Examinando por Autor "Linares, Rocío"
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Ítem A Dog Accompanying a Man Makes Social Threatening Contexts Less Aversive and Enhances Perceived Safety Regardless of Societal Safety Levels(Taylor & Francis Group, 2023-11-24) Delgado-Rodríguez, Rafael; Gantiva, Carlos; Ordóñez-Pérez, David; Linares, RocíoResearch shows that the inclusion of a dog in pictures showing a man in threatening scenarios improves women’s emotional reactions to them. However, the magnitude of this “dog-accompanying effect” (i.e., whether the inclusion of a dog renders socially threatening scenes less aversive, neutral, or positive) in societies differing in terms of safety remains unknown. To address this, undergraduate women from societies differing in safety levels (lower [Colombia, n = 120] and higher [Spain, n = 131] safety levels) provided valence, arousal, dominance, and safety ratings to images depicting a man alone or with a dog in threatening scenes, as well as to images of pleasant and neutral social scenes. The same response pattern was found in both countries: when viewing images of a dog accompanying a man, women gave lower valence, dominance, safety, and calmness ratings than when viewing images of neutral scenes. Conversely, women gave higher valence, dominance, safety, and calmness ratings when observing images of a dog accompanying a man compared with images showing the man alone in threatening scenes. Overall, these data indicate that a dog’s presence in pictures buffered negative emotional reactions to photos of threatening social scenes in societal contexts differing in safety levels, but still (slightly) activated the defensive motivational system. The slight activation of the defensive motivational system is interpreted as an adaptative response of the person to reduce or avoid potential harm (e.g., a hypothetical attack by the man). Our study provides a deeper understanding of the influence of dogs on women’s emotional reactions to images of threatening scenes by clarifying the magnitude of the dog effect in societies differing in safety levels.Ítem Age-related changes in selection, recognition, updating and maintenance information in WM. An ERP study in children and adolescents(Elsevier, 2020) Pelegrina, Santiago; Molina, Rosa; Rodríguez-Martínez, Elena I.; Linares, Rocío; Gómez, Carlos M.Possible age-related changes in different working memory (WM) subcomponents were assessed by analyzing the event-related-potentials associated with the n-back task. Two versions of the task (0- and 1-back) were administered to 168 subjects between 6 and 20 years of age. In both n-back tasks, lists of symbol-letter pairs were presented. Participants had to select the letter and decide whether it matched the target in memory. Selection-matching of the relevant item, as indexed by an N2pc component, was evident in all age groups, indicating early maturation of this ability. The decreasing amplitude of the P300 with age, coupled with the longer duration of the load effect in young children, suggests that WM updating requires greater processing resources at younger ages. The slow wave, present during the maintenance period, showed an inversion of polarity with age in anterior sites that could reflect age-related changes in the active maintenance of information in WM.Ítem Emotional Processing of Math-related Words in People with Math Anxiety(Taylor & Francis Group, 2023-12-17) Linares, Rocío; Pelegrina, Santiago; Delgado-Rodríguez, RafaelBackground: Research exploring emotional responses to math-related words in individuals with math anxiety (MA) is scarce. Here, we examined MA participants’ subjective emotional processing of math-related cues within Lang’s bioinformational model of emotion to further understand the role of those cues in MA. Methods: In total, 41 high-MA and 32 low-MA undergraduates rated math-related words, along with neutral, pleasant, and unpleasant words, from the Affective Norms for English Words. The Self-Assessment Manikin was used to calculate valence, arousal, and dominance scores for each word. Results: The low-MA group rated math-related words as neutral on the three emotional scales, however, the high-MA group rated them lower and higher for valence and dominance than neutral and unpleasant words, respectively. Moreover, math-related words were rated as more and less activating than neutral and unpleasant words, respectively. The two groups significantly differed in scores on the three scales only for the math-related words. Conclusions: These results provide evidence that individuals with high MA show altered emotional processing of math-related words, experiencing them as moderately aversive and moderately activating. The findings emphasize that the altered emotional processing of words associated with math should be considered a symptom of MA.Ítem Focus Switching in Working Memory: The Roles of Context Access and Content Retrieval(Hogrefe Publishing, 2018) Linares, Rocío; Pelegrina, SantiagoFocus switching in working memory involves accessing an object in the focus of attention in order to retrieve its content. Objects in working memory can be viewed as consisting of two types of information: contents (e.g., numerical information) and contexts (e.g., cues to retrieve the contents). This study examined the extent to which content retrieval and context access may be separated. Three experiments were carried out in which object switching and content retrieval were manipulated. In addition, the alternation between the retrieval operations was also manipulated. The main result was that content retrieval required time over and above that needed to access the object. This finding supports the idea that contexts and their contents may be accessed independently when an object is brought into the focus.Ítem Gender stereotypes about math anxiety: Ability and emotional components(ELSEVIER, 2023-07) Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, SantiagoGender stereotypes are believed to play a role in the heightened math anxiety (MA) reported by female students. We investigated, first, whether adolescents hold the stereotyped beliefs that girls experience more MA than boys (emotional facet), and that boys perform better in math (ability facet); second, whether gender differences in MA are due to self-report bias; and, third, whether gender differences in MA are related to gender-stereotyped beliefs, in terms of both ability and emotional facets. A total of 257 secondary school students completed math-related and gender stereotype measures. The results revealed that female students were perceived as being more prone to MA than male students, but no self-report bias was observed. Regarding the math ability facet, students endorsed either egalitarian or female-favoring views. Finally, gender differences in MA, as well as other math-related performance measures, were related to gender stereotypes about math ability, but not about emotion.