DSpace Repository :: Browsing by Author "Ceric, Francisco"

Browsing by Author "Ceric, Francisco"

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An Inescapable Cat Odor Exposure Protocol for Studying Innate and Contextual Threat Conditioning in Rats
(2021) Rodríguez, María; Contreras, Marco; Domic-Siede, Marco; Ceric, Francisco; Torrealba, Fernando
Animals respond to threatening situations by exhibiting a number of defensive behaviors, including avoidance, freezing, and risk assessment. An animal model with an ethological approach offers a deeper insight into the biological mechanisms underlying threat responses. This paper describes a methodology to measure defensive behaviors toward both innate and learned aversive stimuli in rats. Animals were individually exposed to predator odor in an inescapable chamber to elicit a measurable, sustained, defensive state. The experimental design involved placing a rat in a familiar chamber for 10 min followed by exposure to cat odor for another 10 min in the same context. The next day, the rats were re-exposed for 10 min to the same context chamber where cat odor exposure occurred. Sessions were video-recorded and defensive behaviors were assessed on both days. The behavioral test was coupled with reversible functional inactivation and c-Fos immunohistochemistry techniques to determine the role of the interoceptive cortex in threat responses. Rats exposed to cat odor on the first day and re-exposed to the context chamber on the second day displayed higher levels of defensive behaviors, and that cat odor elicited a robust increase in the neural activity of the interoceptive cortex. Moreover, muscimol inactivation of the interoceptive cortex reduced the expression of defensive behaviors in response to cat odor and impaired contextual threat memory. These results show that this behavioral assay is a useful tool for studying neural mechanisms of defensive behaviors and may offer insight into mechanisms that mediate fear in humans and its related disorders.
Desarrollo de un procedimiento estructurado de observación clínica de la defensividad táctil
(Universidad del Desarrollo. Facultad de Psicología, 2016) Calderón Larraín, Daniel Esteban; Ceric, Francisco
Effect of Terminal Groups of Dendrimers in the Complexation with Antisense Oligonucleotides and Cell Uptake
(2016) Márquez Miranda, Valeria; Peñaloza, Juan Pablo; Araya Duran, Ingrid; Reyes, Rodrigo; Vidaurre, Soledad; Romero, Valentina; Fuentes, Juan; Ceric, Francisco; Velásquez, Luis; González Nilo, Fernando
Poly (amidoamine) dendrimers are the most recognized class of dendrimer. Amino-terminated (PAMAM-NH2) and hydroxyl-terminated (PAMAM-OH) dendrimers of generation 4 are widely used, since they are commercially available. Both have different properties, mainly based on their different overall charges at physiological pH. Currently, an important function of dendrimers as carriers of short single-stranded DNA has been applied. These molecules, known as antisense oligonucleotides (asODNs), are able to inhibit the expression of a target mRNA. Whereas PAMAM-NH2 dendrimers have shown to be able to transfect plasmid DNA, PAMAM-OH dendrimers have not shown the same successful results. However, little is known about their interaction with shorter and more flexible molecules such as asODNs. Due to several initiatives, the use of these neutral dendrimers as a scaffold to introduce other functional groups has been proposed. Because of its low cytotoxicity, it is relevant to understand the molecular phenomena involving these types of dendrimers. In this work, we studied the behavior of an antisense oligonucleotide in presence of both types of dendrimers using molecular dynamics simulations, in order to elucidate if they are able to form stable complexes. In this manner, we demonstrated at atomic level that PAMAM-NH2, unlike PAMAM-OH, could form a well-compacted complex with asODN, albeit PAMAM-OH can also establish stable interactions with the oligonucleotide. The biological activity of asODN in complex with PAMAM-NH2 dendrimer was also shown. Finally, we revealed that in contact with PAMAM-OH, asODN remains outside the cells as TIRF microscopy results showed, due to its poor interaction with this dendrimer and cell membranes.
El diseño va al colegio: oportunidades de aplicación del proceso de diseño en la educación escolar chilena
(01/01/2016) Bravo Colomer, Ursula; Cortés, Catalina; Honorato, María Jesús; Rivera, Maritza; Ceric, Francisco; Lloyd, Peter; Jones, Derek
Emoción y toma de decisiones: Efecto de la experiencia emocional en la toma de riesgos en adultos.
