Análise da validade convergente de um instrumento informatizado para avaliar a atenção nos atletas: Rejilla 1.0.
Resumo
O objetivo desta pesquisa foi analisar a validade convergente de um programa informatizado chamado Rejilla 1.0, que foi construído com o objetivo de avaliar a atenção seletiva e ser utilizado em contextos como o esporte. Um total de 99 participantes colaboraram no estudo, variando na idade de 19 a 36 anos (M ± DP = 25.15 ± 3.56). Para avaliar a validade convergente, foram realizadas análises de correlação com outros instrumentos que tradicionalmente têm sido usados para avaliar a atenção seletiva, como o Teste de Atenção D2 e o Teste Toulouse-Pieron. Os resultados encontrados revelaram correlações moderadas e baixas entre os instrumentos, sugerindo relações entre eles, embora devam ser tomadas com cautela. As principais medidas do Teste D2 e do Teste toulouse-pieron mostraram níveis moderados com os hits da Rejilla 1.0, mas as medidas secundárias mostraram associações baixas. Sugere-se que outras funções cognitivas, além da atenção seletiva, possam participar do desempenho dos exercícios Rejilla 1.0, que é discutido no trabalho.
Downloads
Referências
Alves, C. R., Tessaro, V. H., Teixeira, L. A., Murakava, K., Roschel, H., Gualano, B., y Takito, M. Y. (2014). Influence of acute high-intensity aerobic interval exercise bout on selective attention and short-term memory tasks. Perceptual and Motor Skills, 118(1), 63-72. https://doi.org/10.2466/22.06.PMS.118k10w4
Appelbaum, L. G., y Erickson, G. (2018). Sports vision training: A review of the state-of-the-art in digital training techniques. International Review of Sport and Exercise Psychology, 11(1), 160-189. https://doi.org/10.1080/1750984X.2016.1266376
Atwi, S., Metcalfe, A. W. S., Robertson, A. D., Rezmovitz, J., Anderson, N. D., y MacIntosh, B. J. (2018). Attention-Related Brain Activation Is Altered in Older Adults With White Matter Hyperintensities Using Multi-Echo fMRI. Frontiers in Neuroscience, 12, 748. https://doi.org/10.3389/fnins.2018.00748
Blotenberg, I., and Schmidt-Atzert, L. (2019). On the Characteristics of Sustained Attention Test Performance. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000543
Brickenkamp, R. (2001). D-2. Attention task. Madrid: TEA ediciones.
Brickenkamp, R., y Zillmer, E. (2002). Test de atención. Madrid: TEA ediciones.
Chun, M.M., Golomb, J.D. y Turk-Browne, N.B. (2011). A taxonomy of external and internal attention. Annual Reviews of Psychology, 62, 73-101. https://doi.org/10.1146/annurev.psych.093008.100427
Ducrocq, E., Wilson, M., Vine, S., y Derakshan, N. (2016). Training attentional control improves cognitive and motor task performance. Journal of Sport and Exercise Psychology. 38, 521–533. https://doi.org/10.1123/jsep.2016-0052
Durães, D., Carneiro, D., Bajo, J., y Novais, P. (2018). Modelling a smart environment for nonintrusive analysis of attention in the workplace. Expert Systems, 35(5), e12275. https://doi.org/10.1111/exsy.12275
Estévez-González, A., García-Sánchez, C. y Junqué, C. (1997). La atención: una compleja función cerebral. Revista de Neurología, 25(148), 1989-1997.
