Interaction between domain-specific and domain-general abilities in math´s competence
This article is an approach to some viewpoints about interactions between domain-specific and general cognitive tools involved in the development of mathematical competence. Many studies report positive correlations between the acuity of the numerical approximation system and formal mathematical per...
- Autores:
-
Torresi, Sandra
- Tipo de recurso:
- Review article
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10116
- Acceso en línea:
- https://hdl.handle.net/11323/10116
https://repositorio.cuc.edu.co/
- Palabra clave:
- Numerical cognition
Approximate number system
Working memory
Cognitive development
Cognición numérica
Desarrollo cognitivo
Sistema de aproximación numérica
Memoria de trabajo
Precursores
- 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 |
Interaction between domain-specific and domain-general abilities in math´s competence |
| dc.title.translated.none.fl_str_mv |
Interacción entre las capacidades específicas del dominio y las generales en la competencia matemática |
| title |
Interaction between domain-specific and domain-general abilities in math´s competence |
| spellingShingle |
Interaction between domain-specific and domain-general abilities in math´s competence Numerical cognition Approximate number system Working memory Cognitive development Cognición numérica Desarrollo cognitivo Sistema de aproximación numérica Memoria de trabajo Precursores |
| title_short |
Interaction between domain-specific and domain-general abilities in math´s competence |
| title_full |
Interaction between domain-specific and domain-general abilities in math´s competence |
| title_fullStr |
Interaction between domain-specific and domain-general abilities in math´s competence |
| title_full_unstemmed |
Interaction between domain-specific and domain-general abilities in math´s competence |
| title_sort |
Interaction between domain-specific and domain-general abilities in math´s competence |
| dc.creator.fl_str_mv |
Torresi, Sandra |
| dc.contributor.author.none.fl_str_mv |
Torresi, Sandra |
| dc.subject.proposal.eng.fl_str_mv |
Numerical cognition Approximate number system Working memory |
| topic |
Numerical cognition Approximate number system Working memory Cognitive development Cognición numérica Desarrollo cognitivo Sistema de aproximación numérica Memoria de trabajo Precursores |
| dc.subject.proposal.fra.fl_str_mv |
Cognitive development |
| dc.subject.proposal.spa.fl_str_mv |
Cognición numérica Desarrollo cognitivo Sistema de aproximación numérica Memoria de trabajo Precursores |
| description |
This article is an approach to some viewpoints about interactions between domain-specific and general cognitive tools involved in the development of mathematical competence. Many studies report positive correlations between the acuity of the numerical approximation system and formal mathematical performance, while another important group of investigations have found no evidence of a direct connection between non-symbolic and symbolic numerical representations. The challenge for future research will be to focus on correlations and possible causalities between non-symbolic and symbolic arithmetic skills and general domain cognitive skills in order to identify stable precursors of mathematical competence. |
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2020 |
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2020-12-07 |
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2023-05-12T21:54:44Z |
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2023-05-12T21:54:44Z |
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Artículo de revista |
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Torresi, S. (2020). Interaction between domain-specific and domain-general abilities in math´s competence: Interacción entre las capacidades específicas del dominio y las generales en la competencia matemática. Journal of Applied Cognitive Neuroscience, 1(1), 43–51. https://doi.org/10.17981/JACN.1.1.2020.08 |
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https://hdl.handle.net/11323/10116 |
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10.17981/JACN.1.1.2020.08 |
