Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira
This quasi-experimental research sought to determine through a quantitative study if there was an EF advantage in socio-demographically matched bilingual professors relative to their monolingual counterparts, and if there was a mediation or confounding effect on EFs due to the role of SES (socioecon...
- Autores:
-
Agudelo Londoño, Maria Isabel
Valencia Cuadros, Yeinson
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14031
- Acceso en línea:
- https://hdl.handle.net/11059/14031
https://repositorio.utp.edu.co/home
- Palabra clave:
- 420 - Inglés e inglés antiguo
Bilingüismo - Enseñanza
Executive functions
bilingualism
bilingualism and cognition
Enseñanza de lenguas
Desarrollo cognitivo
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira |
| title |
Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira |
| spellingShingle |
Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira 420 - Inglés e inglés antiguo Bilingüismo - Enseñanza Executive functions bilingualism bilingualism and cognition Enseñanza de lenguas Desarrollo cognitivo |
| title_short |
Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira |
| title_full |
Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira |
| title_fullStr |
Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira |
| title_full_unstemmed |
Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira |
| title_sort |
Bilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in Pereira |
| dc.creator.fl_str_mv |
Agudelo Londoño, Maria Isabel Valencia Cuadros, Yeinson |
| dc.contributor.advisor.none.fl_str_mv |
Ñañez Arcila, Jonathan |
| dc.contributor.author.none.fl_str_mv |
Agudelo Londoño, Maria Isabel Valencia Cuadros, Yeinson |
| dc.subject.ddc.none.fl_str_mv |
420 - Inglés e inglés antiguo |
| topic |
420 - Inglés e inglés antiguo Bilingüismo - Enseñanza Executive functions bilingualism bilingualism and cognition Enseñanza de lenguas Desarrollo cognitivo |
| dc.subject.other.none.fl_str_mv |
Bilingüismo - Enseñanza |
| dc.subject.proposal.eng.fl_str_mv |
Executive functions bilingualism bilingualism and cognition |
| dc.subject.tee.none.fl_str_mv |
Enseñanza de lenguas Desarrollo cognitivo |
| description |
This quasi-experimental research sought to determine through a quantitative study if there was an EF advantage in socio-demographically matched bilingual professors relative to their monolingual counterparts, and if there was a mediation or confounding effect on EFs due to the role of SES (socioeconomic status). The data was collected using two tests and one task to quantify each element of the tripartite of the EFs, those materials are: 1) the Stroop test to measure the inhibition component, 2) task switching to measure the shifting component, and 3) the Corsi block-tapping task to measure the updating component. These were used to assess the EF outcomes on bilingual and monolingual professors and teachers from institutions in Pereira. They were filtered beforehand with the help of a sociodemographic language questionnaire to match them as much as possible in terms of their background, so that more accurate results could be gathered, and therefore contribute to the current state of the art. There were two hypotheses that this paper sought to determine experimentally 1) there is a bilingual advantage regarding on of the aspects in the EFs tripartite (inhibition, shifting, or updating), 2) there is a bilingual advantage in the executive function performance as a whole, instead of benefiting just one component, or 3) both groups obtain similar results in the overall of the different tasks and test in the tripartite of the EFs. The contri bution of this paper will be useful to widen the current state of the art in this field in the Colombian context, and it will also help to build a stronger foundation by shedding light on the issue about knowing whether bilingualism affects or not the executive function performance. |
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2021 |
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2021 |
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2022-04-20T18:57:08Z |
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2022-04-20T18:57:08Z |
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Trabajo de grado - Pregrado |
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info:eu-repo/semantics/acceptedVersion |
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https://hdl.handle.net/11059/14031 |
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Universidad Tecnológica de Pereira |
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Repositorio institucional Universidad Tecnológica de Pereira |
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https://repositorio.utp.edu.co/home |
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https://hdl.handle.net/11059/14031 https://repositorio.utp.edu.co/home |