Gall, S., Adams, L., Joubert, N., Ludyga, S., Müller, I., Nqweniso, S., ... y Steinmann, P. (2018). Effect of a 20-week physical activity intervention on selective attention and academic performance in children living in disadvantaged neighborhoods: A cluster randomized control trial. PloS One, 13(11), e0206908. https://doi.org/10.1371/journal.pone.0206908
Giuliano, R. J., Karns, C. M., Neville, H. J., y Hillyard, S. A. (2014). Early auditory evoked potential is modulated by selective attention and related to individual differences in visual working memory capacity. Journal of Cognitive Neuroscience, 26, 2682-2690. https://doi.org/10.1162/jocn_a_00684
Gomez-Ramirez, M., Hysaj, K., y Niebur, E. (2016). Neural mechanisms of selective attention in the somatosensory system. Journal of Neurophysiology, 116(3), 1218-1231. https://doi.org/10.1152/jn.00637.2015
Gonçalves, E., Noce, F., Barbosa, M. A. M., Figueiredo, A. J., Hackfort, D., y Teoldo, I. (2017). Correlation of the peripheral perception with the maturation and the effect of the peripheral perception on the tactical behaviour of soccer players. International Journal of Sport and Exercise Psychology, 1–13. http://doi.org/10.1080/1612197X.2017.1329222
González-Ruiz, S. L., Domínguez-Alfonso, R., Chica-Merino, E., Pastrana-Brincones, J. L., and Hernández-Mendo, A. (2018). A virtual platform for on-line evaluation and research: MenPas. Cuadernos de Psicología del Deporte, 18(3), 26-48.
González-Ruiz, S.L., Hernández-Mendo, A., Pastrana-Brincones, J.L. (2010). Herramienta software para la evaluación psicosocial de deportistas y entornos deportivos. Lecturas: EF y Deportes. Revista Digital, 15(144), mayo. http://www.efdeportes.com/efd144/evaluacion-psicosocial-de-deportistas.htm
Harris, D. J., Wilson, M. R., y Vine, S. J. (2018). A systematic review of commercial cognitive training devices: implications for use in sport. Frontiers in Psychology, 9, 709. https://doi.org/10.3389/fpsyg.2018.00709
Hernández-Mendo, A., Martínez-Jiménez, M. A, Pastrana-Brincones, J. L. y Morales-Sánchez, V. (2012). Programa informático para evaluación y entrenamiento de la atención. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 7(2), 339-358.
Hernández-Mendo, A. y Ramos-Pollán, R. (1995a). Tarea informática para la evaluación y entretenimiento de la atención: aplicación en el entrenamiento deportivo. Anales de Psicología, 11(2), 183-192.
Hernández-Mendo, A. y Ramos-Pollán, R. (1995b). Aplicación informática para evaluación y entrenamiento de la atención en psicologia del deporte. Psicothema, 7(3), 527-529.
Kletzel, S. L., Cary, M. P., Ciro, C., Berbrayer, D., Dawson, D., Hoffecker, L., ... y Heyn, P. C. (2016). Brain Gaming: A User's Product Guide for the Clinician. Archives of Physical Medicine and Rehabilitation, 97(8), 1399-1400. https://doi.org/10.1016/j.apmr.2016.03.001
Kueider, A. M., Parisi, J. M., Gross, A. L., y Rebok, G. W. (2012). Computerized cognitive training with older adults: a systematic review. PloS One, 7(7), e40588. https://doi.org/10.1371/journal.pone.00405.
Love, S., Kannis-Dymand, L., y Lovell, G. P. (2018). Metacognitions in Triathletes: Associations With Attention, State Anxiety, and Relative Performance. Journal of Applied Sport Psychology, 30(4), 421-436. https://doi.org/10.1080/10413200.2018.1440660
Memmert, D. (2009). Pay attention! A review of visual attentional expertise in sport. International Review of Sport and Exercise Psychology, 2(2), 119-138. https://doi.org/10.1080/17509840802641372
Morrison, G.E., Simone, C.M., Ng, N.F., Hardy, J.L. (2015). Reliability and validity of the NeuroCognitive Performance Test, a web-based neuropsychological assessment. Frontiers in Psychology, 6,1652. https://doi.org/10.3389/fpsyg.2015.01652
O'halloran, L., Cao, Z., Ruddy, K., Jollans, L., Albaugh, M. D., Aleni, A., ... y Bokde, A. L. (2018). Neural circuitry underlying sustained attention in healthy adolescents and in ADHD symptomatology. Neuroimage, 169, 395-406. https://doi.org/10.1016/j.neuroimage.2017.12.030