(Universidad del Desarrollo. Facultad de Psicología, 2022) Sannino, Daniela; Ceric, Francisco
Muchos peligros para la salud se originan en la elección humana, cuando se toman riesgos. Estas elecciones se presentan en contextos generadores de diversas experiencias emocionales, que revela la necesidad de profundizar en el efecto de la emoción en la elección arriesgada. Estudios sobre las formas en que las emociones se implican en las decisiones identifican influencia de la experiencia emocional incidental y de la experiencia integral. El objetivo de esta investigación fue evaluar el efecto de la emoción en una tarea de toma de riesgo con mediciones a nivel de desempeño conductual y fisiológico. Se trató de un estudio cuantitativo con alcance explicativo y diseño experimental que aplicó distintos tratamientos a grupos independientes. El procedimiento utilizó imágenes como estímulos emocionales, una tarea de toma de riesgos adaptada para los fines del estudio y cuestionarios de autoreporte. A nivel fisiológico se registraron medidas de conductancia dérmica y frecuencia cardíaca.
Estilo personal del terapeuta :comparación entre terapeutas cognitivos post-racionalistas y sistémicos
(2019) Quiñones, Álvaro; Ugarte, Carla; Ceric, Francisco; Garcia, Fernando; Santibañez, Patricia
El Estilo Personal del Terapeuta (EPT) es un constructo multidimensional que está presente en todo proceso terapéutico. El objetivo de la investigación consistió en estudiar la influencia de las orientaciones psicoterapéuticas (Cognitiva Post-racionalista y Sistémica) en el EPT. Se administró el cuestionario EPT-C a una muestra de 67 terapeutas chilenos con formación en ambas escuelas terapéuticas. Se realizó un análisis de corte transversal, con el fin de comparar el EPT respecto a las dos orientaciones. Para esto se utilizó la prueba t de Student para comparar a ambos grupos, respecto a las cinco dimensiones del estilo personal del terapeuta. Posteriormente se realizó una comparación de ítems con una prueba no paramétrica (U Mann-Whitney). Los resultados indicaron diferencias significativas en las funciones operativa y atencional. También se encontraron diferencias significativas en 5 ítems del cuestionario
Evaluating the rapid automatized naming and arithmetical fluency relationship in Chilean first grade students
(2021) Escobar, José Pablo; Porflitt, Felipe; Ceric, Francisco
Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN letters, phonological awareness, counting, arithmetical fluency, inhibition and verbal working memory. Results show moderate correlations between RAN and counting with arithmetical fluency. After controlling for the effect of all the variables, RAN still explains a significant variance of arithmetical fluency. Although the nature of the relationship between RAN and arithmetical fluency is multi-componential, our results only confirm the role of working memory when simultaneous counting is considered in the model. Therefore, RAN is not only an important cognitive variable related to reading processes but also a key one for mathematical skills, especially when they involve a fluency component.
Evidencias del efecto del procesamiento de la información emocional contextual en la conducta prosocial
(Universidad del Desarrollo. Facultad de Psicología, 2024) Tejada Rivera, María del Carmen; Ceric, Francisco
Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study
(Frontiers Research Foundation, 2019) Rosas, Ricardo; Espinoza, Victoria; Porflitt, Felipe; Ceric, Francisco
This study aimed to test the impact of play on the development of executive functions (EFs) in preschoolers. Thirty-two games were designed to be collectively played in groups by 70 children, in their regular classes. The games were specifically designed to promote the development of the three components of EFs: inhibition (behavioral or cognitive), working memory, and cognitive flexibility. The games focused on each function were of three types: playground games, expression games, and classroom games. Sixty 45 min play sessions were held on consecutive days for 3 months, always in the first period. The sessions were guided by two members of the research team, assisted by the four teachers of the participating classes. The intervention was carried out in two highly socially vulnerable schools in the city of Santiago de Chile. Four classes were studied in total: two experimental groups and two controls. The classes were selected using a questionnaire on teacher-student interaction quality and an age homogeneity criterion. EFs were evaluated using the Hearts and Flowers task at three points: before the intervention (T1), immediately after the end of the intervention (T2), and 8 months after the end of the intervention (T3). The results show a significant difference in the growth of EFs by comparing the experimental and control groups (p = 0.04) between T1 and T3. They also reveal a strong correlation between EFs measures at T1 and mathematics performance at T3. These results are discussed within the context of the guidelines proposed by Diamond and Ling (2016) and Barnett (2011) regarding what an EFs promotion program needs to be considered effective and high quality. The program presented in this study meets most of the requisites mentioned by the authors, which proves that following these guidelines guarantees a high probability of success.
Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study
(2019) Rosas, Ricardo; Espinoza, Victoria; Porflitt, Felipe; Ceric, Francisco
This study aimed to test the impact of play on the development of executive functions (EFs) in preschoolers. Thirty-two games were designed to be collectively played in groups by 70 children, in their regular classes. The games were specifically designed to promote the development of the three components of EFs: inhibition (behavioral or cognitive), working memory, and cognitive flexibility. The games focused on each function were of three types: playground games, expression games, and classroom games. Sixty 45 min play sessions were held on consecutive days for 3 months, always in the first period. The sessions were guided by two members of the research team, assisted by the four teachers of the participating classes. The intervention was carried out in two highly socially vulnerable schools in the city of Santiago de Chile. Four classes were studied in total: two experimental groups and two controls. The classes were selected using a questionnaire on teacher-student interaction quality and an age homogeneity criterion. EFs were evaluated using the Hearts and Flowers task at three points: before the intervention (T1), immediately after the end of the intervention (T2), and 8 months after the end of the intervention (T3). The results show a significant difference in the growth of EFs by comparing the experimental and control groups (p = 0.04) between T1 and T3. They also reveal a strong correlation between EFs measures at T1 and mathematics performance at T3. These results are discussed within the context of the guidelines proposed by Diamond and Ling (2016) and Barnett (2011) regarding what an EFs promotion program needs to be considered effective and high quality. The program presented in this study meets most of the requisites mentioned by the authors, which proves that following these guidelines guarantees a high probability of success.
Flujos de Información en Zonas de Tiempo Subjetivo: Estudio de un Proceso Psicoterapéutico Exitoso
(2015) Quiñones, Álvaro; Ceric, Francisco; Ugarte, Carla
La presente investigación es un estudio de caso único en el marco de investigación de procesos y resultado en psicoterapia. Esta Investigación describe la percepción del tiempo subjetivo en un proceso de psicoterapia exitoso. Para ello se procedió a estudiar un proceso de psicoterapia de orientación cognitiva, video-grabado, y transcripto en la totalidad de sus 18 sesiones. Primero se realizó una codificación cualitativa y luego se identificaron seis tipos de categorías de tiempo sub- jetivo, las cuales fueron positivas y negativas, en función del bienestar psicológico. Se aplicaron dos análisis estadísticos de tipo cuantitativo. En primer lugar, un análisis de contenido que permi- tió observar las frecuencias para las seis categorías, y en segundo lugar, el análisis de frecuencias acumuladas que permitió identificar un patrón diferencial en el caso analizado. Abstract This report presents the process and outcome of a psychotherapy in a single-case study. This research describes the perception of subjective time in a process of successful psychotherapy. To do this, we proceeded to study process cognitively oriented psychotherapy, video-recorded and transcribed in all of their 18 meetings. Initially the encoding was performed with a qualitative analy- sis when six types of subjective times categories were identified, which were positive and negative, depending on psychological well-being. After that, two quantitative analysis were applied, the first consist in a content analysis allowed observed frequencies for the six categories, and secondly, cumulative frequency analysis which identified a differential pattern in the analyzed case.
Interoceptive Insular Cortex Mediates Both Innate Fear and Contextual Threat Conditioning to Predator Odor
(2019) Rodríguez, María; Ceric, Francisco; Murgas, Paola; Harland, Bruce; Torrealba, Fernando; Contreras, Marco
The insular cortex (IC), among other brain regions, becomes active when humans experience fear or anxiety. However, few experimental studies in rats have implicated the IC in threat responses. We have recently reported that inactivation of the primary interoceptive cortex (pIC) during pre-training, or the intra-pIC blockade of protein synthesis immediately after training, impaired the consolidation of auditory fear conditioning. The present study was designed to investigate the role of the pIC in innate and learned defensive responses to predator odor. Freezing behavior was elicited by single or repetitive exposures to a collar that had been worn by a domestic cat. Sessions were video-recorded and later scored by video observation. We found that muscimol inactivation of the pIC reduced the expression of freezing reaction in response to a single or repeated exposure to cat odor. We also found that pIC inactivation with muscimol impaired conditioning of fear to the context in which rats were exposed to cat odor. Furthermore, neosaxitoxin inactivation of the pIC resulted in a prolonged and robust reduction in freezing response in subsequent re-exposures to cat odor. In addition, freezing behavior significantly correlated with the neural activity of the IC. The present results suggest that the IC is involved in the expression of both innate and learned fear responses to predator odor.
