Browsing by Author "Peña, Marcela"

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    Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children
    (2018) Gouet, Camilo; Gutierrez Silva, Cesar A.; Guedes, Bruno; Peña, Marcela
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    Educating to Build Bridges
    (2013) Goldin, Andrea Paula; Calero, Cecilia Inés; Peña, Marcela; Ribeiro, Sidarta; Sigman, Mariano
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    Effect of feeding mode on infant growth and cognitive function: study protocol of the Chilean infant Nutrition randomized controlled Trial (ChiNuT)
    (2020) Toro Campos, Rosario.; Peña, Marcela; Uauy, Ricardo; Algarín, Cecilia.; Peirano, Patricio.; Murguia-Peniche, Teresa.; Wu, Steven S.
    Abstract Background A central aim for pediatric nutrition is to develop infant formula compositionally closer to human milk. Milk fat globule membranes (MFGM) have shown to have functional components that are found in human milk, suggesting that addition of bovine sources of MFGM (bMFGM) to infant formula may promote beneficial outcomes potentially helping to narrow the gap between infants who receive human breast milk or infant formula. The objective of the current study is to determine how the addition of bMFGM in infant formula and consumption in early infancy affects physical growth and brain development when compared to infants fed with a standard formula and a reference group of infants fed with mother’s own milk. Methods Single center, double-blind, and parallel randomized controlled trial. Planned participant enrollment includes: infants exclusively receiving breast milk (n = 200; human milk reference group; HM) and infants whose mothers chose to initiate exclusive infant formula feeding before 4 months of age (n = 340). The latter were randomized to receive one of two study formulas until 12 months of age: 1) cow’s milk based infant formula that had docosahexaenoic (DHA) (17 mg/100 kcal) and arachidonic acid (ARA) (25 mg/100 kcal); 1.9 g protein/100 kcal; 1.2 mg Fe/100 kcal (Standard formula; SF) or 2) a similar infant formula with an added source of bovine MFGM (whey protein-lipid concentrate (Experimental formula; EF). Primary outcomes will be: 1) Physical growth (Body weight, length, and head circumference) at 730 days of age; and 2) Cognitive development (Auditory Event-Related Potential) at 730 days of age. Data will be analyzed for all participants allocated to each study feeding group. Discussion The results of this study will complement the knowledge regarding addition of bMFGM in infant formula including support of healthy growth and improvement of neurodevelopmental outcomes. Trial registration NCT02626143, registered on December 10th 2015.Abstract Background A central aim for pediatric nutrition is to develop infant formula compositionally closer to human milk. Milk fat globule membranes (MFGM) have shown to have functional components that are found in human milk, suggesting that addition of bovine sources of MFGM (bMFGM) to infant formula may promote beneficial outcomes potentially helping to narrow the gap between infants who receive human breast milk or infant formula. The objective of the current study is to determine how the addition of bMFGM in infant formula and consumption in early infancy affects physical growth and brain development when compared to infants fed with a standard formula and a reference group of infants fed with mother’s own milk. Methods Single center, double-blind, and parallel randomized controlled trial. Planned participant enrollment includes: infants exclusively receiving breast milk (n = 200; human milk reference group; HM) and infants whose mothers chose to initiate exclusive infant formula feeding before 4 months of age (n = 340). The latter were randomized to receive one of two study formulas until 12 months of age: 1) cow’s milk based infant formula that had docosahexaenoic (DHA) (17 mg/100 kcal) and arachidonic acid (ARA) (25 mg/100 kcal); 1.9 g protein/100 kcal; 1.2 mg Fe/100 kcal (Standard formula; SF) or 2) a similar infant formula with an added source of bovine MFGM (whey protein-lipid concentrate (Experimental formula; EF). Primary outcomes will be: 1) Physical growth (Body weight, length, and head circumference) at 730 days of age; and 2) Cognitive development (Auditory Event-Related Potential) at 730 days of age. Data will be analyzed for all participants allocated to each study feeding group. Discussion The results of this study will complement the knowledge regarding addition of bMFGM in infant formula including support of healthy growth and improvement of neurodevelopmental outcomes. Trial registration NCT02626143, registered on December 10th 2015.