Posner, M.I. y Petersen, S.E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42. https://doi.org/10.1146/annurev.ne.13.030190.000325
Rabiner, D.L., Murray, D.W., Skinner, A.T. y Malone, P.S. (2010). A randomized trial of two promising computer-based interventions for students with attention difficulties. Journal of Abnormal Child Psychology, 38, 131-142. https://doi.org/10.1007/s10802-009-9353-x
Reigal, R. E., González-Guirval, F., Morillo Baro, J. P., Morales-Sánchez, V., Juárez-Ruiz de Mier, R., y Hernández-Mendo, A. (2019). Effects of a computerized training on attentional capacity of young soccer players. Frontiers in Psychology, 10, 2279. http://dx.doi.org/10.3389/fpsyg.2019.02279
Roca, A., Ford, P. R., y Memmert, D. (2018). Creative decision making and visual search behavior in skilled soccer players. PloS One, 13(7), e0199381. https://doi.org/10.1371/journal.pone.0199381
Romeas, T., Guldner, A., y Faubert, J. (2016). 3D-Multiple Object Tracking training task improves passing decision-making accuracy in soccer players. Psychology of Sport and Exercise, 22, 1-9. https://doi.org/10.1016/j.psychsport.2015.06.002
Rosenberg, M. D., Finn, E. S., Scheinost, D., Papademetris, X., Shen, X., Constable, R. T., y Chun, M. M. (2016). A neuromarker of sustained attention from whole-brain functional connectivity. Nature Neuroscience, 19(1), 165-171. http://dx.doi.org/10.1038/nn.4179
Rosenberg, M. D., Finn, E. S., Scheinost, D., Constable, R. T., y Chun, M. M. (2017). Characterizing attention with predictive network models. Trends in Cognitive Sciences, 21(4), 290-302. https://doi.org/10.1016/j.tics.2017.01.011
Schack, T., Bertollo, M., Koester, D., Maycock, J., y Essig, K. (2014). Technological advancements in sport psychology. En A. G. Papaioannou y D. Hackfort (Eds.), Routledge Companion to Sport and Exercise Psychology (pp. 953-965), London: Routledge).
Shatil, E., Mikulecka, J., Bellotti, F., y Bureš, V. (2014). Novel television-based cognitive training improves working memory and executive function. PLoS One, 9(7), e101472. https://doi.org/10.1371/journal.pone.0101472
Stuss, D. T. (2011). Functions of the frontal lobes: relation to executive functions. Journal of the International Neuropsychological Society, 17(5), 759-765. https://doi.org/10.1017/S1355617711000695
Tamm, L., Epstein, J. N., Peugh, J. L., Nakonezny, P. A., y Hughes, C. W. (2013). Preliminary data suggesting the efficacy of attention training for school-aged children with ADHD. Developmental Cognitive Neuroscience, 4, 16-28. https://doi.org/10.1016/j.dcn.2012.11.004
Toulouse, E. y Pieron, H. (1992). Prueba perceptiva y de atención. Madrid: TEA Ediciones.
Walsh, J. J., Dunlap, C., Miranda, J., Thorp, D. B., Kimmerly, D. S., Tschakovsky, M., y Gurd, B. J. (2018). Brief, high-intensity interval exercise improves selective attention in university students. International Journal of Exercise Science, 11(5), 152-167.
Wass, S., Porayska-Pomsta, K. y Johnson, M.H. (2011). Training attentional control in infancy. Current Biology, 21(18), 1543-1547. https://doi.org/10.1016/j.cub.2011.08.004
Wilson, M. R., Vine, S. J., y Wood, G. (2009). The influence of anxiety on visual attentional control in basketball free throw shooting. Journal of Sport and Exercise Psychology, 31(2), 152-168. https://doi.org/10.1123/jsep.31.2.152
World Medical Association (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. Journal of the American Medical Association, 310, 2191-2194. https://doi.org/10.1001/jama.2013.281053
Zaehringer, J., Falquez, R., Schubert, A. L., Nees, F., y Barnow, S. (2018). Neural correlates of reappraisal considering working memory capacity and cognitive flexibility. Brain Imaging and Behavior, 12(6), 1529-1543. https://doi.org/10.1007/s11682-017-9788-6
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