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2745-0031 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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https://repositorio.cuc.edu.co/ |
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Torresi, S. (2020). Interaction between domain-specific and domain-general abilities in math´s competence: Interacción entre las capacidades específicas del dominio y las generales en la competencia matemática. Journal of Applied Cognitive Neuroscience, 1(1), 43–51. https://doi.org/10.17981/JACN.1.1.2020.08 10.17981/JACN.1.1.2020.08 2745-0031 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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https://hdl.handle.net/11323/10116 https://repositorio.cuc.edu.co/ |
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eng |
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eng |
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Journal of Applied Cognitive Neuroscience |
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Anobile, G., Cicchini, G. M. & Burr, D. C. (2016). Number as a Primary Perceptual Attribute: A Review. Perception, 45(1-2), 5–31. https://doi.org/10.1177/0301006615602599 Ashkenazi, S., Mark-Zigdon, N. & Henik, A. (2013). Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness? Developmental Science, 16(1), 35–46. https://doi.org/10.1111/j.1467- 7687.2012.01190.x Allen, K., Higgins, S. & Adams, J. (2019). The relationship between visuospatial working memory and mathematical performance in school-aged children: a systematic review. Educational Psychology Review, 31, 1–23. https://doi. org/10.1007/s10648-019-09470-8 Baddeley, A. D. (2012). Working memory: theories, models, and controversies. Annual Review of Psychology, 63, 1–29. https://doi.org/10.1146/annurevpsych-120710-100422 Blankenship, T. L., Keith, K., Calkins, S. D. & Bell, M. A. (2018). Behavioral performance and neural areas associated with memory processes contribute to math and reading achievement in 6-year- old children. Cognitive Development, 45, 141–151, https://doi.org/10.1016/j.cogdev.2017.07.002 Bonny, J. W. & Lourenco, S. F. (2013). The approximate number system and its relation to early math achievement: Evidence from the preschool years. Journal of Experimental Child Psychology, 114(3), 375–388. https://doi. org/10.1016/j.jecp.2012.09.015 Butterworth, B. (2019). Dyscalculia: from Science to Education. New York: Taylor & Francis. Bugden, S. & Ansari, D. (2011). Individual differences in children’s mathematical competence are related to the intentional but not the automatic processing of Arabic numerals. Cognition, 118(1), 32–44. https://doi.org/10.1016/j.cognition.2010.09.005 Cantlon, J. F. & Brannon, E. M. (2007). Basic math in monkeys and college students. PLoS Biology, 5(12), 2912– 2919. https://doi.org/10.1371/journal. pbio.0050328 Carey, S. (2009). The Origin of Concepts. New York: Oxford Scholarship. https://doi.org/10.1093/acprof:oso/97801 95367638.001.0001 Chen, Q. & Li, J. (2014). Association between individual differences in nonsymbolic number acuity and math performance: A meta-analysis. Acta Psychologica, 148, 163–172. http://doi.org/10.1016/j.actpsy.2014.01.016 Chu, F. W., vanMarle, K. & Geary, D. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205–212. http://dx.doi.org/10.1016/j.jecp.2015.01.006 Clark, C. A. C., Nelson, J. M., Garza, J., Sheffield, T. D., Wiebe, S. A. & Espy, K. A. (2014). Gaining control: Changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool period. Frontiers in Psychology, 5, 1–15. https://doi.org/10.3389/fpsyg.2014.00107 Clearman, J., Klinger, V. & Szücs, D. (2017). Visuospatial and verbal memory in mental arithmetic. Quarterly Journal of Experimental Psychology, 70(9), 1837– 1855. https://doi.org/10.1080/17470218.2016.1209534 Dehaene, S. (2011). The Number Sense. New York: Oxford University Press. Desoete, A., Ceulemans, A., De Weerdt, F. & Pieters, S. (2012). Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study. British Journal of Educational Psychology, 82(1), 64–81. https://doi.org/10.1348/2044-8279.002002 Fanari, R., Meloni, C. & Massidda, D. (2019). Visual and Spatial Working Memory Abilities Predict Early Math Skills: A Longitudinal Study. Frontiers in Psychology, 10, 1–9. https://doi.org/10.3389/fpsyg.2019.02460 Fazio, L. K., Bailey, D. H., Thompson, C. A. & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 53–72. http://doi.org/10.1016/j.jecp.2014.01.013 Fritz, A., Haase, V. & Räsänen, P. (Eds.) (2019). International Handbook of Mathematical Learning Difficulties. From the Laboratory to the Classroom. Cham: Springer. Geary, D. (2011). Cognitive predictors of achievement growth in mathematics: A five-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. https://doi.org/10.1037/a0025510 Geary, D., Nicholas, A., Li, Y. & Sun, J. (2017). Development change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: an eight-year longitudinal study. Journal of Educational Psychology, 109(5), 680–693. https://doi.org/10.1037/edu0000159 Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V. & Inglis, M. (2013). Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. PLoS One, 8(6), 1–9. https://doi.org/10.1371/journal.pone.0067374 Goffin, C., Vogel, S. E., Slipenkyj, M. & Ansari, D. (2020). A comes before B, like 1 comes before 2. Is the parietal cortex sensitive to ordinal relationships in both numbers and letters? An fMRI-adaptation study. Human Brain Mapping, 41(6), 1591–1610. https://doi.org/10.1002/hbm.24897 Halberda, J., Ly, R., Wilmer, J. B., Naiman, D. Q. & Germine, L. (2012). Number sense across the lifespan as revealed by a massive Internet-based sample. Proceedings of the National Academy of Sciences, 109(28), 11116–11120. http:// doi.org/10.1073/pnas.1200196109 Hellstrand, H., Korhonen, J., Räsänen, P., Linmmanmaku, K. & Aunio, P. (2020). Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties. International Journal of Educational Research, 102, 1–10. https://doi.org/10.1016/j.ijer.2020.101580 Honoré, N. & Noël, M. P. (2016). Improving preschoolers’ arithmetic through number magnitude training: The impact of non-symbolic and symbolic training. PloS ONE, 11(11), 1–22. https://doi.org/10.1371/journal.pone.0166685 Hornung, C., Schiltz, C., Brunner, M. & Martin, R. (2014). Predicting firstgrade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5, 1–18 https://doi.org/10.3389/fpsyg.2014.00272 Izard, V., Sann, C., Spelke E. S. & Streri, A. (2009). Newborn infants perceive abstract numbers. Proceedings of the National Academy of Sciences of the United States of America, 106(25), 10382–1038. https://doi.org/10.1073/ pnas.0812142106 Kuzmina, Y., Tikhomirova, T., Lysenkova, I. & Malykh, S. (2020). Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children. PLoS ONE, 15(2), 1–23. https://doi.org/10.1371/journal.pone.0228960 LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., Bisanz, J., Kamawar, D. & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753–1767. https://doi.org/10.1111/j.1467-8624.2010.01508.x Libertus, M. E., Feigenson, L. & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental Science, 14(6), 1292–300. https://doi.org/10.1111/j.1467-7687.2011.01080.x Libertus, M. E., Odic, D., Feigenson, L. & Halberda, J. (2020). Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability. Frontiers in Psychology, 11, 1–16. https://doi. org/10.3389/fpsyg.2020.02085 Lindskog, M., Winman, A. & Juslin, P. (2014). The association between higher education and approximate number system acuity. Frontiers in Psychology, 5, 1–10. https://doi.org/10.3389/fpsyg.2014.00462 Mammarella, I. C., Caviola, S., Giofrè, D. & Szücs, D. (2018). The underlying structure of visuospatial working memory in children with mathematical learning disability. British Journal of Developmental Psychology, 36(2), 220–235. https://doi. org/10.1111/bjdp.12202 Matejko, A. A. & Ansari, D. (2016). Trajectories of Symbolic and Non-symbolic Magnitude Processing in the First Year of Formal Schooling. PLOS ONE, 11(3), 1–15. http://doi.org/10.1371/journal.pone.0149863 Mazzocco. M. M., Feigenson, L. & Halberda, J. (2011). Impairs acuity of the approximate number system underlines mathematical learning disability (Dyscalculia). Child Development, 82(4), 1224–1237. https://doi. org/10.1111/j.1467-8624.2011.01608.x Nieder, A. (2019). A brain for numbers. The biology of the number instinct. Cambridge: MIT Press. Nieder, A. & Dehaene, S. (2009). Representation of number in the brain. Annual Review of Neuroscience, 32, 185– 208. https://doi.org/10.1146/annurev.neuro.051508.135550 Nys, J., Ventura, P., Fernandes, T., Querido, L., Leybaert, J. & Content, A. (2013). Does math education modify the approximate number system? A comparison of schooled and unschooled adults. Trends in Neuroscience and Education. 