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Copyright of Palobra is the property of Universidad de Cartagena and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzes the relationship between IQ scores and the total IQ (CIT) in individuals with dyslexia. It was found that there is a low performance in working memory (MT) and processing speed (VP) indexes in individuals with dyslexia. Additionally, it is mentioned that dyslexia is more prevalent in men and that the MT index is the most affected compared to the other CIT indexes. Findings are also presented on the difficulties in the working memory index in individuals with Down syndrome, which affects their reading abilities. Finally, it is mentioned that the document is a list of bibliographic references from different studies related to environmental factors, dyslexia, learning difficulties, and developmental disorders in children and adolescents. [Extracted from the article]

Young lawbreakers with an antisocial structure suffer alterations in their social cognition, which is reflected in their difficulty to interact with others in an appropriate way and to put themselves in the place of others as a symbol of empathy. The findings of a systematic literature review are presented to answer the following research questions: What are the characteristics of empathy and sympathy in lawbreakers? What are the characteristics of moral reasoning in lawbreakers? Articles, books and specialized publications in scientific databases were reviewed. It is concluded that the offender of the law with antisocial structure has a neurobiological functioning different from the common offender, specifically in the brain areas associated with the responses of empathy, sympathy and moral reasoning. In these, pleasant biological responses are activated in the face of situations that generate feelings of compassion and pain in the majority of the population. The findings show that people with antisocial structure feel satisfaction before the pain of others, demonstrating effects on social cognition, this being an issue of interest and topicality for neurosciences and social neuropsychology. [ABSTRACT FROM AUTHOR]

Introduction: The specific learning disorder is a nosological entity of neurodevelopment, the clinical manifestations become evident in the school stage and are persistent throughout life. Dyslexia (DS) is characterized by an impairment in the comprehension and fluency of the reading process, associated with neurocognitive deficits. Objective: To analyze the relationship between phonological fluency, repetition, naming and verbal comprehension in children diagnosed with dyslexia (DS). Method: A sample of (N=114) school patients with DS diagnosis between the ages of 7 and 16 years, selected by non-probability sampling, was used. We built a structural equation model (MEE) in RCran 4.0.4 software, to analyze the relationship between the latent variables (phonological fluency, semantic fluency, pseudoword repetition, sentence repetition, naming and verbal comprehension), through the results of standardized psychometric tests; Verbal Fluency Test, Boston Test, Child Neuropsychological Assessment and Weschler Intelligence Scale IV. Results: Covariances between phonological fluency and all language (LG) components were positive; semantic fluency (σxy=0.55), pseudoword repetition (σxz=0.53), sentence repetition (σxw=0.64), LG naming (σxv=0.60), verbal comprehension (σxy=0.57), indicating a direct relationship. In people with DS, the lower the phonological fluency the greater the language deficits. Conclusion: In DS, phonological and semantic fluency is limited and is directly related to the clinical manifestations of this neurodevelopmental disorder (TN). [ABSTRACT FROM AUTHOR]

Copyright of Psychologia is the property of Universidad de San Buenaventura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents an artificial neural network (ANN) that is designed for predicting student academic performance. ANNs emulate human brain physiological function, have the ability to process information, and are used in research for making prediction models because of their ability to identify nonlinear relationships between variables. The database used contains academic, demographic, social, and institutional information of 395 Colombian vocational high school students at the Villa del Socorro Educational Institution, Medellín (Colombia). This information is retrieved from application surveys and institutional reports completed before the onset of the COVID-19 pandemic. The results show that the ANN developed here adequately classifies 73% of the sample and performs better in metrics (accuracy, recall, precision, and F1-Score) than other supervised learning techniques. It is concluded that early prediction of academic performance allows formulating didactic and pedagogical strategies that improve the efficiency of teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Cuaderno Activa is the property of Tecnologico de Antioquia, Institucion Universitari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)