Andrea Díaz-Barriga Yáñez, Ph.D.

Andrea Díaz-Barriga Yáñez, Ph.D.

Cognitive Psychology Researcher

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Características Neuropsicológicas de una Población Pediátrica con VIH Permalink

Published in Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 2014

The life expectancy of children living with HIV is not directly related to their quality of life. This population, in addition to being vulnerable because of their medical condition, is also vulnerable because of their socio-economic background. Academic achievement, being one of the protective factors against such inequalities, is one of the areas that should be addressed in clinical work with children and adolescents living with HIV. Thus, one of the first steps to be carried out is to find out what are the cognitive characteristics of this population in order to identify the areas that need to be developed.

Recommended citation: Díaz-Barriga Yáñez, A. & Navarro Calvillo, M. (2014). "Características Neuropsicológicas de una Población Pediátrica con VIH." Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 14(3), 1-17.https://revistannn.files.wordpress.com/2014/07/5-14-3-dc3adaz-barriga-navarro_neuropsicologc3ada-del-vih-pedic3a1trico.pdf

Learning to run the number line: the development of attentional shifts during single‐digit arithmetic Permalink

Published in Annals of the New York Academy of Sciences, 2020

Our results show that subtraction problems were associated with a leftward bias by the fifth grade, such that problem solving was facilitated when the second operand was in the left visual field. We also found that children can associate addition problems with the right side of space by the fourth grade.

Recommended citation: Díaz-Barriga Yáñez, A. , Couderec, A., Longo, L., Merchie, A., Chesnokova, H., Langlois, E., Thevenot, C., & Prado, J. (2023). "Learning to run the number line: the development of attentional shifts during single-digit arithmetic. "Annals of the New York Academy of Sciences, 234.https://doi.org/10.1111/nyas.14464

The development of simple addition problem solving in children:Reliance on automatized counting or memory retrieval depends on both expertise and problemsize Permalink

Published in Journal of Experimental Child Psychology, 2023

How do children and teenagers solve small arithmetic problems? Our results support the idea that children use a counting procedure that becomes automatized (as revealed by the priming effect) around 13 years of age.

Recommended citation: Poletti, C., Díaz-Barriga Yáñez, A., Prado, J., & Thevenot, C. (2023). "The development of simple addition problem solving in children: Reliance on automatized counting or memory retrieval depends on both expertise and problem size. " Journal of Experimental Child Psychology, 234. https://doi.org/10.1016/j.jecp.2023.105710

Neural evidence for procedural automatization during cognitive development: Intraparietal response to changes in very-small addition problem-size increases with age Permalink

Published in Developmental Cognitive Neuroscience, 2023

How do you solve small addition problems such as this, 3+2 ? It was long thought that over time, we solve these problems by using our long-term memory…We found that this is not the case.

Recommended citation: Díaz-Barriga Yáñez, A., Longo, L., Chesnokova, H., Poletti, C., Prado, J., & Thevenot, C. (2023). "Neural evidence for procedural automatization during cognitive development: Intraparietal response to changes in very-small addition problem-size increases with age." Developmental Cognitive Neuroscience , 234. https://doi.org/10.1016/j.dcn.2023.101310

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