Introduction to a Theoretical Model Based on Embodied Cognition: A Pilot Study of the Diagnosis and Treatment of Hemiphobia
(2011) Martínez, David; Ceric, Francisco
Purpose: Neurorehabilitation programs have traditionally followed the mind-body dichotomy proposed by Descartes, which resulted in the creation of divergent theoretical frameworks. The purpose of this pilot study is to present a transdisciplinary proposal that integrates human experience via the embodied cognition concept, that is, to explore how the individual relates from their experiential totality. We illustrate this model with a case report: a woman with a physical imbalance caused by stroke, which we diagnose as an experiential disorder and we treat using a transdisciplinary approach. Methods: The diagnosis is made in relation to the individual's intentionality when balancing; it is then subjected to an analysis based on embodied cognition. A transdisciplinary therapeutic approach consists of devising an intentionality that takes into consideration all intentional components of her balance. Results: Through clinical practice based on embodied cognition, we identify an experiential disorder, which we name hemiphobia This condition is characterized by avoidant motor behavior, hyperactivation of physiological tone, feelings of anxiety, and the suppression of reasoning during the motor task of balancing. We apply a transdisciplinary treatment incorporating intentionality as embodied cognition, body schema, body image, motor therapy, and metacognitive skills. This application improved her motricity skills in balancing and walking. Conclusions: The development of a theoretical model based on embodied cognition, in conjunction with the transdisciplinary treatment of hemiphobia, make a more profound and complex learning model possible to achieve the conscious integration of the motor function, the emotional variable, and the cognitive dimension as essential components of neurorehabilitation.
Modulation of performance during executive function tasks by emotional salience of stimuli
(2023) Ceric, Francisco; Montemurro, Manuel; Muñoz-Nájar Pacheco, Andrés; Cortés, Cristian
Because emotional salience has a critical effect on cognitive processing, its effect on core executive functions has not been considered much. This study compares reaction time and accuracy of the response in the three core executive functions. The 92 students who participated in the study were assigned to two groups and performed a variety of core executive functions tests: inhibitory control, working memory and cognitive flexibility tests in versions where the stimuli had high emotional salience and low emotional salience. Each test evaluated performance according to accuracy of the response and reaction times. The results showed that high emotional salience is a characteristic of the stimuli that, in general, favours the speed and accuracy of answers in visual WM tasks and in IC processes but affects CF tasks depending on the level
Principios de psicología cognitiva aplicados a problemas de movilidad en espacios urbanos: intervención en Clínica Las Condes
(01/08/2014) Ceric, Francisco; Genot, Xavier; Guiskin, Maia
Psychotherapy and psychological time: a case study
(2017) Quiñones, Alvaro; Ceric, Francisco; Ugarte, Carla; De Pascale, Adele
Aim. The present study is a comparative case study as part of research on the psychotherapeutic process. This research describes the perception of subjective time in two psychotherapeutic processes, one successful and one unsuccessful. Methods. We studied two psychotherapeutic processes of cognitive orientation, which were video recorded and fully transcribed in each session. First a qualitative analysis was applied for quality coding (Top-down) was performed to identify category types of subjective time, depending on psychological wellbeing. These were categorized as past, present, and future; each one in positive and negative forms. Secondly, two quantitative statistical analyses were applied: one of content analysis, which allowed us to observe the frequencies for the six categories, and another, a cumulative frequency analysis, which allowed us to identify a differential pattern in the analyzed cases. Results. These data showed different temporal profiles for both cases, differentiated by categories. This finding that would allow us to track the process of subjectivity in terms of specific components associated with psychotherapy success. Discussion and conclusions. We present a mixed method, a qualitative for initial coding of patient speaking turns and a quantitative methodology such as the cumulative frequency analysis in time in a therapeutic context. Those changes are progressive and must be observed as a continuous and dynamic evolution to allow for an interpretation in a naturalistic context.
Reconocimiento de emociones de expresiones faciales en adultos con trastorno de hiperactividad con déficit de atención
(2017) Cortez-Carbonell, Ingrid; Ceric, Francisco
Diversos estudios han indicado que los niños con TDAH tienen dificultades para la interpretación facial de afectos. La investigación en la población general de adultos con TDAH es escasa. Este estudio investiga de qué forma los adultos con TDAH reaccionan a una tarea de atención simple y a una tarea que incluye emociones. Treinta adultos diagnosticados clínicamente con TDAH y treinta controles sin TDAH completaron una tarea por ordenador con un conjunto de expresiones faciales estandarizadas para Chile. La tarea se componía de dos partes: la primera, una tarea de atención simple con expresiones faciales y la segunda, una tarea de identificación de expresiones faciales. Se evaluaron el tiempo de reacción (TR) y la exactitud (E) de las respuestas. Los participantes con TDAH fueron significativamente más rápidos y menos exactos al dar las respuestas en las dos tareas en comparación con los controles. Además, el grupo con TDAH fue significativamente más rápido en las respuestas para el enojo, pero no para la felicidad ni las expresiones neutrales. La impulsividad asociada generalmente con la TDAH puede ser la causa de un TR más rápido y una E inferior. Más aún, puede ser más agradable identificar la felicidad que la cólera. Estos resultados coinciden con estudios que han registrado una E superior en la identificación de emociones positivas en comparación con las emociones negativas.