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Universidad Tecnológica de Pereira Repositorio institucional Universidad Tecnológica de Pereira |
| dc.language.iso.none.fl_str_mv |
eng |
| language |
eng |
| dc.relation.references.none.fl_str_mv |
Abutalebi, J., & Green, D. W. (2008). Control mechanisms in bilingual language production: Neural evidence from language switching studies. Language and Cognitive Processes, 23(4), 557–582. https://doi.org/10.1080/01690960801920602 American, S. (2015). What Makes Our Brains Special? https://www.scientificamerican.com/article/what-makes-our-brains-special/ Anderson, J. A. E., Mak, L., Keyvani Chahi, A., & Bialystok, E. (2018). The language and social background questionnaire: Assessing degree of bilingualism in a diverse population. Behavior Research Methods, 50(1), 250–263. https://doi.org/10.3758/s13428-017-0867-9 Antón, E., Carreiras, M., & Duñabeitia, J. A. (2019). The impact of bilingualism on executive functions and working memory in young adults. PLoS ONE, 14(2), 1–30. https://doi.org/10.1371/journal.pone.0206770 Arizmendi, G. D., Alt, M., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2018). Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks. Language, Speech, and Hearing Services in Schools, 49(July). https://doi.org/10.1044/2018_LSHSS-17-0107 Arthur R. Jensen, & Jr, W. D. R. (1966). THE STROOP COLOR-WORD TEST: A REVIEW. Avons, S. E., Nunn, J. A., Chan, L., & Armstrong, H. (2003). Executive function assessed by memory updating and random generation in schizotypal individuals. Psychiatry Research, 120(2), 145–154. https://doi.org/10.1016/S0165-1781(03)00174-4 Babbie, E. (2012). The Practive of Social Research. Wadsworth Cengage Learning. Baddeley, A. (2010). Working memory. Current Biology, 20(4), 136–140. Bialystok, E. (2001). Bilingualism in development: language, literacy, and cognition. Books.Google.Com. https://doi.org/10.1017/CBO9780511605963 Bialystok, E. (2015). Bilingualism and the Development of Executive Function: The Role of Attention. Child Development Perspectives, 9(2), 117–121. https://doi.org/10.1111/cdep.12116 Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57(SUPPL. 1), 45–77. https://doi.org/10.1111/j.1467- 9922.2007.00412.x Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240–250. https://doi.org/10.1016/j.tics.2012.03.001 Bialystok, E., Klein, R., Craik, F. I. M., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging. https://doi.org/10.1037/0882-7974.19.2.290 Byrnes, H., Child, J., Patrizio, N., & Lowe, P. (2012). ACTFL proficiency guidelines. American Council on the Teaching of Foreign Languages, 1–24. http://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL .pdf Campo, M. F. (2014). Colombia Very Well. 113 Cañas, J., Fajardo, I., & Salmerón, L. (2015). Cognitive Flexibility. SpringerBriefs in Ethics, March 2006, 63–72. https://doi.org/10.1007/978-3-319-23517-2_4 Castro, Y. (2018). EVALUACIÓN NEUROPSICOLÓGICA DE LA ATENCIÓN, LA MEMORIA Y LA FLEXIBILIDAD COGNITIVA EN NIÑOS DE 6 AÑOS BILINGUES DE LA CIUDAD DE BOGOTÁ. 1(1), 43. https://doi.org/10.1017/CBO9781107415324.004 Champoux-Larsson, M. F., & Dylman, A. S. (2020). Different measurements of bilingualism and their effect on performance on a Simon task. Applied Psycholinguistics, 42(2), 505–526. https://doi.org/10.1017/S0142716420000661 Chung-Fat-Yim, A., Himel, C., & Bialystok, E. (2019). The impact of bilingualism on executive function in adolescents. International Journal of Bilingualism, 23(6), 1278–1290. https://doi.org/10.1177/1367006918781059 de Groot, A. M. B. (2011). Language and cognition in bilinguals and multilinguals: An introduction. In Language and cognition in bilinguals and multilinguals: An introduction. Psychology Press. Dempster, F. N., & Corkill, A. J. (1999). Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology. Educational Psychology Review, 11(1), 1– 88. https://doi.org/10.1023/A:1021992632168 Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750 Fisk, J. E., & Sharp, C. A. (2012). Age-Related Impairment in Executive Functioning : Updating , Inhibition , Shifting , and Access Age-Related Impairment in Executive Functioning : Updating , Inhibition , Shifting , and Access. Journal of Clinical and Experimental Neuropsychology, 26(7), 37–41. Goodenough, F. L. (1926). Racial differences in the intelligence of school children. Journal of Experimental Psychology, 9(5), 388–397. https://doi.org/10.1037/h0073325 Hakuta, K., & Diaz, R. M. (1985). The relationship between degree of bilingualism and cognitive ability: A critical discussion and some new longitudinal data. Children’s Language, Vol. 5. https://doi.org/10.1017/CBO9781107415324.004 Hathaway, R. S. (1995). Assumptions underlying quantitative and qualitative research: Implications for institutional research. Research in Higher Education, 36(5), 535–562. https://doi.org/10.1007/BF02208830 Herculano-Houzel, S. (2009). The human brain in numbers: A linearly scaled-up primate brain. Frontiers in Human Neuroscience, 3(NOV), 