Ítem Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory(FRONTIERS MEDIA SA, 2020-04-09) Pelegrina, Santiago; Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, RocíoThis study aimed to determine whether math anxiety was related to working memory (WM) updating performance and, specifically, to the retrieval and substitution components of updating. A set of WM updating (WMU) tasks that involve different retrieval and substitution requirements were administered to 114 university students. In addition, participants completed a math anxiety assessment on two occasions: 1–2 weeks before and immediately prior to task administration to increase the likelihood of observing the relationship between math anxiety and updating performance. The results showed a relationship between math anxiety scores and updating performance. Math anxious individuals took longer and made more errors, especially on tasks that required retrieving information from WM. These results suggest that math anxious individuals are less efficient when it comes to accessing numerical information in WM. Consequently, they may struggle with math-related tasks that involve retrieving numerical information from WM.Ítem Role of executive functions in the relations of state‐and trait‐math anxiety with math performance(The New York Academy of Sciences, 2024) Pelegrina, Santiago; Martín‐Puga, M. Eva; Lechuga, M. Teresa; Justicia‐Galiano, M. José; Linares, RocíoThe detrimental effect of math anxiety on math performance is thought to be mediated by executive functions. Previous studies have primarily focused on trait-math anxiety rather than state-math anxiety and have typically examined a single executive function rather than comprehensively evaluating all of them. Here, we used a structural equation modeling approach to concurrently determine the potential mediating roles of different executive functions (i.e., inhibition, switching, and updating) in the relationships between both state- and trait-math anxiety and math performance. A battery of computer-based tasks and questionnaires were administered to 205 university students. Two relevant results emerged. First, confirmatory factor analysis suggests that math anxiety encompassed both trait and state dimensions and, although they share substantial variance, trait-math anxiety predicted math performance over and above state-math anxiety. Second, working memory updating was the only executive function that mediated the relationship between math anxiety and math performance; neither inhibition nor switching played mediating roles. This calls into question whether some general proposals about the relationship between anxiety and executive functions can be extended specifically to math anxiety. We also raise the possibility that working memory updating or general cognitive difficulties might precede individual differences in math anxiety.Ítem Social network addiction symptoms and body dissatisfaction in young women: exploring the mediating role of awareness of appearance pressure and internalization of the thin ideal(BMC, 2022) Delgado-Rodríguez, Rafael; Linares, Rocío; Moreno-Padilla, MaríaBackground: Previous studies testing for a direct relationship between social networking sites (SNS) addiction and body dissatisfaction (BD) have yielded inconsistent results. Here, we aimed to identify underlying processes that could mediate this relationship. Specifically, we studied the relationship between SNS addiction symptoms and BD through the awareness of appearance pressures and the internalization of beauty ideals, both individually and serially: SNS addiction → Awareness → BD; SNS addiction → Internalization → BD; SNS addiction → Awareness → Internalization → BD. Method: A total of 368 female undergraduates with SNS accounts completed scales to assess SNS addiction symptoms (Social Network Addiction Questionnaire), BD (Body Shape Questionnaire), awareness, and internalization (Sociocultural Attitudes Towards Appearance Questionnaire‐4; awareness and internalization scales). A theoretical serial mediation model was constructed to examine the proposed relationships. Body mass index was included as a covariate to control the influence of this important variable. Results: The results indicated that both awareness and internalization independently mediated the relationship between SNS addiction symptoms and BD. Also, there was a significant serial mediation effect; women with more SNS addiction symptoms tended to be more aware of appearance pressure, which was associated with the internalization of beauty ideals. In turn, this internalization was positively related to BD symptoms. Conclusions: These findings shed light on the indirect relationship between SNS addiction and BD, demonstrating independent and accumulative mediating effects of awareness and internalization.Ítem The relationship between working memory updating components and reading comprehension(Springer, 2023) Linares, Rocío; Pelegrina, SantiagoThe objective of this study was to determine the contribution of retrieval and substitution components of working memory updating to reading comprehension. Difficulties in reading comprehension have been related to the inability to update information in working memory. Updating is a complex process comprising various subprocesses, such as retrieving information into the focus of attention and substituting information that is no longer relevant. Various numerical subtasks requiring or not requiring the substitution and retrieval components of working memory updating, as well as reading comprehension and general cognitive measures, were administered to a sample (n = 148) of 4th grade children. Less-skilled comprehenders showed lower accuracy when information retrieval was required. In contrast, substitution was not related to reading comprehension. These findings suggest that reading comprehension difficulties are related to the efficacy of information retrieval during updating in working memory.Ítem Training working memory updating in young adults(Springer, 2018) Linares, Rocío; Borella, Erika; Lechuga, M. Teresa; Carretti, Barbara; Pelegrina, SantiagoWorking memory updating (WMU) is a core mechanism in the human mental architecture and a Good predictor of a wide range of cognitive processes. This study analyzed the benefits of two different WMU training procedures, near transfer effects on a working memory measure, and far transfer effects on nonverbal reasoning. Maintenance of any benefits a month later was also assessed. Participants were randomly assigned to: an adaptive training group that performed two numerical WMU tasks during four sessions; a non-adaptive training group that performed the same tasks but on a constant and less demanding level of difficulty; or an active control group that performed other tasks unrelated with working memory. After the training, all three groups showed improvements in most of the tasks, and these benefits were maintained a month later. The gain in one of the two WMU measures was larger for the adaptive and non-adaptive groups than for the control group. This specific gain in a task similar to the one trained would indicate the use of a better strategy for performing the task. Besides this nearest transfer effect, no other transfer effects were found. The adaptability of the training procedure did not produce greater improvements. These results are discussed in terms of the training procedure and the feasibility of training WMU.