Guillermina Yáñez

Universidad Nacional Autónoma de México

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Erzsébet Marosi

Universidad Autónoma Metropolitana

Juan Silva‐Pereyra

Universidad Nacional Autónoma de México

Vicente Guerrero

University of Chile

Jorge Bernal

Universidad Nacional Autónoma de México

Thalı́a Fernández

Universidad Nacional Autónoma de México

Héctor Rodrı́guez

CIC bioGUNE

Mario Rodríguez Camacho

Universidad Nacional Autónoma de México

Mario Rodrı́guez

DuPont (United States)

Belén Prieto Corona

Colciencias

Belén Prieto‐Corona

Autonomous University of Tlaxcala

Cooperative Institutions

Universidad Nacional Autónoma de México

Autonomous University of Tlaxcala

Autonomous University of Queretaro

Instituto Nacional de Neurología y Neurocirugía

Institute for Social Security and Services for State Workers

Murdoch Children's Research Institute

Cuban Neuroscience Center

University of Melbourne

Institute of Neurobiology

University of Chile

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Normas de terminação para a palavra final de orações em espanhol para crianças mexicanas

Avances en Psicología Latinoamericana (2011)

Mario Rodríguez-Camacho Belén Prieto‐Corona Margarita Cabrera‐Bravo Erzsébet Marosi Jorge Bernal

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Poor reading skills may involve a failure to focus attention

Neuroreport (2009)

Juan Silva‐Pereyra Jorge Bernal Mario Rodríguez-Camacho Guillermina Yáñez Belén Prieto‐Corona

A source localization analysis was carried out to provide brain functional and structural assessments of individuals with poor reading skills. Standardized low-resolution brain electromagnetic tomography was used to locate sources of P2 and P3 event-related potential components in normal readers and in poor reader children performing a cued continuous performance task. Cue-elicited P2 sources in the right superior parietal gyrus were smaller in 37 poor readers than in 40 normal readers. Poor readers showed a higher P3 activation in response to a false target in frontal and frontorbital regions than normal readers. These results suggest that reading disabilities may be attributed to failures in attentional focalization for incoming stimuli.

Focalization

Cued speech

10.1097/wnr.0b013e328332c566

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Citations (20)

International Journal of Psychophysiology (2010)

Guillermina Yáñez Jorge Bernal Erzsébet Marosi M. Rodríguez Miguel A. Hernández‐Hernández

Response inhibition

Stimulus (psychology)

Attention network

10.1016/j.ijpsycho.2010.06.050

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Normas de terminación para la palabra final de oraciones en español para niños mexicanos

DOAJ (DOAJ: Directory of Open Access Journals) (2011)

Mario Rodríguez-Carmacho Belén Prieto‐Corona Margarita Cabrera‐Bravo Erzsébet Marosi Jorge Bernal

As normas de terminacao de oracoes sao um recurso valioso para os pesquisadores interessados no estudo dos efeitos que tem um contexto sobre os processos de reconhecimento de palavras e a compreensao da linguagem em geral. Este estudo apresenta as normas de terminacao para a palavra final de 278 oracoes em espanhol para criancas mexicanas, obtidas atraves do metodo de Cloze, em uma amostra de 420 estudantes (226 meninos e 194 meninas) de 9 a 12 anos de idade, do 4° ao 6° grau do ensino primario publico do Estado de Mexico. A tarefa das criancas consistiu em ler cada oracao e completa-la com uma palavra no fecho. Calculou-se a probabilidade de fecho de cada palavra respondida para cada um dos contextos, conforme as respostas das criancas. Mesmo que o corpus incluiu oracoes com diferentes restricoes contextuais, a resposta dos individuos mostrou um maior numero de oracoes com alta probabilidade de fecho. Este material pode ser utilizado na pesquisa sobre a compreensao da linguagem tanto auditiva como escrita em criancas.

