Browsing by Author "Vilchez Tornero, José Luis"

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Deterioro cognitivo por el consumo de sustancias entre pacientes de 18 a 63 años
(2017) Cárdenas Jara, Diana María; Célleri Pazato, Lilian Andrea; Vilchez Tornero, José Luis
The lack of studies with regards to the prejudicial consequences of psychotropic substance abuse on cognitive processes makes it necessary an in-depth analysis of its importance. Drug-rehabilitation centers in Cuenca, Ecuador, do not usually take into account neurocognitive stimulation within the treatments they offer. The point of the present study is to test the effect drug abuse in three different cognitive processes (learning, memory and cognitive flexibility). To this aim, a version of the Wisconsin test was computerized for evaluating Reaction Times in Diagnosed-drug-user and Undiagnosed-drug-user/Non-drug-user populations. Data show that Diagnosed-drug-user population significantly has greater Reaction Times in the matching tasks than the Undiagnosed-drug-user/Non-drug-user population; showing more important cognitive deficits in the cognitive areas of learning, memory and cognitive flexibility. On the other hand, there was a positive and significant correlation between Time of Consume and the cognitive deficit. However, Undiagnosed-drug-user/Non-drug-user significantly commit less number of mistakes in those tasks
Efecto del lenguaje inclusivo en el procesamiento cognitivo de la memoria de trabajo verbal y la comprensión lectora subyacente en estudiantes universitarios de la ciudad de Cuenca en el periodo marzo – agosto 2022
(Universidad de Cuenca, 2023-10-31) Ordóñez Alberca, Danny Sebastian; Vilchez Tornero, José Luis
The main aim of the present study is to analyze the effect of inclusive language on the cognitive processing of Working Memory (in its capacity for grammatical reasoning and retrieval of cognitive material in reading comprehension) through the functioning of the Phonological Loop. Working Memory has been operationalized (in the case of language information)--not only by the number of mental items that participants can hold but also--by the time participants spend repeating subvocally the linguistic cognitive material (the so-called word-length effect). An experimental design was designed to show stimulus and to analyze the Response Times, using ANOVA and Student’s t test, and the number of correct answers, using Friedman and Wilcoxon test in different experimental conditions (inclusive language conditions included). A random sample was taken from different universities in the city of Cuenca. The presentation of stimuli and the collection of data was done through the OpensesameTM software. The results show that the inclusive language conditions increase Response Times and the number of errors compared to the language condition called "neutral format" (format with grammatically correct language). Data are in line with previous literature that shows that, for grammatical reasoning and reading comprehension, it is necessary to reverberate the mental elements for a longer time through the so-called "slave system" of the Working Memory; that is, through the Phonological Loop. Therefore, inclusive language implies increasing this reverberation time and, therefore, interferes more in the analyzed cognitive processes of grammatical reasoning and reading comprehension (in terms of Response Times and number of errors).
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
Razonamiento abstracto y rendimiento académico en estudiantes de las Facultades de la Universidad de Cuenca pertenecientes a las áreas de conocimiento de ingeniería, industria y construcción, y humanidades y artes, en el período septiembre - diciembre 2019
(Universidad de Cuenca, 2020-11-16) Orellana Palacios, Carlos Esteban; Vilchez Tornero, José Luis
A fundamental part of the student's academic life is academic performance, a construct that depends on multiple and complex factors, one of which is the abstract reasoning. The weight of abstract reasoning is so that it is even considered within the evaluation from the National Secretary for Higher Education (SENESCYT) in Ecuador, which is used for the filter of applicants to each subject in Higher Education. In the Ecuadorian educational curriculum, the development of abstract reasoning is not sought, despite the fact that there are studies that show the need of training in this type of reasoning for certain subjects. In this sense, the aim of this study was to determine if there is a significant positive relationship between abstract reasoning and academic performance in university students. Moreover, by means of a random sampling carried out by conglomerates, the area of knowledge of Engineering, Industry and Construction, and the area of Humanities and Arts of the University of Cuenca, Ecuador, were selected; obtaining a sample of 571 participants between the two areas. To analyze the abstract reasoning variable, the Figurative Analogies Test was applied, while academic performance was analyzed based on the SENESCYT exam grade and the grade point average of each subject. The study was quantitative, cross-sectional and of a correlational and quasiexperimental nature. As the most relevant result, a significant, negative correlation was obtained between the SENESCYT exam score and academic subject performance meangrade. Likewise, significant differences were found with respect to abstract reasoning, the SENESCYT exam score and the average of disciplinary grades (academic subject performance mean-grade) among Faculties belonging to different areas of knowledge (Engineering; Architecture and Urbanism; Arts; and Philosophy, Letters and Sciences of the Education), as well as between the genders.
Revalidación de la escala de acoso sexual e interacción social de contenido sexual en el ámbito universitario
(2019-06-19) Sacaquirin Rivadeneira, Cristina Elizabeth; Vilchez Tornero, José Luis
In Ecuador, sexual harassment is a subject of little documented research due to the lack of quantitative instruments to measure the problem. The aim of the present research was to determine the psychometric properties of the Scale of Sexual Harassment and the Social Interaction of Sexual Content in the university environment (EASIS – U; for their acronym in Spanish) designed by Navarro, Ferrer y Bosch (2016). This questionnaire originally included 38 items that describe different behaviors of sexual harassment and social interaction of sexual content. We included 591 students from the Faculty of Psychology at the University of Cuenca, Ecuador. The results of the Confirmatory Factor Analysis (CFA) drew that the questionnaire is constituted by four factors that explain the 53.29% of the total variance. Our Ecuadorian version of the questionnaire has 27 items that evaluate Explicit, Unwanted Behaviors of Sexual Content (sub-scale 1), Sexual Harassment of Verbal and Nonverbal Component (sub-scale 2), Sexual Harassment of Physical Component (sub-scale) 3) and Behaviors of Social Interaction of Sexual Content (sub-scale 4) in the University academic environment. The reliability of the scale is adequate (α = .81, α = .84, α = .81 and α = .68, respectively). In conclusion, we have an instrument for the evaluation and diagnosis of sexual harassment at our disposal in Ecuador for future studies.