Executive Function evaluation in children with learning disabilities through a tablet assessment battery

Executive functions are a set of psychological processes that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of certain goals. These skills are necessary to guide learning of new information. Core executive function...

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Autores:
Pujals, María
Fonseca, Liliana Estela
Tipo de recurso:
Article of journal
Fecha de publicación:
2020
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
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oai:repositorio.cuc.edu.co:11323/10118
Acceso en línea:
https://hdl.handle.net/11323/10118
https://repositorio.cuc.edu.co/
Palabra clave:
Executive functions
Neuropsychological assessment
Learning disabilities
Tablet
Funciones ejecutivas
Evaluación neuropsicológica
Dificultades de aprendizaje
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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dc.title.eng.fl_str_mv Executive Function evaluation in children with learning disabilities through a tablet assessment battery
dc.title.translated.none.fl_str_mv Evaluación de Funciones Ejecutivas en niños con dificultades de aprendizaje a través de una batería en formato digital
title Executive Function evaluation in children with learning disabilities through a tablet assessment battery
spellingShingle Executive Function evaluation in children with learning disabilities through a tablet assessment battery
Executive functions
Neuropsychological assessment
Learning disabilities
Tablet
Funciones ejecutivas
Evaluación neuropsicológica
Dificultades de aprendizaje
title_short Executive Function evaluation in children with learning disabilities through a tablet assessment battery
title_full Executive Function evaluation in children with learning disabilities through a tablet assessment battery
title_fullStr Executive Function evaluation in children with learning disabilities through a tablet assessment battery
title_full_unstemmed Executive Function evaluation in children with learning disabilities through a tablet assessment battery
title_sort Executive Function evaluation in children with learning disabilities through a tablet assessment battery
dc.creator.fl_str_mv Pujals, María
Fonseca, Liliana Estela
dc.contributor.author.none.fl_str_mv Pujals, María
Fonseca, Liliana Estela
dc.subject.proposal.fra.fl_str_mv Executive functions
topic Executive functions
Neuropsychological assessment
Learning disabilities
Tablet
Funciones ejecutivas
Evaluación neuropsicológica
Dificultades de aprendizaje
dc.subject.proposal.eng.fl_str_mv Neuropsychological assessment
Learning disabilities
Tablet
dc.subject.proposal.spa.fl_str_mv Funciones ejecutivas
Evaluación neuropsicológica
Dificultades de aprendizaje
description Executive functions are a set of psychological processes that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of certain goals. These skills are necessary to guide learning of new information. Core executive function (CEF) are inhibitory control, working memory and cognitive flexibility. They regulate and control other skills and behaviors, and also have influence on more basic skills such as attention, memory systems, and praxis. Executive functions allow setting goals and carrying them out through planning and monitoring, keeping inhibited thoughts, behaviors and emotions that interfere. This research consists of determining neuropsychological EF profiles in different clinical populations evaluated with tablet-based test. Two batteries developed by CEDETI UC were applied: Yellow Red and TENI (Infant Neuropsychological Assessment Test). The sample consists of 175 argentine children, between 7 and 12 years old, divided in two groups, clinical and control. The obtained scores show the importance of distinguishing profiles between these three CEF within the clinical population comparing with a typical developing group. The overall index obtained differentiates the groups best. Children with dyscalculia, autistic spectrum disorder and borderline intellectual disability obtain significantly lower scores having greater difficulties in EF.
