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Prof. Dr. Rocío Lavigne Cerván
University of Malaga, Malaga, Spain

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0 Trastornos en el neurodesarrollo
0 TDAH
0 Dificultades en el Aprendizaje
0 Autorregulación Emocional
0 Psicología evolutiva y de la educación

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Journal article
Published: 11 May 2021 in Sustainability
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Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

ACS Style

Joshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability 2021, 13, 5336 .

AMA Style

Joshua Collado-Valero, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria, Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability. 2021; 13 (10):5336.

Chicago/Turabian Style

Joshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. 2021. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19." Sustainability 13, no. 10: 5336.

Journal article
Published: 17 March 2021 in International Journal of Environmental Research and Public Health
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(1) Background: the objective of this study was to improve certain psycholinguistic and cognitive skills that are fundamental to the development of the reading process, such as phonological awareness, reading decoding, vocabulary and oral narrative comprehension, through the introduction of an Home Literacy Environment Active (HLE(A)) program that involved 54 participants enrolled in the first and second grades of elementary school (from 6 to 8 years old) in the city of Malaga area. (2) Methods: The central task of the intervention program was for the child to read aloud to an adult in the family for between 10 and 15 min, four days per week. In addition, the school students were evaluated on four occasions, at the beginning and end of each academic year, using the Batería de Evaluación de los Procesos Lectores Revisada, Test para la Detección de la Dislexia en niños and Escala Weschsler de Inteligencia instruments. (3) Results: the results demonstrated the efficacy of the HLE(A) program in the improvement of psycholinguistic and cognitive variables measured and, consequently, to an improvement in reading learning and cognitive development. Ultimately, the scientific literature on the subject and the data from the study led us to suggest that it would not only be beneficial for HLE(A) programs to be instituted in early childhood education stage (up to 6 years of age), but that they should be continued after age 6, in elementary education.

ACS Style

Marta Romero-González; Rocío Lavigne-Cerván; Marta Sánchez-Muñoz de León; Sara Gamboa-Ternero; Rocío Juárez-Ruiz de Mier; Juan Romero-Pérez. Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age. International Journal of Environmental Research and Public Health 2021, 18, 3085 .

AMA Style

Marta Romero-González, Rocío Lavigne-Cerván, Marta Sánchez-Muñoz de León, Sara Gamboa-Ternero, Rocío Juárez-Ruiz de Mier, Juan Romero-Pérez. Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age. International Journal of Environmental Research and Public Health. 2021; 18 (6):3085.

Chicago/Turabian Style

Marta Romero-González; Rocío Lavigne-Cerván; Marta Sánchez-Muñoz de León; Sara Gamboa-Ternero; Rocío Juárez-Ruiz de Mier; Juan Romero-Pérez. 2021. "Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age." International Journal of Environmental Research and Public Health 18, no. 6: 3085.

Journal article
Published: 25 February 2021 in Sustainability
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The outbreak and the quick expansion of SARS-CoV-2, from December 2019 to today, has forced countries around the world to resolve virus containment measures in order to slow down the contagion curve. Between these measures, the situation of lockdown, and the isolation or limitation of social contact between the citizens, there has been an unknown psychological impact. Certain groups (the elderly, children and teenagers, and the clinical population, for instance) arouse serious fears among professionals due to their greater vulnerability and ignorance regarding the short- and long-term consequences. The main purposes of this work are first of all to evaluate the consequences of the lockdown in children and teenagers diagnosed with attention deficit hyperactivity disorder (ADHD), sleep-related problems, and problems with executive functions. Secondly, we aim to compare the effects produced with respect to the previously mentioned variables with normotypic subjects; that is to say, between a group that was subject to lockdown and another group that was not confined. The findings show that the clinic confined group had high levels of state anxiety and problems with sleep and executive functions; differences could also be seen between the two groups, with the confined ADHD group being more negatively affected in all measured variables.

ACS Style

Ignasi Navarro-Soria; Marta Real-Fernández; Rocío Juárez-Ruiz de Mier; Borja Costa-López; Marta Sánchez; Rocío Lavigne. Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD. Sustainability 2021, 13, 2487 .

