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Fuentes Melero, Luis José

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Fuentes Melero, Luis José
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Universidad de Murcia. Departamento de Psicología Básica y Metodología
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    Testing the modulation of self-related automatic and others-related controlled processing by chronotype and time-of-day
    (Elsevier, 2024-01-09) Palmero Jara, Lucía Beatriz; Tortajada Gomariz, Miriam; Campoy Menéndez, Guillermo; Fuentes Melero, Luis José; Martínez Pérez, Víctor; Psicología Básica y Metodología
    We assessed whether self-related automatic and others-related controlled processes are modulated by chronotype and time-of-day. Here, a shape-label matching task composed of three geometrical shapes arbitrarily associated with you, friend, and stranger was used. Twenty Morning-types, and twenty Evening-types performed the task at the optimal and non-optimal times of day (i.e., 8 AM, or 8:30 PM). Morning-types did not exhibit noticeable synchrony effects, thus proving the better adaptation of these participants to non-optimal moments of the day as compared to Evening-types. Contrary to our predictions regarding the absence of automatic-processing modulation and the presence of controlled-processing influences by time-of-day, we found an influence on self-related but not others-related processing only in Evening-type participants. Although brain structures are not directly tackled, we argue that such modulation may be due to the dependence of the activation of the ventromedial prefrontal cortex (VMPFC), an essential component of the self-attention network on circadian rhythms.
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    Mid-luteal phase progesterone effects on vigilance tasks are modulated by women’s chronotype
    (Elsevier, 2022-03-12) Palmero Jara, Lucía Beatriz; Tortajada Gomariz, Miriam; Campoy Menéndez, Guillermo; Fuentes Melero, Luis José; Martínez Pérez, Víctor; Psicología Básica y Metodología
    Background In this study we assessed the effects of progesterone on vigilance tasks that require sustained attention. In contrast to previous research, we differentiated two components of vigilance: the exogenous component, involved in monotonous and tedious tasks such as the Psychomotor Vigilance Task (PVT); and the endogenous component, involved in tasks that require cognitive control such as the Sustained Attention to Response Task (SART). Methods A sample of 32 female participants differing in extreme chronotypes were tested at their optimal and non-optimal time-of-day, as secretion of sex hormones follows biological rhythms. Ovulation tests that measure the presence of luteinizing hormone (LH) in urine were used to minimize methodological errors. Women of Morning-type or Evening-type chronotypes completed 4 experimental sessions of the two attentional tasks when they were in their follicular (low progesterone level) and mid-luteal (high progesterone level) phases, both in the morning (8:00 AM) and the evening (8:30 PM). Results Compared with the follicular phase, performance in the mid-luteal phase improved in the Morning-type participants and worsened in the Evening-type participants. This pattern of results was observed only when testing occurred at the optimal time-of-day and with both the PVT and the SART tasks. Conclusion These results suggest that the simultaneous presence of both progesterone and cortisol at 8:00 AM may explain the benefit observed in Morning-type females. In contrast, the low concentration of cortisol along with the reduced benefit of mid-luteal phase progesterone in the evening may account for the worsening in performance observed in Evening-type females.
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    Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA)
    (Public Library of Science, 2021-08-05) Sánchez Pérez, Noelia; Fuentes Melero, Luis José; González Salinas, Carmen; Psicología Básica y Metodología
    Math anxiety (MA) affects students of all age groups. Because of its effects on children’s academic development, the need to recognize its early manifestations has been highlighted. We designed a European-Spanish version of the Scale for Early Mathematics Anxiety (SEMA; Wu et al. (2012)), and assessed its psychometric properties in a sample of children aged 7 to 12 years. The participants (967 typically developing children) were elementary school students recruited from ten schools. Children reported their general and math anxiety levels in an individual session and performed nonverbal IQ and math abilities subtests in a group session. Teachers reported the final math grades. The psychometric indices obtained, and the resulting factor structure revealed that the European-Spanish version of the SEMA developed in this study is a reliable and valid measure to evaluate MA in children from 3rd to 6th grade. Moreover, we explored gender differences, that resulted in small effect sizes, which disappeared when controlling for trait anxiety. Differences across grades were found for both global MA and the numerical processing anxiety factor but not for the situational and performance anxiety factor. Finally, MA was negatively associated with students’ math achievement, although the strength of the associations varied with the MA measure selected, the kind of math achievement analyzed, and the school stage considered. Our findings highlight the relevance of MA in elementary school and highlight the need for an early identification of students at risk of suffering MA to palliate the negative consequences of MA in children’s cognitive and academic development.
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