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Release of gliotransmitters through astroglial connexin 43 hemichannels is necessary for fear memory consolidation in the basolateral amygdala
(2012)
Jimmy Stehberg
;
Rodrigo Moraga‐Amaro
;
Christian Salazar
;
Alvaro Becerra
;
Cesar Echeverría
Scopus© Citations 201 1
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Proceso de Diseño de un Cuestionario de Aprendizaje Autorregulado para estudiantes de Educación Secundaria
(2023)
Yaranay López-Angulo
;
Fabiola Sáez-Delgado
;
Nicole Arias-Roa
;
Javier Mella-Norambuena
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COBO RENDÓN, RUBIA CONSUELO
1
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Relación entre el bienestar y el rendimiento académico en alumnos de primer año de medicina
(2015)
PAULA EDITH GOMEZ HERRERA
;
Cristhian Pérez V
;
Paula Parra P
;
Liliana Ortiz M
;
Olga Matus B
17Scopus© Citations 51
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Aprender del error es un acierto: Las dificultades que enfrentan los estudiantes chilenos en la Prueba PISA
(2015)
Verónica Villarroel Henríquez
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Catalina García Gómez
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MELIPILLAN ARANEDA, EDMUNDO ROBERTO
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Eugenio Achondo Mandiola
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SÁNCHEZ OÑATE, ALEJANDRO ANTONIO
1Scopus© Citations 4 1
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Micro-multinational or not? International entrepreneurship, networking and learning effects
(2014)
Pavlos Dimitratos
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AMOROS ESPINOZA, JOSÉ ERNESTO
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María Soledad Etchebarne
;
Christian Felzensztein
1 1Scopus© Citations 113
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No association between genetic variants in MAOA, OXTR, and AVPR1a and cooperative strategies
(2020)
María I. Rivera-Hechem
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RODRÍGUEZ SICKERT, CARLOS ANDRÉS
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GUZMÁN PRICE, RICARDO
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Tadeo Ramírez-Parada
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BENAVIDES GONZALEZ, FELIPE ORLANDO
<jats:p>The effort to understand the genetic basis of human sociality has been encouraged by the diversity and heritability of social traits like cooperation. This task has remained elusive largely because most studies of sociality and genetics use sample sizes that are often unable to detect the small effects that single genes may have on complex social behaviors. The lack of robust findings could also be a consequence of a poor characterization of social phenotypes. Here, we explore the latter possibility by testing whether refining measures of cooperative phenotypes can increase the replication of previously reported associations between genetic variants and cooperation in small samples. Unlike most previous studies of sociality and genetics, we characterize cooperative phenotypes based on strategies rather than actions. Measuring strategies help differentiate between similar actions with different underlaying social motivations while controlling for expectations and learning. In an admixed Latino sample (n = 188), we tested whether cooperative strategies were associated with three genetic variants thought to influence sociality in humans—<jats:italic>MAOA</jats:italic>-uVNTR, <jats:italic>OXTR</jats:italic> rs53576, and <jats:italic>AVPR1</jats:italic> RS3. We found no association between cooperative strategies and any of the candidate genetic variants. Since we were unable to replicate previous observations our results suggest that refining measurements of cooperative phenotypes as strategies is not enough to overcome the inherent statistical power problem of candidate gene studies.</jats:p>
9Scopus© Citations 2
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What research is important today in human development, learning and education? JSED Editors’ reflections and research calls (<i>¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje y educación? Reflexiones y llamamientos de investigación de los Editores de JSED</i>)
(2023)
Alfredo Bautista
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Raquel Cerdán
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Rocío García-Carrión
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Analía M. Salsa
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ALDONEY RAMIREZ, DANIELA
40Scopus© Citations 2
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Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students
(2023)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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Diego García-Álvarez
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Jorge Maldonado-Mahauad
;
Carola Bruna
<jats:p>The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.</jats:p>
5Scopus© Citations 19
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Orcas remember what to copy: a deferred and interference-resistant imitation study
(2023)
José Zamorano-Abramson
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Mª Victoria Hernández-Lloreda
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Fernando Colmenares
;
Josep Call
1Scopus© Citations 5
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Metodologías activas en Educación Superior para mejorar los procesos de aprendizaje en estudiantado de enfermería
(2020)
Elizabeth del Tránsito Sanhueza Lesperguer
;
Maite Otondo Briceño
7

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