Person:
Verche Borges, Emilio

Profile Picture
First Name
Emilio
Last Name
Verche Borges
URI
https://hdl.handle.net/20.500.14352/86436
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Educación-Centro Formación Profesor
Department
Psicobiología y Metodología en Ciencias del Comportamiento
Area
Psicobiología
Identifiers
UCM identifierORCIDScopus Author IDWeb of Science ResearcherIDDialnet IDGoogle Scholar ID

Filters

2022 - 20232
Reset filters

Settings

Author: Borges, África ×

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Challenges for teachers and students digital abilities: a mixed methods design study
    (Sustainability, 2022) Aguirre, Triana; Aperribai, Leire; Cortabarría, Lorea; Verche Borges, Emilio; Borges, África
    Digital education is a recently highlighted challenge for educational innovation. This study aimed to discover the educational conditions in which teachers and students may be involved during the pandemic, and how these may affect teachers’ workload and educational quality. A Mixed Methods Design was used, where quantitative and qualitative data were obtained and analyzed. An ad hoc questionnaire was created and sent to teachers of different levels of education (pre-university) and types of school (public and private). Predictive variables of working hours were analyzed by carrying out a multiple regression. Moreover, changes experienced by teachers were studied by analyzing qualitative data. The variables type of teaching, students’ access to electronic resources, and instant training in online teaching predicted teachers’ working hours. Furthermore, participants cited having changes in workload and being overwhelmed during this period, having less contact with students, and experiencing changes in working environment as the most important variables affecting the new working conditions. In conclusion, teachers’ training in online education and the provision of electronic resources for students should be a priority to make online learning possible, to avoid the problem of teachers needing to perform extra work in similar future conditions, and to foster educational innovation.
  • Thumbnail Image
    Item
    Decision-making on an explicit risk-taking task in children and adolescents with high intellectual abilities: a neuropsychological perspective
    (Revista Iberoamericana de Neuropsicología, 2023) Pérez-Tejera, Josué; Cairós-González, Mariana; Verche Borges, Emilio; Borges, África
    Objective: Two processing pathways have been described in explicit risk decision-making tasks: an emotional and a cognitive feedback pathway. The objective of the study was to examine decision-making on an explicit risk-taking task in children and adolescents with high intellectual abilities compared with a control group typical development and to determine whether their execution is similar or different. Methods: This study explores differences in quality of decision making between gifted (n = 28) and average intellectual ability (n = 37) students of two different age groups (children vs. adolescents). Groups were compared using the scores obtained in the Cambridge Gambling Task (CGT). Results: Results show that gifted students displayed better decision making as evidenced by higher cognitive self-control to postpone immediate rewards and quality of decision when compared to the control group. Deliberation time in gifted was faster in the adolescent group and slower in the child group. Conclusion: This finding suggests developmental influences that need to be considered to explain the effects of the G factor in decision making skills. Procedures help to reflect upon the contribution of controlled cognitive tasks in elucidating abilities related to general intelligence. Neuropsychological basis of decision-making is briefly discussed.