1–11. https://doi.org/10.3389/neuro.09.031.2009 Hilchey, M. D., & Klein, R. M. (2011). Are there bilingual advantages on nonlinguistic interference tasks? Implications for the plasticity of executive control processes. Psychonomic Bulletin and Review, 18(4), 625–658. https://doi.org/10.3758/s13423-011- 0116-7 Kessels, R. P. C., Van Zandvoort, M. J. E., Postma, A., Kappelle, L. J., & De Haan, E. H. F. (2000). The Corsi Block-Tapping Task: Standardization and normative data. Applied Neuropsychology, 7(4), 252–258. https://doi.org/10.1207/S15324826AN0704_8 Kousaie, S., Sheppard, C., Lemieux, M., Monetta, L., & Taler, V. (2014). Executive function and bilingualism in young and older adults. Frontiers in Behavioral Neuroscience, 8(JULY). https://doi.org/10.3389/fnbeh.2014.00250 Kroll, J. F., Dussias, P. E., Bice, K., & Perrotti, L. (2015). Bilingualism, Mind, and Brain. Annual Review of Linguistics. https://doi.org/10.1146/annurev-linguist-030514-124937 Liew, J. (2012). Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. Child Development Perspectives, 6(2), 105– 111. https://doi.org/10.1111/j.1750-8606.2011.00196.x Lust, B. C. (2004). (Blackwell Handbooks in Linguistics) Andrew Spencer, Arnold M. MacLeod, C. M. (2008). The concept of inhibition in cognition. Inhibition in Cognition., 3–23. https://doi.org/10.1037/11587-001 Mahootian, S. (2019). Bilingualism. In Bilingualism. https://doi.org/10.4324/9781351250764 Mann, A., & Bruin, A. de. (2020). Bilingual Language Use is Context Dependent: Using the Language and Social Background Questionnaire to Assess Language Experiences and Test Rest Reliability. Department of Psychology, University of York, York, United King Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8–14. https://doi.org/10.1177/0963721411429458 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734 Nanez, J. (2018). Analysis of Verbal Fluency Performance in Bilingual and Monolingual Adolescent Speakers. University of London. Nation, P., & Beglar, P. (2007). A Vocabulary Size Test. Nation, P. (2012). The Vocabulary Size Test. The Language Teacher, 31(7), 9–13. http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/Vocabulary-Size-Test information-and-specifications.pd Peal, E., & Lambert, W. E. (1962). The Relation of Bilingualism to Intelligence. 76(27). https://doi.org/10.1037/h0093840 Ratiu, I., & Azuma, T. (2015). Working memory capacity: Is there a bilingual advantage? Journal of Cognitive Psychology, 27(1), 1–11. https://doi.org/10.1080/20445911.2014.976226 Saer, D. J. (1923). The Effect of Bilingualism on Intelligence , British Journal of Psychology. General Section, 14:1 (1923:July) p.25. British Journal of Psychology: General Section, 14, 25–38. Sekerina, I. A., Spradlin, L., & Valian, V. (2008). Bilingualism, executive function, and beyond Questions and insights. John Benjamins Publishing Company, 8(3), 285–301. https://doi.org/10.1075/sibil.57.01sek St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745–759. https://doi.org/10.1080/17470210500162854 Strobach, T., Liepelt, R., Schubert, T., & Kiesel, A. (2012). Task switching: Effects of practice on switch and mixing costs. Psychological Research, 76(1), 74–83. https://doi.org/10.1007/s00426-011-0323-x Taylor, R. (1990). Interpretation of the Correlation Coefficient: A Basic Review. Virginia, V. (2014). Bilingualism and cognition. Bilingualism, 18(1), 3–24. https://doi.org/10.1017/S1366728914000522 Yeganeh, M. T., & Malekzadeh, P. (2015). The Effect of Bilingualism on the Developing of English Reading Skill. Procedia - Social and Behavioral Sciences, 192, 803–810. https://doi.org/10.1016/j.sbspro.2015.06.099 Zelazo, P. D., Blair, C., & Willoughby, M. T. (2017). Executive Function: Implications for Education. http://ies.ed.gov/. |
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Licenciatura en Bilingüismo con Énfasis en Inglés |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessÑañez Arcila, JonathanAgudelo Londoño, Maria IsabelValencia Cuadros, Yeinson2022-04-20T18:57:08Z2022-04-20T18:57:08Z2021https://hdl.handle.net/11059/14031Universidad Tecnológica de PereiraRepositorio institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis quasi-experimental research sought to determine through a quantitative study if there was an EF advantage in socio-demographically matched bilingual professors relative to their monolingual counterparts, and if there was a mediation or confounding effect on EFs due to the role of SES (socioeconomic status). The data was collected using two tests and one task to quantify each element of the tripartite of the EFs, those materials are: 1) the Stroop test to measure the inhibition component, 2) task switching to measure the shifting component, and 3) the Corsi block-tapping task to measure the updating component. These were used to assess the EF outcomes on bilingual and monolingual professors and teachers from institutions in Pereira. They were filtered beforehand with the help of a sociodemographic language questionnaire