Browsing by Author "Tigre Atiencia, Wilson Xavier"

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Cognitive psychology in traffic safety
(2023) Tigre Atiencia, Wilson Xavier; Ordoñez Alberca, Danny Sebastian; Michay Valarezo, Wendy Lizbeth; Campos Castro, Camila Ines; Reyes Guaranda, Mauricio Esteban; Moreno Polo, Miguel Francisco; Avila Martinez, Maria Cristina; Montesdeoca Andrade, Mateo Sebastian
Improving traffic safety requires a better knowledge of cognitive Science, especially of the cognitive Ergonomics of road infrastructure and the vehicle–human interface. Driving is a complex task that involves different cognitive modules that have to coordinate simultaneously. Perception, Language, Memory and Mental Representation, Learning, Emotion and Motivation, Attention, Executive Functions, Thinking and Reasoning or Motor Programming should be better understood in order to adapt traffic infrastructure and interfaces to the human information processing. In this work, we review the importance of these cognitive modes in traffic safety. A holistic exam of all cognitive processes related to driving and road safety is recommended to be taken by all governments and in all countries. In this sense, systematic research in drivers’ evaluation and its link to automobile accidents should be implemented. Driver assistance systems can assist to drivers but they cannot substitute the human processing. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
El razonamiento abstracto y su relación con el rendimiento académico de los estudiantes en las áreas del conocimiento Ciencias Sociales y Ciencias de la Salud de la Universidad de Cuenca en el periodo septiembre 2020-febrero 2021
(Universidad de Cuenca, 2021-10-12) Tigre Atiencia, Wilson Xavier; Vilchez Tornero, José Luis
This study, from a descriptive and inferential perspective, identified the association of abstract reasoning and academic performance in students from the areas of Social Sciences and Health Sciences; according to the classification of the University of Cuenca in the academic period September 2020-February 2021. Likewise, demographic factors that theoretically are associated with university academic performance (e.g., gender, origin or age) were also analyzed. This research follows a quantitative, cross-sectional and correlational and quasiexperimental approach. The study was conducted with 586 students between 18-28 years old. The Figure Analogies Test was administered as an indicator of the abstract reasoning construct. Sex, age and career were obtained through a sociodemographic questionnaire. In order to identify academic performance, the average of the Bachelor degree grades, the national assessment and the high school grades from the students were taken into account. As the main conclusion, abstract reasoning showed a weak significant relationship with the university academic performance