AMA Style

Ignasi Navarro-Soria, Marta Real-Fernández, Rocío Juárez-Ruiz de Mier, Borja Costa-López, Marta Sánchez, Rocío Lavigne. Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD. Sustainability. 2021; 13 (5):2487.

Chicago/Turabian Style

Ignasi Navarro-Soria; Marta Real-Fernández; Rocío Juárez-Ruiz de Mier; Borja Costa-López; Marta Sánchez; Rocío Lavigne. 2021. "Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD." Sustainability 13, no. 5: 2487.

Journal article
Published: 11 December 2020 in International Journal of Environmental Research and Public Health
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The aim of this study was to investigate the relationships between Theory of Mind (ToM), Working Memory (WM), and Verbal Comprehension (VC). Performance of these variables was evaluated in 44 elementary students (6–12 years) diagnosed with ADHD. Their performance in all variables was collected through the Neuropsychological Battery (NEPSY-II) and the Wechsler Intelligence Scale for Children IV. The results showed that fifty percent of the participants were below the 25th percentile in ToM and that this low performance was not related to age. In addition, analyses showed statistically significant relationships between WM, VC, and ToM. Analysis of the effect of WM and VC on ToM showed that only WM explained the variance in participant performance in ToM. These results led us to raise the need to include ToM among the skills to be stimulated in programs for the treatment of ADHD, accompanying other skills related to social adaptation that are usually included in such programs. Likewise, considering that ToM implies putting into practice skills such as considering different points of view, attending to relevant aspects of the context, making decisions, inferring mental states, and predicting behaviors, we believe that through the stimulation of ToM, WM would also be stimulated.

ACS Style

Rocío Lavigne; Antonia González-Cuenca; Marta Romero-González; Marta Sánchez. Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind. International Journal of Environmental Research and Public Health 2020, 17, 9286 .

AMA Style

Rocío Lavigne, Antonia González-Cuenca, Marta Romero-González, Marta Sánchez. Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind. International Journal of Environmental Research and Public Health. 2020; 17 (24):9286.

Chicago/Turabian Style

Rocío Lavigne; Antonia González-Cuenca; Marta Romero-González; Marta Sánchez. 2020. "Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind." International Journal of Environmental Research and Public Health 17, no. 24: 9286.

Journal article
Published: 30 November 2019 in Revista Latinoamericana de Psicolog&iacute;a
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ACS Style

Ignasi Navarro Soria; Marta Real Fernández; Rocío Lavigne Cerván; José Manuel García Fernández; José A. Piqueras. Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions battery when diagnosing child ADHD. Revista Latinoamericana de Psicolog&iacute;a 2019, 51, 1 .

AMA Style

Ignasi Navarro Soria, Marta Real Fernández, Rocío Lavigne Cerván, José Manuel García Fernández, José A. Piqueras. Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions battery when diagnosing child ADHD. Revista Latinoamericana de Psicolog&iacute;a. 2019; 51 (3):1.

Chicago/Turabian Style

Ignasi Navarro Soria; Marta Real Fernández; Rocío Lavigne Cerván; José Manuel García Fernández; José A. Piqueras. 2019. "Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions battery when diagnosing child ADHD." Revista Latinoamericana de Psicolog&iacute;a 51, no. 3: 1.

Articles
Published: 24 October 2019 in International Journal of Disability, Development and Education
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The advance of new hearing technologies has generated high expectations regarding the development and learning of deaf children, but little research has been done on the language levels of this generation of deaf learners who receive education at the same pace as their hearing peers. The aim of this study was to examine the relationships between academic competence (AC) in Spanish Literacy and Mathematics and linguistic comprehension of deaf Spanish students who are attending Primary Education in general classrooms. Scores on lexical and grammatical comprehension showed that most of them were below their chronological age, and the age gap was greatest for grammatical comprehension. Results showed significant differences both in lexical and grammatical levels when comparing deaf students with different levels of AC. Probing deeper into the relation between grammatical comprehension and AC, certain types of complex grammatical structures have been found related with a better Spanish Literacy. The intervention in linguistic competence should be included in a general programme of intervention in oral and written language.