to match them as much as possible in terms of their background, so that more accurate results could be gathered, and therefore contribute to the current state of the art. There were two hypotheses that this paper sought to determine experimentally 1) there is a bilingual advantage regarding on of the aspects in the EFs tripartite (inhibition, shifting, or updating), 2) there is a bilingual advantage in the executive function performance as a whole, instead of benefiting just one component, or 3) both groups obtain similar results in the overall of the different tasks and test in the tripartite of the EFs. The contri bution of this paper will be useful to widen the current state of the art in this field in the Colombian context, and it will also help to build a stronger foundation by shedding light on the issue about knowing whether bilingualism affects or not the executive function performance.Esta investigación cuasi-experimental buscó determinar a través de un estudio cuantitativo si había una ventaja de funciones ejecutivas en profesores bilingües emparejados sociodemográficamente en relación con sus contrapartes monolingües y si había un efecto de mediación en los funciones ejecutivas debido al rol del estado socioeconómico. Los datos se recopilaron mediante dos pruebas y una tarea para cuantificar cada elemento del tripartito de las funciones ejecutivas, esos materiales son: 1) la prueba de Stroop para medir el componente de inhibición, 2) el cambio de tarea para medir el componente de cambio y 3) el Corsi block-tapping task para medir el componente de actualización. Estos se utilizaron para evaluar los resultados de EF en profesores y docentes bilingües y monolingües de instituciones de Pereira. Fueron filtrados de antemano con la ayuda de un cuestionario de lenguaje sociodemográfico para igualarlos tanto c omo fuera posible en términos de sus antecedentes, de modo que se pudieran recopilar resultados más precisos y, por lo tanto, contribuir a la literatura actual. Hubo tres hipótesis que este trabajo buscó determinar experimentalmente: 1) existe una ventaja bilingüe con respecto a uno de los aspectos en las funciones ejecutivas (inhibición, cambio o actualización), 2) existe una ventaja bilingüe en el desempeño de la funciones ejecutiva en general, en lugar de beneficiar a un solo componente, o 3) ambos grupos tienen un desempeño similiar en las funciones ejecutivas. El porte de este trabajo será útil para ampliar el estado actual de la literatura en este campo en el contexto Colombiano. También ayudará a construir una base más sólida al arrojar luz sobre el tema de saber si el bilingüismo afecta o no el rendimiento en las funciones ejecutivas.Table of Contents Abstract........................................................................................................................................................................ 5 Statement of the problem.............................................................................................................................................. 6 Theorical Framework ................................................................................................................................................... 9 Literature Review..................................................................................................................................................... 9 Conceptual Framework............................................................................................................................................15 Executive Functions.............................................................................................................................................15 Types of Executive Functions..............................................................................................................................17 Bilingualism ........................................................................................................................................................20 Bilingualism and Executive Functions.................................................................................................................21 Neural correlates..................................................................................................................................................25 Methodology ...............................................................................................................................................................28 Hypotheses..............................................................................................................................................................28 Variables.................................................................................................................................................................28 Indicators.................................................................................................................................................................29 