Rol de la emoción en el procesamiento neurocognitivo: Aproximación multinivel a la modulación de las funciones ejecutivas por emociones
(Universidad del Desarrollo. Facultad de Psicología, 2021-08) Cortés Rivera, Cristian; Ceric, Francisco
Tradicionalmente, las funciones ejecutivas han sido estudiadas utilizando tareas estructuralmente simples y sin precisar en la afectividad de sus estímulos. Además, la mayoría de estos estudios carecen de un paradigma experimental que combine resultados conductuales y neuroelectrofisiológicos. De esta forma, la presente tesis se elabora desde un paradigma multinivel que busca responder el principal objetivo de investigación, que es “Evaluar el efecto que presentan las distintas dimensiones afectivas de los estímulos visuales sobre el procesamiento neurocognitivo y la conducta, y la relación que existe entre estas variables ante una inducción de estrés”. Participaron de esta investigación estudiantes universitarios, quienes respondieron voluntariamente a dos condiciones de una misma tarea de funcionamiento ejecutivo, subdividida de acuerdo al nivel de saliencia y valencia emocional. Se utilizaron como tareas de funcionamiento ejecutivo versiones computarizadas de las tareas clásicas de control inhibitorio (Go/no-go), memoria de trabajo (1-back visuoespacial) y flexibilidad cognitiva (Dimensional Change Card Sort y Gender/Emotion Switch Task), evaluando las respuestas conductuales (velocidad y precisión de las respuestas) y la actividad neuroelectrofisiológica mediante registros electroencefalográficos y la técnica de evaluación de potenciales evocados. En primer lugar, los resultados derivados de esta investigación dan cuenta de una diferencia en el tiempo de respuesta de los sujetos cuando son enfrentados a dos versiones de una misma tarea, que difieren en la saliencia afectiva de sus estímulos, sin mostrar diferencias cuando se evalúan en términos de la valencia afectiva. Un segundo conjunto de resultados revelan que estas diferencias a nivel de desempeño conductual son acompañadas de diferencias en términos de la actividad neuroelectrofisiológica, evidenciando diferencias en la amplitud de potenciales evocados específicos cuando los estímulos difieren en términos de saliencia afectiva
Ruta rápida versus ruta lenta: evidencias electrofisiológicas y conductuales de las vías del procesamiento emocional
(2012) Ceric, Francisco
Las investigaciones en el área del procesamiento neurocognitivo de las emociones, indican la posibilidad de dos vías segregadas a nivel cerebral. Estas corresponderían a una vía lenta (sensorio-talámica-cortical) y una vía rápida (sensorial-tálamo-límbica). En esta última el rol de la amígdala sería predominante. Esta investigación busca evaluar cómo influye el contexto emocional en el procesamiento de estímulos emocionales; específicamente, prueba cómo interactúan estas vías de procesamiento paralelo, mediante técnicas electrofisiológicas y de registro conductual, en una tarea de reconocimiento de incongruencias. Los resultados nos permiten apoyar la hipótesis de vías segregadas que se influyen mutuamente para la elaboración de una respuesta contextuada. Concluimos que, respecto a emociones, estas guían la toma de decisiones y se asocian con eventos externos. Dada una situación, se produce una respuesta corpórea determinada que contribuye a la evaluación de una situación; además, son parte del proceso cognitivo y constituyen el sustrato fisiológico de los sentimientos.
The role of executive functions in the relation between socioeconomic level and the development of reading and maths skills
(2018) Escobar, José-Pablo; Rosas-Díaz, Ricardo; Ceric, Francisco; Aparicio, Andrés; Arango, Paulina; Arroyo, Rodrigo; Espinoza, Victoria; Garolera, Marion; Pizarro, Marcelo; Porflitt, Felipe; Ramírez, María-Paz; Urzúa, Diego
Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we assessed 286 Chilean primary education students: 86 with a high SEL and 200 with a low level. The results show that the high-SEL group obtained consistently higher scores than their peers with low SEL levels in both reading and maths tasks as well as in EF measurements. This suggests that SEL could influence the development of these variables. The results also showed that EFs partially mediate the relation between SEL and reading and maths skills in primary school students through the specific function of inhibition. The results are discussed in light of the effect of SEL on the development of EFs and school learning.

Browsing by Author "Ceric, Francisco"

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