Neurodesarrollo y aprendizaje


Miembros del Grupo

Erostarbe Pérez
Pilar Montserrat
García Fernández
Gárriz Luis
Celeste Luz Amalia
Reyes Vivanco
Diana Jimena
Rodríguez Romero

Líneas de Investigación

  • Coherencia central
  • Coordinación motora
  • Dificultades de aprendizaje
  • Evaluación neuropsicológica
  • Funciones ejecutivas
  • Memoria y aprendizaje
  • Neuroeducación
  • Trastornos del neurodesarrollo: Trastorno por Déficit de Atención e Hiperactividad (TDAH) Trastorno de Aprendizaje Procedimental (TAP) Trastorno de la Comunicación Social (TCS) Trastorno del Espectro del Autismo (TEA) Dislexia
  • Uso pragmático del lenguaje

Palabras Clave

  • TAP
  • TCS
  • TDAH
  • TEA

Publicaciones Científicas desde 2018

  • Autores: Garriz Luis, Maite (Autor de correspondencia); Narbona García, Juan; Sánchez-Carpintero Abad, Rocío; et al.
    ISSN 0387-7604 Vol.43 N° 4 2021 págs. 556 - 562
    Background: Increasing clinical and scientific attention is given to the transition of neurological stages from child to adult. Data on brain plasticity during adolescence is interesting for providing adequate evidence-based medical attention to neurological conditions in this population. Acquired aphasia is well described in adults and children, but not in adolescence. Objective: We describe a 5-year follow-up of language in three adolescent subjects with post-brain injury aphasia. Methods: We analysed and scored formal aspects of language three times, language hemispheric dominance twice with dichotic listening test and functional magnetic resonance imaging (fMRI) brain activation patterns that supported expressive and comprehensive language during the recovery period. Results: We found similarities to both paediatric and adult aphasia in these three adolescents. While the level of recovery resembled that of children with aphasia, a more efficient language rehabilitation occurred in those who remained with left hemispheric dominance in the chronic stage, as it is reported in adults. Conclusions: Our analysis and long-term follow-up provide data for a better understanding on how the injured brain matures during adolescence. More studies with larger samples will help to understand the function of the remaining networks and the recovery from injury in this particular age group.
  • Autores: Crespo Eguilaz, Nerea; Gambra Echeverria, Leyre
    ISSN 1697-5200 Vol.18 N° 3 2020 págs. 277 - 288
    Introducción El objetivo de esta investigación es analizar la utilidad clínica de ¿Teoría de la mente¿ (TM) de la NEPSY-II (Korkman y cols., 2014). Metodología Se aplica la TM a 244 escolares de 6 a 11 años con inteligencia normal: 194 del grupo control y 50 de los grupos clínicos: TEA-grado 1 (n=10); trastorno de aprendizaje procedimental (TAP, n=24); y TDAH (n=16). Resultados y discusión En los 21 ítems de la TM se realizan análisis factoriales exploratorio (KMO=0,62 y MSA=0,54-0,75) y confirmatorio (¿²=22,75 p=0,504; TLI=1,04; CFI=1; RMSEA=0). Se obtienen 3 factores que explican el 62% de la varianza total: Teoría de la mente (ítems 1/2/7); Comprensión relatos sociales (ítems 5/8/10/14); y Coherencia contextual (ítems 9/12/16-21). Se calcula la validez y la fiabilidad y se aportan los estadísticos descriptivos. En los dos primeros factores no se diferencian ninguno de los grupos (U-mannWhitney). En Coherencia contextual se diferencian el grupo TAP y los grupos control (p=,001) y TEA (p=,025). Está demostrado que las dificultades para comprender información rápida y simultánea e integrarla coherentemente forma parte del perfil neuropsicológico del TAP. Conclusión Esta nueva corrección e interpretación de la TM evalúa Coherencia central y la aportamos como uso adicional de la prueba.
  • Autores: Díez Suárez, Azucena; Magallón Recalde, Sara
    Revista: ADOLESCERE
    ISSN 2695-5474 Vol.8 N° 1 2020 págs. 51-61
  • Autores: Zulueta, A.; Torrano, F. (Autor de correspondencia); Lopez Fernandez, V.; et al.
    ISSN 0185-6073 Vol.36 N° 1 2019 págs. 17 - 29