2(1), 13–22. https://doi.org/10.1016/j.tine.2013.01.001 Park, J. & Brannon, E. M. (2014). Improving arithmetic performance with number sense training: An investigation of underlying mechanism. Cognition, 133(1), 188–200. https://doi.org/10.1016/j.cognition.2014.06.011 Piazza, M. (2010). Neurocognitive startup tools for symbolic number representations. Trends in Cognitive Sciences, 14(12), 542–551. https://doi.org/10.1016/j.tics.2010.09.008 Piazza, M. & Izard, V. (2009). How humans count: numerosity and the parietal cortex. The Neuroscientist, 15(3), 261–273. https://doi.org/10.1177/1073858409333073 Purpura, D. J. & Ganley, C. M. (2014). Working memory and language: Skillspecific or domain-general relations to mathematics? Journal of Experimental Child Psychology, 122, 104–121. https://doi.org/10.1016/j.jecp.2013.12.009 Rapin, I. (2016). Dyscalculia and the calculating brain. Pediatric Neurology, 61, 11–20. https://doi.org/10.1016/j.pediatrneurol.2016.02.007 Revkin, S. K., Piazza, M., Izard, V., Cohen, L. & Dehaene, S. (2008). Does subitizing reflect numerical estimation? Psychological Science, 19(6), 607–614. https://doi.org/10.1111/j.1467-9280.2008.02130.x Schneider, M., Beeres, K., Coban, L., Merz, S., Schmidt, S., Stricker, J. & De Smedt, B. (2016). Associations of nonsymbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis. Developmental Science, 20(3), 1–16. http://doi.org/10.1111/desc.12372 Siemann, J. & Petermann, F. (2018). Innate or Acquired? Disentangling number sense and early number competencies. Frontiers in Psychology, 9, 1–13. https://doi.org/10.3389/fpsyg.2018.00571 Spelke, E. S. (2017). Core Knowledge, Language, and Number. Language Learning and Development, 13(2), 147–170, https://doi.org/10.1080/15475441.2016.1263572 Szkudlarek, E. & Brannon, E. M. (2017). Does the approximate number system serve as a foundation for symbolic mathematics? Language learning and development: the official journal of the Society for Language Development, 13(2), 171–190. https://doi.org/10.1080/15475441.2016.1263573 Träff, L. O., Östergren, R. & Skagerlund, K. (2020). Development of early domain-specific and domain-general cognitive precursors of high and low math achievers in grade 6. Child Neuropsychology, 26(8), 1065–1090. https://doi.org/10.1080/09297049.2020.1739259 Vanbinst, K., Ghesquiere, P. & De Smedt, B. (2012). Numerical magnitude representations and individual differences in children’s arithmetic strategy use. Mind, Brain, and Education, 6(3), 129–136. https://doi.org/10.1111/j.1751- 228X.2012.01148.x Xenidou-Dervou, I., Van Luit, J. E. H., Kroesbergen, E. H., Friso-van den Bos, I., Jonkman, L. M., Van der Schoot, M. & Van Lieshout, E. (2018). Cognitive predictors of children’s development in mathematics achievement: a latent growth modeling approach. Developmental Science, 21(6), 1–51. https://doi.org/10.1111/desc.12671 Zhou, X., Wei, W., Zhang, Y., Cui, J. & Chen, C. (2015). Visual perception can account for the close relation between numerosity processing and computational fluency. Frontiers in Psychology, 6, 1–13. https://doi.org/10.3389/ fpsyg.2015.01364 |