publishDate 2020
dc.date.issued.none.fl_str_mv 2020-12-10
dc.date.accessioned.none.fl_str_mv 2023-05-12T21:54:51Z
dc.date.available.none.fl_str_mv 2023-05-12T21:54:51Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Pujals, M., & Fonseca, L.-E. (2020). Executive Function evaluation in children with learning disabilities through a tablet assessment battery: Evaluación de la función ejecutiva en niños con dificultades de aprendizaje mediante una batería de evaluación con tabletas. Journal of Applied Cognitive Neuroscience, 1(1), 58–68. https://doi.org/10.17981/JACN.1.1.2020.06
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/11323/10118
dc.identifier.doi.none.fl_str_mv 10.17981/JACN.1.1.2020.06
dc.identifier.eissn.spa.fl_str_mv 2745-0031
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv Pujals, M., & Fonseca, L.-E. (2020). Executive Function evaluation in children with learning disabilities through a tablet assessment battery: Evaluación de la función ejecutiva en niños con dificultades de aprendizaje mediante una batería de evaluación con tabletas. Journal of Applied Cognitive Neuroscience, 1(1), 58–68. https://doi.org/10.17981/JACN.1.1.2020.06
10.17981/JACN.1.1.2020.06
2745-0031
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/10118
https://repositorio.cuc.edu.co/
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.ispartofjournal.spa.fl_str_mv Journal of Applied Cognitive Neuroscience
dc.relation.references.spa.fl_str_mv Alloway, T. P. (2010). Working memory and executive function profiles of individuals with borderline intellectual functioning. Journal of Intellectual Disability Research, 54(5), 448–456. https://doi.org/10.1111/j.1365-2788.2010.01281.x
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American psychologist, 57(2), 111–127. https://doi.org/10.1037//0003-066X.57.2.111
Bonifacci, P. & Snowling, M. J. (2008). Speed of processing and reading disability: A cross-linguistic investigation of dyslexia and borderline intellectual functioning. Cognition, 107(3), 999–1017. https://doi.org/10.1016/j.cognition.2007.12.006
Braver, T. S. & Barch, D. M. (2002). A theory of cognitive control, aging cognition, and neuromodulation. Neuroscience & Biobehavioral Reviews, 26(7), 809–817. https://doi.org/10.1016/S0149-7634(02)00067-2
Burgess, P. W. & Simons, J. S. (2005). Theories of frontal lobe executive function: clinical applications. In: P. W. Halligan & D. T. Wade, The effectiveness of rehabilitation for cognitive deficits (Chap. 18). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198526544.003.0018
Carriedo, N., Corral, A., Montoro, P. R., Herrero, L. & Rucián, M. (2016). Development of the updating executive function: From 7-year-olds to young adults. Developmental Psychology, 52(4), 666–678. https://doi.org/10.1037/dev0000091
Champod, A. S. & Petrides, M. (2007). Dissociable roles of the posterior parietal and the prefrontal cortex in manipulation and monitoring processes. Proceedings of the National Academy of Sciences, 104(37), 14837–14842. https://doi.org/10.1073/pnas.0607101104
Colombo, J. y Lipina, S. (2005). Hacia un programa público de estimulación cognitiva. Buenos Aires: Paidós. Cuetos, F., Rodríguez, B., Ruano, E. y Arribas, D. (2007). Prolec-r. Evaluación de los procesos lectores–revisado. Madrid: TEA.
Defior, S. & Serrano, F. (2011). La conciencia fonémica, aliada de la adquisición del lenguaje escrito. Revista de logopedia, foniatría y audiología, 31(1), 2–13. https://doi.org/10.1016/S0214-4603(11)70165-6
Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In: J. A. Griffin, P. McCardle & L. S. Freund (Eds.), Executive function in preschool-age children (pp. 11–43). Washington, D. C.: American Psychological Association.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335–341. https://doi.org/10.1177/0963721412453722
Diamond, A. (2006). The early development of executive functions. In: E. Bialystok & F. I. M. Craik, Lifespan cognition: Mechanisms of change, (pp. 70–95). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195169539.003.0006
Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A. & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental neuropsychology, 26(1), 465–486. https://doi.org/10.1207/s15326942dn2601_6
Fonseca, G. P., Rodríguez, L. C. y Parra, J. H. (2016). Relación entre funciones ejecutivas y rendimiento académico por asignaturas en escolares de 6 a 12 años. Hacia la promoción de la salud, 21(2), 41–58. Available: http://190.15.17.25/promocionsalud/index.php?option=com_content&view=article&id=113
Friedman, N. P. & Miyake, A. (2004). The relations among inhibition and interference control functions: a latentvariable analysis. Journal of Experimental Psychology: General, 133(1), 101–135. https://doi.org/10.1037/0096-3445.133.1.101
Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J. & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and individual differences, 18(2), 214–223. https://doi.org/10.1016/j.lindif.2007.10.003
Gotham, K., Pickles, A. & Lord, C. (2009) Standardizing ADOS Scores for a Measure of Severity in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 39(5), 693–705. https://doi.org/10.1007/s10803-008-0674-3
Grañana, N., Richaudeau, A., Gorriti, C. R., O’Flaherty, M., Scotti, M. E., Sixto, L., Alegri, R. y Fejerman, N. (2011). Evaluación de déficit de atención con hiperactividad: la escala SNAP IV adaptada a la Argentina. Revista Panamericana de Salud Pública, 29(5), 344–349. Disponible en https://iris.paho.org/handle/10665.2/9530
Lipina, S. (2008). Vulnerabilidad social y desarrollo cognitivo. Aportes de las Neurociencias Cuadernos de Cátedra. Buenos Aires: UNSAM.