  • Autores: Zulueta, A. (Autor de correspondencia); Diaz-Orueta, U. ; Crespo Eguilaz, Nerea; et al.
    ISSN 1135-755X Vol.25 N° 1 2019 págs. 13 - 22
    The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) is mainly based on structured scales, such as Conners' ADHD Rating Scale (EDAH in the Spanish version) and DSM interviews. The use of technologies in neuropsychological assessment, such as the AULA virtual reality based test leads to more accurate diagnosis. The current study presents findings from analyzing the external validity of AULA and its contribution to the diagnosis of ADHD. Four hundred and seven children (272 girls and 135 boys) from 6 to 16 years old (213 with ADHD diagnosis, 105 inattentive children, 108 combined-type, and 194 controls) were evaluated. First, a factor analysis of AULA variables was conducted in order to reduce data to factor and 5 factors or components that account for 82.37% of the total variance were obtained from 407 subjects, namely, sustained attention, impulsivity control, processing speed, response variability, and control of motor activity. Second, a discriminant analysis was then performed on data obtained by participants from whom the five factors were obtained, showing that AULA presents moderate levels of both specificity and sensitivity. Finally, in order to study whether AULA adds relevant information in the diagnosis of ADHD, a cluster analysis was carried out, showing 4 clusters in the analysis of conglomerates with the control group and 6 groups of clusters in the ADHD group. In summary, AULA test shows adequate external validity, allows correct classification of children with and without attentional problems, and confirms and provides additional ADHD diagnostic information that it is essential for the design of interventions.
  • Autores: Zulueta, A.; Torrano, F. (Autor de correspondencia); Fernandez, V. L.; et al.
    ISSN 0185-6073 Vol.36 N° 2 2019 págs. 17 - 29
    Children with attention-deficit/hyperactivity disorder (adhd) are characterized by persistent patterns of inattention and impulsivity-hyperactivity, besides deficits in other cognitive functions, such as processing speed, despite of not having been completely clarified. This study aimed to determine whether there are differences between children with and without adhd in reaction time and in intra-individual variability in reaction time (VRT). Using a quasi-experimental design, 474 children (209 with adhd and 265 controls) answered the aula test; nonparametric analyses were used. Results revealed that children with adhd combined subtype manifested a higher reaction time in targets and commission errors, while children with adhd combined and inattentive subtypes showed greater vrt than the control group. Evidently, the vrt is a key marker of ADHD.
  • Autores: Ruiz-Goikoetxea, M.; Cortese, S.; Magallón Recalde, Sara; et al.
    ISSN 2045-2322 Vol.8 2018 págs. 7584
    Poisoning, a subtype of physical injury, is an important hazard in children and youth. Individuals with ADHD may be at higher risk of poisoning. Here, we conducted a systematic review and meta-analysis to quantify this risk. Furthermore, since physical injuries, likely share causal mechanisms with those of poisoning, we compared the relative risk of poisoning and injuries pooling studies reporting both. As per our pre-registered protocol (PROSPERO ID CRD42017079911), we searched 114 databases through November 2017. From a pool of 826 potentially relevant references, screened independently by two researchers, nine studies (84,756 individuals with and 1,398,946 without the disorder) were retained. We pooled hazard and odds ratios using Robust Variance Estimation, a meta-analytic method aimed to deal with non-independence of outcomes. We found that ADHD is associated with a significantly higher risk of poisoning (Relative Risk = 3.14, 95% Confidence Interval = 2.23 to 4.42). Results also indicated that the relative risk of poisoning is significantly higher than that of physical injuries when comparing individuals with and without ADHD (Beta coefficient = 0.686, 95% Confidence Interval = 0.166 to 1.206). These findings should inform clinical guidelines and public health programs aimed to reduce physical risks in children/adolescents with ADHD.
