Tradicionalmente, la investigación de las funciones ejecutivas (FE) se ha centrado en tareas estructuralmente simples y neutras, en cuanto al componente afectivo. Esto se contrapone a un modelo más ecológico de la cognición, en el que el procesamiento emocional es parte activa y constitutiva del proceso cognitivo (Ceric, 2012; Lewis & Todd, 2007; Pessoa, 2009)
Se aborda el problema de ansiedad relacionado con las evaluaciones tradicionales, que pueden afectar los resultados y subestimar el rendimiento de los sujetos. Las evaluaciones invisibles permiten evaluar a los sujetos sin que estos tengan la sensacion de ser evaluados. Se desarrollaron pruebas de evaluacion invisible en soporte tableta tactil, considerando los dominios cognitivos de inteligencia, calculo y lectura, las que fueron aplicadas a 337 ninos, entre kinder y tercero basico, de 3 colegios particulares subvencionados de Santiago, Chile. Los colegios fueron seleccionados por conveniencia, incluyendo a todos los ninos cuyos padres firmaron consentimiento informado. La muestra final se distribuyo al azar entre los dominios. Se observaron correlaciones entre las pruebas de evaluacion tradicional e invisible. Los ninos reportaron una preferencia por las pruebas de evaluacion invisible por sobre las tradicionales. Segun un analisis mixto de varianza, los ninos con bajo rendimiento escolar obtuvieron mejores resultados en las pruebas de evaluacion invisible que en las tradicionales. Los resultados sugieren que es posible evaluar dominios cognitivos con instrumentos no tradicionales, permitiendo estos el acceso al rendimiento real de los sujetos. Palabras clave: evaluacion, ansiedad, juego This paper addresses the problem of anxiety related to traditional assessment, which can affect assessment outcomes and underestimate the performance of subjects. Invisible assessment makes it possible to evaluate subjects without making them feel like they are being evaluated. Invisible evaluation tests were developed for touch screen tablets for 3 cognitive domains: intelligence, calculation, and reading. These tests were applied to 337 children from kindergarten through third grade, who attended 3 mixed-funding schools in Santiago, Chile. The schools were convenience sampled and all the children whose parents signed the informed consent form were included. The final sample was randomly distributed among the domains. Correlations between traditional assessment tests and invisible assessment tests were observed. Children reported a preference for invisible assessment over traditional assessment. Subjects with low academic performance obtained better scores on invisible assessment tests than on traditional tests, according to a mixed factors analysis of variance. These findings suggest that it is possible to assess cognitive domains with nontraditional instruments and that they can reveal the real academic performance of subjects.
Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we assessed 286 Chilean primary education students: 86 with a high SEL and 200 with a low level. The results show that the high-SEL group obtained consistently higher scores than their peers with low SEL levels in both reading and maths tasks as well as in EF measurements. This suggests that SEL could influence the development of these variables. The results also showed that EFs partially mediate the relation between SEL and reading and maths skills in primary school students through the specific function of inhibition. The results are discussed in light of the effect of SEL on the development of EFs and school learning.
<p>The Supplementary Material File contains specific methodological information as well as additional results related (and cited) in the main manuscript. In particular, it contains six sections providing information on: S1) Experimental validation of drug combinations in human cancer cell lines, S2) Impact of the Residual Standard Error, S3) In vivo xenograf model, S4) Functional relationships among KEGG pathways, S5) Efficacy of clinically relevant drug combinations with respect to the PCI and S6) Enrichment of synergistic combinations in comparison with high-throughput experimental screens.</p>