Lipina, S. J. y Segretin, M. S. (2015). 6000 días más: evidencia neurocientífica acerca del impacto de la pobreza infantil. Psicología Educativa, 21(2), 107–116. http://dx.doi.org/10.1016/j. pse.2015.08.003
Miller, E. K. & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual review of neuroscience, 24(1), 167–202. https://doi.org/10.1146/annurev.neuro.24.1.167
McGowan, A. L., Bretzin, A. C., Savage, J. L., Petit, K. M., Parks, A. C., Covassin, T. & Pontifex, M. B. (2018). Preliminary evidence for differential trajectories of recovery for cognitive flexibility following sports-related concussion. Neuropsychology, 32(5), 564–574. https://doi.org/10.1037/neu0000475
Orbach, L., Herzog, M. & Fritz, A. (2020). State-and trait-math anxiety and their relation to math performance in children: The role of core executive functions. Cognition, 200, 104271. https://doi.org/10.1016/j.cognition.2020.104271
Portellano, J. A. (2005). Introducción a la neuropsicología. Madrid: McGrawHill.
Posner, M. & Petersen, S. (1990). The attention system of the human brain. Annual review of neuroscience, 13(1), 25–42. https://doi.org/10.1146/annurev. ne.13.030190.000325
Reyes, S., Barreyro, J. P. e Injoque-Ride, I. (2015). El rol de la función ejecutiva en el rendimiento académico en niños de 9 años. Neuropsicologia Latinoamericana, 7(2), 42–47. Disponible en https://www.neuropsicolatina.org/index.php/Neuropsicologia_Latinoamericana/article/view/229
Risso, A., García, M., Montserrat, D., Brenlla, J., Peralbo, M. & Barca, A. (2015), Relaciones entre funciones ejecutivas, lenguaje y habilidades matemáticas. Revista de estudios e investigación, Extr(9), 72–78. https://doi.org/10.17979/reipe.2015.0.09.577
Rosas, R., Espinoza, V. y Garolera, M. (2020). Evidencia intercultural de un test basado en Tablet para medir las funciones ejecutivas de niños entre 6 y 10 años: resultados preliminares. Papeles de investigación, (12), 1–25. Recuperado de http://descargas.cedeti. cl/2020/04/YELLOW-RED-INTERNACIONAL.pdf
Rosas, R., Ceric, F., Aparicio, A., Arango, P., Arroyo, R., Benavente, C., Escobar, P., Olguín, P., Pizarro, M., Paz, M., Tenorio, M. y Véliz, S. (2015). ¿Pruebas tradicionales o evaluación invisible a través del juego?: Nuevas fronteras de la evaluación cognitiva. Psykhe, 24(1), 1–11. https://doi.org/10.7764/psykhe.24.1.724
Santa-Cruz, C. & Rosas, R. (2017). Mapping of Executive Functions/Cartografía de las Funciones Ejecutivas. Estudios de Psicología, 38(2), 284–310. https://doi.org/10.1080/02109395.2017.1311459
Tenorio, M., Arango, P., Aparicio, A. D. y Rosas, R. (2012). TENI. Test de evaluación neuropsicológica infantil. [Manual de Administración y Corrección]. Santiago de Chile: Pontificia Universidad Católica de Chile-Cedeti UC.
Wechsler, D. & Corral, S. (2015). WISC-IV: Escala de Inteligencia de Wechsler para niños-IV. Madrid: Pearson.