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Academic skill profiles in a sample of Mexican school children

Journal of Behavior Health & Social Issues (2012)

Belén Prieto Corona Mario Rodríguez Camacho Guillermina Yáñez Jorge Bernal Hernández Juan Silva‐Pereyra

It is important to understand learning disabilities (LD) because they are prevalent worldwide. Currently there is great controversy about LD definition, as some studies focus on the discrepancy between intelligence and academic skills, while others focus only on academic skill assessments. The DSM-IV-TR provides the most commonly used definition for LD, which includes specific learning disabilities (reading, writing, arithmetic) and unspecified learning disabilities. For specific one would expect a significant discrepancy between academic skills and IQ, in contrast, significant discrepancies should not be observed in the unspecified. The literature also reports comorbidities among LD types. The objective of this study was to evaluate reading, writing, and arithmetic task performance profiles in 127 public elementary school children. Based on DSM-IV-TR criteria, we determined academic skill profiles, the presence of LD, LD type, and potential comorbidities in our sample. Using normalized test scores for reading, writing, and arithmetic, we applied a hierarchical cluster analysis to identify academic skill patterns. The results showed the following clusters among school children: 1) children with normal academic skills (n = 80), 2) children with unspecified LD including deficiencies in all three academic processes (n = 27), and 3) children with specific reading LD including arithmetic and writing deficiencies (n = 20). These classification types may later help identify specific neuropsychological characteristics underlying a specific disability, and subsequently facilitate treatments. Key words: Learning disabilities, reading disabilities, LD subtypes, hierarchical-clusters.

Sample (material)

10.5460/jbhsi.v4.2.34104

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263 Narrow band EEG spectral measurements during emotional tasks

International Journal of Psychophysiology (1998)

Erzsébet Marosi Oscar Basan Héctor Rodrı́guez Thalı́a Fernández Juan Silva‐Pereyra

10.1016/s0167-8760(98)90263-x

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Evaluación neuropsicológica de un paciente con meningioma frontal

Archivos de Neurociencias (2008)

Indira Judith Arreguín González Rodrigo Daniel Lorenzana Galicia Guillermina Yáñez E T. Gómez Ruiz Lourdes Luviano Vargas

The aim of this article is to present the results of a neuropsychologic evaluation done before surgery, immediate postsurgery and a third evaluation three months after the resection of a brain tumor in a 80 years old male with a left frontal meningioma. The instruments of the neuropsychologic evaluation that we used were four: Anxiety-Depresion Scale, brief PIEN Test, Wisconsin Test and Stroop Test. The results show that before the surgery, the patient was anxious, but after the resection, the punctuation of the anxiety-depresion Scale was in normal parameters, the other tests that evaluated attention, language, memory, praxis, thought, calculation and executive functions were altered before surgery, and a week after it were worse however, three months later the results improved. There isn’t much information related with this subject in literature, however, the little information that we found, agreed with our results. We conclude that resection of the brain tumor improves the recuperation of the cognitive deficit evaluated with the neuropsychologic tests, an inmmediate evaluation just after the surgery is not very valid, because the brain needs to recover from the surgery trauma and the improvements can only been seen after three months. These tests are, until now, the

Stroop effect

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Broad Band Spectral Measurements of EEG During Emotional Tasks

International Journal of Neuroscience (2001)

Erzsébet Marox Héctor Rodrı́guez Guillermina Yáñez Jorge Bernal Marjo Rodríguez

Broad band spectral measurements were calculated on EEG recordings of 40 healthy male university students during emotional tasks using the emotion induction technique. Emotional stimuli were sentences with positive valence (joy of love), with negative valence (frustration) and neutral situation. Broad band measurements showed that delta and beta bands reflected better the differences by emotional state. Hemispheric differences associated to emotional states were obtained only for mean frequency data. Highe delta frequencies at left frontopolar, right frontal, parietal and temporal and higher beta frequencies at left frontotemporal and temporal were related to love. Meanwhile higher delta frequencies especially at left frontopolar and temporal regions and lower beta frequencies at midline frontal (Fz) and central (Cz) leads were associated to frustration. These findings suggest that narrow band measurements may reflect more efficiently EEG changes during emotional tasks.

Emotional valence

BETA (programming language)

10.3109/00207450108986517

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Citations (44)

Adolescents with vascular frontal lesion: A neuropsychological follow up case study

Neurocirugía (2015)

Clara L. Chávez Guillermina Yáñez Cathy Catroppa S. Fuster Rojas Rodrigo Erick Escartín-Pérez

10.1016/j.neucir.2015.09.001

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Citations (5)

Academic skill profiles in a sample of Mexican school children