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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_abf2Torresi, Sandraf554adf6b8c2dbdaba0276768e92fc016002023-05-12T21:54:44Z2023-05-12T21:54:44Z2020-12-07Torresi, S. (2020). Interaction between domain-specific and domain-general abilities in math´s competence: Interacción entre las capacidades específicas del dominio y las generales en la competencia matemática. Journal of Applied Cognitive Neuroscience, 1(1), 43–51. https://doi.org/10.17981/JACN.1.1.2020.08https://hdl.handle.net/11323/1011610.17981/JACN.1.1.2020.082745-0031Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This article is an approach to some viewpoints about interactions between domain-specific and general cognitive tools involved in the development of mathematical competence. Many studies report positive correlations between the acuity of the numerical approximation system and formal mathematical performance, while another important group of investigations have found no evidence of a direct connection between non-symbolic and symbolic numerical representations. The challenge for future research will be to focus on correlations and possible causalities between non-symbolic and symbolic arithmetic skills and general domain cognitive skills in order to identify stable precursors of mathematical competence.Este artículo es una aproximación a diferentes puntos de vista acerca de la interacción entre las habilidades cognitivas de dominio específico y general involucradas en el desarrollo de la competencia matemática. Muchos estudios reportan correlaciones positivas entre la agudeza del sistema de aproximación numérica y el desempeño matemático formal, mientras que otro grupo importante de investigaciones no han hallado evidencias de una conexión directa entre las representaciones numéricas no simbólicas y las simbólicas. El desafío para las futuras investigaciones será focalizar en correlaciones y posibles causalidades entre las habilidades aritméticas no simbólicas, las simbólicas y las habilidades cognitivas de dominio general con el propósito de identificar precursores estables de la competencia matemática.9 páginasapplication/pdfengCorporación Universidad de la CostaColombiahttps://revistascientificas.cuc.edu.co/JACN/article/view/3340Interaction between domain-specific and domain-general abilities in math´s competenceInteracción entre las capacidades específicas del dominio y las generales en la competencia matemáticaArtículo de revistahttp://purl.org/coar/resource_type/c_dcae04bchttp://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 NeuroscienceAnobile, G., Cicchini, G. M. & Burr, D. C. (2016). Number as a Primary Perceptual Attribute: A Review. Perception, 45(1-2), 5–31. https://doi.org/10.1177/0301006615602599Ashkenazi, S., Mark-Zigdon, N. & Henik, A. (2013). Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness? Developmental Science, 16(1), 35–46. https://doi.org/10.1111/j.1467- 7687.2012.01190.xAllen, K., Higgins, S. & Adams, J. (2019). The relationship between visuospatial working memory and mathematical performance in school-aged children: a systematic review. Educational Psychology Review, 31, 1–23. https://doi. org/10.1007/s10648-019-09470-8Baddeley, A. D. (2012). Working memory: theories, models, and controversies. Annual Review of Psychology, 63, 1–29. https://doi.org/10.1146/annurevpsych-120710-100422Blankenship, T. L., Keith, K., Calkins, S. D. & Bell, M. A. (2018). Behavioral performance and neural areas associated with memory processes contribute to math and reading achievement in 6-year- old children. 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Frontiers in Psychology, 6, 1–13. https://doi.org/10.3389/ fpsyg.2015.01364514311Numerical cognitionApproximate number systemWorking memoryCognitive developmentCognición numéricaDesarrollo cognitivoSistema de aproximación numéricaMemoria de trabajoPrecursoresORIGINALInteraction between domain-specific and domain-general abilities in math´s competence.pdfInteraction between domain-specific and domain-general abilities in math´s competence.pdfArtículoapplication/pdf503330https://repositorio.cuc.edu.co/bitstream/11323/10116/1/Interaction%20between%20domain-specific%20and%20domain-general%20abilities%20in%20math%c2%b4s%20competence.pdf9fbcb03b6525bb069a352fa7d77b5800MD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstream/11323/10116/2/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD52open accessTEXTInteraction between domain-specific and domain-general abilities in math´s competence.pdf.txtInteraction between domain-specific and 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corporada 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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