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Zanto, T., Rubens, M., Thangavel, A. & Gazzaley, A. (2011). Causal role of the prefrontal cortex in top-down modulation of visual processing and working memory. Nature Neuroscience, 14(5), 656–661. https://doi.org/10.1038/nn.2773
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spelling Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Copyright (c) 2020 Journal of Applied Cognitive Neurosciencehttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Pujals, MaríaFonseca, Liliana Estela2023-05-12T21:54:51Z2023-05-12T21:54:51Z2020-12-10Pujals, M., & Fonseca, L.-E. (2020). Executive Function evaluation in children with learning disabilities through a tablet assessment battery: Evaluación de la función ejecutiva en niños con dificultades de aprendizaje mediante una batería de evaluación con tabletas. Journal of Applied Cognitive Neuroscience, 1(1), 58–68. https://doi.org/10.17981/JACN.1.1.2020.06https://hdl.handle.net/11323/1011810.17981/JACN.1.1.2020.062745-0031Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Executive functions are a set of psychological processes that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of certain goals. These skills are necessary to guide learning of new information. Core executive function (CEF) are inhibitory control, working memory and cognitive flexibility. They regulate and control other skills and behaviors, and also have influence on more basic skills such as attention, memory systems, and praxis. Executive functions allow setting goals and carrying them out through planning and monitoring, keeping inhibited thoughts, behaviors and emotions that interfere. This research consists of determining neuropsychological EF profiles in different clinical populations evaluated with tablet-based test. Two batteries developed by CEDETI UC were applied: Yellow Red and TENI (Infant Neuropsychological Assessment Test). The sample consists of 175 argentine children, between 7 and 12 years old, divided in two groups, clinical and control. The obtained scores show the importance of distinguishing profiles between these three CEF within the clinical population comparing with a typical developing group. The overall index obtained differentiates the groups best. Children with dyscalculia, autistic spectrum disorder and borderline intellectual disability obtain significantly lower scores having greater difficulties in EF.Las funciones ejecutivas permiten plantear metas y llevarlas a cabo a través de la planificación y el monitoreo de su desarrollo, manteniendo inhibidos pensamientos, comportamientos y emociones que interfieren. Son habilidades necesarias para guiar los procesos que permiten el aprendizaje de nueva información y están constituidas por el control inhibitorio, la memoria de trabajo y la flexibilidad cognitiva. Controlan y regulan otras habilidades y conductas, e influyen en habilidades más básicas como la atención, los sistemas de memoria y las praxias. Este trabajo de investigación consite en determinar perfiles neuropsicológicos en diferentes poblaciones clínicas a través de la aplicación de baterías de evaluación neuropsicológica en formato digital, que evalúan distintas funciones ejecutivas. Se aplicaron dos baterías desarrolladas por CEDETi UC: Yellow Red, y TENI (Test de Evaluación Neuropsicológica Infantil). La muestra consta de 175 niños de ambos sexos, entre 7 y 12 años, divididos dos grupos, clínico y control. Los puntajes obtenidos permiten determinar perfiles neuropsicológicos dentro de la población clínica. El índice global obtenido es el que mejor diferencia los grupos. Los niños con discalculia, trastorno del espectro autista e inteligencia límite obtienen puntajes significativamente más descendidos presentando mayores dificultades en las funciones ejecutivas.11 páginasapplication/pdfengCorporación Universidad de la CostaColombiahttps://revistascientificas.cuc.edu.co/JACN/article/view/3343Executive Function evaluation in children with learning disabilities through a tablet assessment batteryEvaluación de Funciones Ejecutivas en niños con dificultades de aprendizaje a través de una batería en formato digitalArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Journal of Applied Cognitive NeuroscienceAlloway, T. P. (2010). Working memory and executive function profiles of individuals with borderline intellectual functioning. Journal of Intellectual Disability Research, 54(5), 448–456. https://doi.org/10.1111/j.1365-2788.2010.01281.xBlair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American psychologist, 57(2), 111–127. https://doi.org/10.1037//0003-066X.57.2.111Bonifacci, P. & Snowling, M. J. (2008). Speed of processing and reading disability: A cross-linguistic investigation of dyslexia and borderline intellectual functioning. Cognition, 107(3), 999–1017. https://doi.org/10.1016/j.cognition.2007.12.006Braver, T. S. & Barch, D. M. (2002). A theory of cognitive control, aging cognition, and neuromodulation. Neuroscience & Biobehavioral Reviews, 26(7), 809–817. https://doi.org/10.1016/S0149-7634(02)00067-2Burgess, P. W. & Simons, J. S. (2005). Theories of frontal lobe executive function: clinical applications. In: P. W. Halligan & D. T. Wade, The effectiveness of rehabilitation for cognitive deficits (Chap. 18). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198526544.003.0018Carriedo, N., Corral, A., Montoro, P. R., Herrero, L. & Rucián, M. (2016). Development of the updating executive function: From 7-year-olds to young adults. Developmental Psychology, 52(4), 666–678. https://doi.org/10.1037/dev0000091Champod, A. S. & Petrides, M. (2007). Dissociable roles of the posterior parietal and the prefrontal cortex in manipulation and monitoring processes. Proceedings of the National Academy of Sciences, 104(37), 14837–14842. https://doi.org/10.1073/pnas.0607101104Colombo, J. y Lipina, S. (2005). Hacia un programa público de estimulación cognitiva. Buenos Aires: Paidós. Cuetos, F., Rodríguez, B., Ruano, E. y Arribas, D. (2007). Prolec-r. Evaluación de los procesos lectores–revisado. Madrid: TEA.Defior, S. & Serrano, F. (2011). La conciencia fonémica, aliada de la adquisición del lenguaje escrito. Revista de logopedia, foniatría y audiología, 31(1), 2–13. https://doi.org/10.1016/S0214-4603(11)70165-6Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In: J. A. Griffin, P. McCardle & L. S. Freund (Eds.), Executive function in preschool-age children (pp. 11–43). Washington, D. C.: American Psychological Association.Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335–341. https://doi.org/10.1177/0963721412453722Diamond, A. (2006). The early development of executive functions. In: E. Bialystok & F. I. M. Craik, Lifespan cognition: Mechanisms of change, (pp. 70–95). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195169539.003.0006Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A. & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental neuropsychology, 26(1), 465–486. https://doi.org/10.1207/s15326942dn2601_6Fonseca, G. P., Rodríguez, L. C. y Parra, J. H. (2016). Relación entre funciones ejecutivas y rendimiento académico por asignaturas en escolares de 6 a 12 años. Hacia la promoción de la salud, 21(2), 41–58. Available: http://190.15.17.25/promocionsalud/index.php?option=com_content&view=article&id=113Friedman, N. P. & Miyake, A. (2004). The relations among inhibition and interference control functions: a latentvariable analysis. Journal of Experimental Psychology: General, 133(1), 101–135. https://doi.org/10.1037/0096-3445.133.1.101Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J. & Hilton, K. A. 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Nature Neuroscience, 14(5), 656–661. https://doi.org/10.1038/nn.2773685811Executive functionsNeuropsychological assessmentLearning disabilitiesTabletFunciones ejecutivasEvaluación neuropsicológicaDificultades de aprendizajePublicationORIGINALExecutive Function evaluation in children with learning disabilities through a tablet assessment battery.pdfExecutive Function evaluation in children with learning disabilities through a tablet assessment battery.pdfArtículoapplication/pdf586888https://repositorio.cuc.edu.co/bitstreams/c8e81e46-1811-4628-b3ff-4eb3c18530df/download406477d88b092425e39d5b03d42fd50fMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/a9f93bdf-a35c-42ee-852c-a44f42c328cc/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTExecutive Function evaluation in children with learning disabilities through a tablet assessment battery.pdf.txtExecutive Function evaluation in children with learning disabilities through a tablet assessment battery.pdf.txtExtracted texttext/plain34561https://repositorio.cuc.edu.co/bitstreams/521d9c64-995c-426a-8e27-f654e54ad612/download6821672884b59f2e723290bd162e1529MD53THUMBNAILExecutive Function evaluation in children with learning disabilities through a tablet assessment battery.pdf.jpgExecutive Function evaluation in children with learning disabilities through a tablet assessment battery.pdf.jpgGenerated Thumbnailimage/jpeg14682https://repositorio.cuc.edu.co/bitstreams/e97cc46d-6b3a-4cb9-a275-7eecc7428669/downloada636439e78793594e966d474f6c3eaa3MD5411323/10118oai:repositorio.cuc.edu.co:11323/101182024-09-16 16:38:39.781https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright (c) 2020 Journal of Applied Cognitive Neuroscienceopen.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa 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ada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.


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