Type of Research.....................................................................................................................................................29 Context....................................................................................................................................................................30 Setting.....................................................................................................................................................................30 Participants..............................................................................................................................................................30 Researcher’s role .....................................................................................................................................................32 Data Collection Methods.........................................................................................................................................32 Tests....................................................................................................................................................................32 Language and Socioeconomic Background Questionnaire ...................................................................................38 Vocabulary Size in English Test..........................................................................................................................38 Vocabulary Size in Spanish Test..........................................................................................................................39 Results ........................................................................................................................................................................40 Sociodemographic Characteristics ...........................................................................................................................40 Inhibitory Control....................................................................................................................................................43 Working Memory....................................................................................................................................................45 Attentional Shift......................................................................................................................................................47 Spanish Vocabulary Size .........................................................................................................................................49 Correlations.............................................................................................................................................................50 Discussion...................................................................................................................................................................53 Conclusion ..................................................................................................................................................................55 References...................................................................................................................................................................56PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés111 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira420 - Inglés e inglés antiguoBilingüismo - EnseñanzaExecutive functionsbilingualismbilingualism and cognitionEnseñanza de lenguasDesarrollo cognitivoBilingualism and cognition: analysis of executive function performance in bilingual and monolingual professors and teachers from institutions in PereiraTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisPereira (Risaralda)Abutalebi, J., & Green, D. 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Executive Function: Implications for Education. http://ies.ed.gov/.PublicationORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf6117970https://dspace7-utp.metabuscador.org/bitstreams/ed58b645-7997-4bbb-8376-db90cd24e83b/download9ffc59c62b89145c71104f40e351098eMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/3924ecf8-9aaf-4eac-84c1-cf68cd4482d3/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain100329https://dspace7-utp.metabuscador.org/bitstreams/195e939b-4bbb-407e-a2c8-fc405ebc6bdc/downloadae5a846e44211f6ab59500bcc3e1bf95MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg7233https://dspace7-utp.metabuscador.org/bitstreams/c9f22ca4-a03b-44a4-a73e-cc1bd0d6ea3d/downloadf2f546a0fa0a4950e667db2dd9817e51MD5411059/14031oai:dspace7-utp.metabuscador.org:11059/140312024-09-05 16:47:44.669https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. 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Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de 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