  • Autores: Crespo Eguilaz, Nerea; Domínguez Echávarri, Pablo Daniel; Vaquero, M.; et al.
    ISSN 0210-0010 Vol.66 N° Supl. 1 2018 págs. S83 - S89
    AIM: To contribute to neuropsychological profiling of developmental amnesia subsequent to bilateral damage to both hippocampi in early age. SUBJECTS AND METHODS: The total sample of 24 schoolchildren from both sexes is distributed in three groups: perinatal hypoxic-ischaemic encephalopathy and everyday complaints of memory in school age (n = 8); perinatal hypoxic-ischaemic encephalopathy without memory complaints (n = 7); and a group of typically developing (n = 9). All participants in every groups did have normal general intelligence and attention. Both clinical groups had, as another clinical consequence, spastic cerebral palsy (diplegia). Neuropsychological exam consisted on tests of general intelligence, attentional abilities, declarative memory and semantic knowledge. All participants had a brain magnetic resonance image and spectroscopy of hippocampi. Scheltens criteria were used for visual estimation of hippocampal atrophy. Parametric and non-parametric statistical contrasts were made. RESULTS: Despite preservation of semantic and procedural learning, declarative-episodic memory is impaired in the first group versus the other two groups. A significant proportion of bilateral hippocampal atrophy is only present in the first group versus the other two non-amnesic groups using Scheltens estimation on MRI. Two cases without evident atrophy did have diminished NAA/(Cho + Cr) index in both hippocampi. CONCLUSIONS: Taken together, these results contribute to delineate developmental amnesia as an specific impairment due to early partial bihippocampal damage, in agreement with previous studies. After diagnosis of developmental amnesia, a specific psychoeducational intervention must be made; also this impairment could be candidate for pharmacological trials in the future.
  • Autores: Ruiz-Goikoetxea, Maite; Cortese, Samuele; Aznárez Sanado, Maite; et al.
    ISSN 0149-7634 Vol.84 2018 págs. 63-71
    A systematic review with meta-analyses was performed to: 1) quantify the association between ADHD and risk of unintentional physical injuries in children/adolescents ("risk analysis"); 2) assess the effect of ADHD medications on this risk ("medication analysis"). We searched 114 databases through June 2017. For the risk analysis, studies reporting sex-controlled odds ratios (ORs) or hazard ratios (HRs) estimating the association between ADHD and injuries were combined. Pooled ORs (28 studies, 4,055,620 individuals without and 350,938 with ADHD) and HRs (4 studies, 901,891 individuals without and 20,363 with ADHD) were 1.53 (95% CI=1.40,1.67) and 1.39 (95% CI=1.06,1.83), respectively. For the medication analysis, we meta-analysed studies that avoided the confounding-by-indication bias [four studies with a self-controlled methodology and another comparing risk over time and groups (a "difference in differences" methodology)]. The pooled effect size was 0.879 (95% CI=0.838,0.922) (13,254 individuals with ADHD). ADHD is significantly associated with an increased risk of unintentional injuries and ADHD medications have a protective effect, at least in the short term, as indicated by self-controlled studie

Proyectos desde 2018

  • Título: Intervención psicopedagógica en el Trastorno de Aprendizaje Procedimental: entrenamiento en competencias motrices y la función cognitiva de coherencia central
    Convocatoria: 2020 Convocatoria PIUNA, 2019 Convocatoria PIUNA, 2018 Convocatoria PIUNA
    Fecha de inicio: 01-09-2018
    Fecha fin: 31-08-2019
    Importe concedido: 35.530,00 €