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    Electroencefalografía y seguimiento de mirada: Dos técnicas para evaluar la adquisición de la lengua materna en niños pequeños
    (Ediciones Universidad Valparaíso, 2022) Jara González, María Cristina; Moenne Vargas, Cristóbal Matías; Peña, Marcela
    Los primeros años de vida de los seres humanos son fundacionales para el desarrollo de habilidades cognitivas en etapas posteriores. Una de estas habilidades es la adquisición de la lengua materna, la cual comienza antes del nacimiento. No obstante su importancia, explorar los mecanismos que subyacen a este proceso de adquisición solo con métodos conductuales resulta muy limitado, en parte porque la producción del lenguaje de los infantes no guarda relación con sus competencias perceptuales y sus aprendizajes acerca de su lengua materna. Para investigar en edades tempranas la adquisición del lenguaje resulta útil utilizar técnicas que nos permitan asociar algún tipo de medición con habilidades y aprendizajes lingüísticos. Para tales propósitos, se han utilizado numerosas técnicas, ética y técnicamente apropiadas para niños pequeños, de las cuales destacan la electroencefalografía y el seguimiento de mirada. La electroencefalografía nos permite estudiar los correlatos neurales de las funciones cognitivas relacionadas al aprendizaje del lenguaje mediante el uso de estímulos sonoros y visuales. Por su parte, el seguimiento de mirada persigue el mismo objetivo, pero asociado a la conducta ocular de los infantes. En este artículo revisaremos los aspectos más relevantes a estas técnicas en estudios realizados con infantes a modo de introducir a investigadores que se están iniciando en el uso de este tipo de instrumentos en investigaciones con niños pequeños.
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    Executive attention impairment in first-episode schizophrenia
    (2012) Peña, Marcela; Orellana, Gricel.; Slachevsky, Andrea.
    Abstract Background We compared the attention abilities of a group of first-episode schizophrenia (FES) patients and a group of healthy participants using the Attention Network Test (ANT), a standard procedure that estimates the functional state of three neural networks controlling the efficiency of three different attentional behaviors, i.e., alerting (achieving and maintaining a state of high sensitivity to incoming stimuli), orienting (ability to select information from sensory input), and executive attention (mechanisms for resolving conflict among thoughts, feelings, and actions). Methods We evaluated 22 FES patients from 17 to 29 years of age with a recent history of a single psychotic episode treated only with atypical neuroleptics, and 20 healthy persons matched with FES patients by sex, age, and educational level as the control group. Attention was estimated using the ANT in which participants indicate whether a central horizontal arrow is pointing to the left or the right. The central arrow may be preceded by spatial or temporal cues denoting where and when the arrow will appear, and may be flanked by other arrows (hereafter, flankers) pointing in the same or the opposite direction. Results The efficiency of the alerting, orienting, and executive networks was estimated by measuring how reaction time was influenced by congruency between temporal, spatial, and flanker cues. We found that the control group only demonstrated significantly greater attention efficiency than FES patients in the executive attention network. Conclusions FES patients are impaired in executive attention but not in alerting or orienting attention, suggesting that executive attention deficit may be a primary impairment during the progression of the disease.Abstract Background We compared the attention abilities of a group of first-episode schizophrenia (FES) patients and a group of healthy participants using the Attention Network Test (ANT), a standard procedure that estimates the functional state of three neural networks controlling the efficiency of three different attentional behaviors, i.e., alerting (achieving and maintaining a state of high sensitivity to incoming stimuli), orienting (ability to select information from sensory input), and executive attention (mechanisms for resolving conflict among thoughts, feelings, and actions). Methods We evaluated 22 FES patients from 17 to 29 years of age with a recent history of a single psychotic episode treated only with atypical neuroleptics, and 20 healthy persons matched with FES patients by sex, age, and educational level as the control group. Attention was estimated using the ANT in which participants indicate whether a central horizontal arrow is pointing to the left or the right. The central arrow may be preceded by spatial or temporal cues denoting where and when the arrow will appear, and may be flanked by other arrows (hereafter, flankers) pointing in the same or the opposite direction. Results The efficiency of the alerting, orienting, and executive networks was estimated by measuring how reaction time was influenced by congruency between temporal, spatial, and flanker cues. We found that the control group only demonstrated significantly greater attention efficiency than FES