentales: La verdad como propiedad de los enunciados; como resultados y consecuencias; como concordancia de la predicción con el experimento, y como certeza. Concluiremos nuestro estudio con la discusión de la posibilidad de subsistencia de la verdad con anterioridad al despliegue de la existencia, lectura que será criticada por medio de la distinción entre verdad y efectividad.
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    Línea y color. Acerca de la relación entre arte y pensamiento en Paul Klee.
    (Universidad de Murcia, Servicio de Publicaciones, 2022) Martínez V., Sergio
    En este trabajo buscamos pesquisar la relación entre arte y pensamiento en Paul Klee. Creemos que esta relación está vinculada a la pregunta en torno a una imagen esencial de la creación como génesis. Para sentir y pensar esta génesis, consideraremos fundamental la experiencia de la obra de arte. Es de este modo que la relación entre línea y color nos demanda preguntar por la relación entre arte y pensamiento. En tanto que el riesgo del pensamiento-enimagen del artista suizo-alemán se halla en lo que compromete: un momento cosmogenético. Al considerarlo introduciremos una afinidad electiva entre Klee y una tradición estético-filosófica cuyas raíces se hallan en Kant, en la medida en que ella nos ayudará a meditar lo que está en cuestión en su pensamiento-enimagen.
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    Taking the pulse of a classroom with a gamified audience response system
    (Elsevier, 2021-10-13) López-Jiménez, Juan José; Fernández Alemán, José Luis; González Sequeros, Ofelia; Moros Valle, Begoña; García-Berná, José Alberto; Idri, Ali; Toval, Ambrosio; López González, Laura; Informática y Sistemas
    Background and objective: This paper presents an empirical study of a gamified mobile-based assessment approach that can be used to engage students and improve their educational performance. Method: A gamified audience response system called G-SIDRA was employed. Three gamification elements were used to motivate students in classroom activities: badges for achievements to increase engagement, points to indicate progression and performance in the subject and ranking for promoting competitiveness. A total of 90 medical students in a General and Descriptive Anatomy of the Locomotor System course were taught using G-SIDRA in the academic year 2019/2020. Smart bracelets were configured to collect heart rate measurements from 30 students with the aim of evaluating the impact of the gamification elements. The control group consisted of a sample of 110 students enrolled on the same course in the academic year 2016/2017 using non-gamified SIDRA. Results: Statistically significant differences were found between multiple choice questions (MCQ) scores obtained by using SIDRA and G-SIDRA in the four experiments (U = 1.621,50, p < 0,01 for Exp1; U = 1.950,00, p < 0,01 for Exp2; U = 955,00, p < 0,01 for Exp3; U = 2.335,00, p < 0,01 for Exp4). In the students’ final exam grades, statistically significant differences between students that used G-SIDRA as opposed to SIDRA (T(157) = 3.992; p = 0.044) were obtained. Concerning gamification elements, statistically significantly differences were found in comparing the pulse increases after and before the badge event in the four experiments (U = 2.484,00, p = 0,038 for Exp1; U = 2.109,50, p = 0,046 for Exp2; U = 1.790,50, p = 0,025 for Exp3; U = 1.557,0, p = 0,048 for Exp4). However, there are not statistically significant differences between the pulse increases after and before the ranking event in the four experiments. In a 5-point Likert-type scale, the students expressed satisfaction with G-SIDRA (M = 4.552) and thought the system helped to better understand both theoretical and practical concepts ( M = 4.092). Their global assessment of the G-SIDRA platform was 4.471. Conclusions: Of the three gamification elements used in the study, only badge has an effect on heart rate. Better student responses and academic performance were achieved when using G-SIDRA. Nevertheless, more research is required to evaluate the impact of the gamification elements on the motivation, engagement and performance of students. Physiological measures are promising approaches for gamification elements evaluation.
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    The Role of Blended Learning in Improving Students’ Numerical Ability and Learning Creativity
    (Universidad de Murcia, Servicio de Publicaciones, 2025) Supriadi, Nanang; Jamaluddin Z, Wan; Suherman, Suherman; Komarudin, Komarudin
    La investigación sobre los posibles beneficios del aprendizaje mixto en la mejora de la capacidad numérica y la creatividad es imprescindible. Este estudio tiene como objetivo evaluar los impactos del enfoque de aprendizaje mixto en la competencia numérica y el aprendizaje creativo de los estudiantes. Utilizando el modelo cuasi-experimental, la investigación involucró a 60 estudiantes de secundaria durante el semestre de primavera, divididos en grupos experimentales y de control. La recolección de datos se realizó mediante cuestionarios y pruebas, con un análisis realizado utilizando el software SPSS 29 y Winstep. Los hallazgos revelan una influencia significativa del modelo de aprendizaje mixto en la habilidad numérica, incluso considerando el aprendizaje creativo de los estudiantes. Además, el aprendizaje creativo por parte de los estudiantes afecta significativamente la habilidad numérica. Estos resultados subrayan la importancia de implementar el aprendizaje mixto en las escuelas secundarias, ya que fomenta el desarrollo tanto de habilidades numéricas como de creatividad.