patients in the executive attention network. Conclusions FES patients are impaired in executive attention but not in alerting or orienting attention, suggesting that executive attention deficit may be a primary impairment during the progression of the disease.Abstract Background We compared the attention abilities of a group of first-episode schizophrenia (FES) patients and a group of healthy participants using the Attention Network Test (ANT), a standard procedure that estimates the functional state of three neural networks controlling the efficiency of three different attentional behaviors, i.e., alerting (achieving and maintaining a state of high sensitivity to incoming stimuli), orienting (ability to select information from sensory input), and executive attention (mechanisms for resolving conflict among thoughts, feelings, and actions). Methods We evaluated 22 FES patients from 17 to 29 years of age with a recent history of a single psychotic episode treated only with atypical neuroleptics, and 20 healthy persons matched with FES patients by sex, age, and educational level as the control group. Attention was estimated using the ANT in which participants indicate whether a central horizontal arrow is pointing to the left or the right. The central arrow may be preceded by spatial or temporal cues denoting where and when the arrow will appear, and may be flanked by other arrows (hereafter, flankers) pointing in the same or the opposite direction. Results The efficiency of the alerting, orienting, and executive networks was estimated by measuring how reaction time was influenced by congruency between temporal, spatial, and flanker cues. We found that the control group only demonstrated significantly greater attention efficiency than FES patients in the executive attention network. Conclusions FES patients are impaired in executive attention but not in alerting or orienting attention, suggesting that executive attention deficit may be a primary impairment during the progression of the disease.
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    Gaze Following Is Accelerated in Healthy Preterm Infants
    (2014) Peña, Marcela; Arias Ernst, Diana Patricia; Dehaene-Lambertz, G.
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    Infants exploit vowels to label objects and actions from continuous audiovisual stimuli
    (Nature Research, 2021) Jara González, María Cristina; Moenne Vargas, Cristóbal Matías; Peña, Marcela
    Before the 6-months of age, infants succeed to learn words associated with objects and actions when the words are presented isolated or embedded in short utterances. It remains unclear whether such type of learning occurs from fluent audiovisual stimuli, although in natural environments the fluent audiovisual contexts are the default. In 4 experiments, we evaluated if 8-month-old infants could learn word-action and word-object associations from fluent audiovisual streams when the words conveyed either vowel or consonant harmony, two phonological cues that benefit word learning near 6 and 12 months of age, respectively. We found that infants learned both types of words, but only when the words contained vowel harmony. Because object- and action-words have been conceived as rudimentary representations of nouns and verbs, our results suggest that vowels contribute to shape the initial steps of the learning of lexical categories in preverbal infants.
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    Listening Natively Across Perceptual Domains?
    (2016) Langus, A.; Seyed, S.; Uysal, E.; Pirmoradian, S.; Marino, C.; Asaadi, S.; Eren, O.; Toro, J.; Peña, Marcela; Bion, R.; Nespor, M.
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    Neuroscience and education: prime time to build the bridge
    (2014) Sigman, M.; Peña, Marcela; Goldi, Andrea; Ribeiro, Sidarta
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    Potenciales consecuencias neurocognitivas de infección por virus respiratorio sincicial humano
    (2016) Flores, Juan Carlos; Bohmwald Prieto, Karen; Espinoza Véliz, Janyra Alejandra; Jara, Cristina; Peña, Marcela; Hoyos Bachiloglu, Rodrigo Andrés; Iturriaga, Carolina; Kalergis Parra, Alexis Mikes; Borzutzky Schachter, Arturo
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    Rhythm on Your Lips
    (2016) Peña, Marcela; Langus, Alan; Gutiérrez, César; Huepe Artigas, Daniela; Nespor, Marina
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    Severe respiratory disease caused by human respiratory syncytial virus impairs language learning during early infancy
    (2020) Peña, Marcela; Jara González, María Cristina; Flores, Juan Carlos; Hoyos Bachiloglu, Rodrigo Andrés; Medina Lainez, Mariana Andrea; Carcey Rivera, Javier Ignacio; Espinoza Véliz, Janyra Alejandra; Bohmwald Prieto, Karen; Kalergis Parra, Alexis Mikes; Borzutzky Schachter, Arturo; Iturriaga, C.
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    Young infants can learn object and action-words from continuous audiovisual streams
    (2018) Jara González, María Cristina; Peña, Marcela; Pontificia Universidad Católica de Chile. Escuela de Psicología
    Tesis (Doctor en Psicología)--Pontificia Universidad Católica de Chile, 2018