ACS Style

Antonia González Cuenca; Rocío Lavigne Cerván; Monica Prieto Cuberos. Do Deaf Learners Reach the Necessary Linguistic Comprehension? International Journal of Disability, Development and Education 2019, 67, 92 -106.

AMA Style

Antonia González Cuenca, Rocío Lavigne Cerván, Monica Prieto Cuberos. Do Deaf Learners Reach the Necessary Linguistic Comprehension? International Journal of Disability, Development and Education. 2019; 67 (1):92-106.

Chicago/Turabian Style

Antonia González Cuenca; Rocío Lavigne Cerván; Monica Prieto Cuberos. 2019. "Do Deaf Learners Reach the Necessary Linguistic Comprehension?" International Journal of Disability, Development and Education 67, no. 1: 92-106.

Journal article
Published: 19 November 2017 in Electronic Journal of Research in Education Psychology
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Desde que en 1902 Still describiese las características de un Síndrome posteriormente denominado Trastorno por Déficit de Atención con Hiperactividad (TDAH, en lo sucesivo) han pasado más de cien años en los cuales se ha avanzado notablemente en cuanto a la conceptualización, búsqueda de su naturaleza, implicaciones y formas de evaluar y tratar el trastorno. De una visión completamente clínica, se pasó durante los años 60 a explicaciones psicoeducativas. Pero no fue hasta la década de los 80 cuando confluyen las dos líneas –médica y psicoeducativa-, gracias a las mejoras en las técnicas de neuroimagen y al auge de la neuropsicología. Esta visión, en cuanto al concepto y formas de abordar el tratamiento, continúa hoy día vigente en la comunidad científica y profesional y constituye la base en la que se sustenta el Modelo explicativo que sobre la definición operativa del TDAH se propone.

ACS Style

Rocío Lavigne Cerván; Juan Francisco Romero Pérez. Modelo Teórico del Trastorno por Déficit de Atención con Hiperactividad I: Definición Operativa. Electronic Journal of Research in Education Psychology 2017, 8, 1 .

AMA Style

Rocío Lavigne Cerván, Juan Francisco Romero Pérez. Modelo Teórico del Trastorno por Déficit de Atención con Hiperactividad I: Definición Operativa. Electronic Journal of Research in Education Psychology. 2017; 8 (22):1.

Chicago/Turabian Style

Rocío Lavigne Cerván; Juan Francisco Romero Pérez. 2017. "Modelo Teórico del Trastorno por Déficit de Atención con Hiperactividad I: Definición Operativa." Electronic Journal of Research in Education Psychology 8, no. 22: 1.

Journal article
Published: 17 October 2017 in Electronic Journal of Research in Education Psychology
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Introducción: La investigación y el programa para la mejora de la composición escrita (CE) y la prevención de las dificultades en el aprendizaje de la escritura llevada a cabo, que se pre-sentan en este informe, se basan: a) En el modelo de Hayes y Flower (1980), en el que se dis-tinguen tres procesos: planificación, traslación y revisión. b) En la concepción de la escritura como una actividad interactiva, resultado de la activación simultánea y recíproca de todos los procesos implicados. El objetivo de la presente investigación se centra en la mejora de la escritu-ra en estudiantes de 5º y 6º cursos de Educación Primaria (EP), por medio de la aplicación de programas de CE (y de CE y CL).Método: La muestra estuvo constituida por un total de 68 estudiantes de 5º y 6º de EP, de edades comprendidas entre 10 y 12 años, que cursan sus estudios en dos colegios de Málaga capital (España), de los cuales se seleccionaron a 37 que fueron a los que se les aplicaron las diferentes condiciones experimentales. Entre los instrumentos utilizados para llevar a cabo la investigación podemos destacar: “TALE”, “ECL”, “Prueba de Evaluación de los Procesos de Escritura en niños de Primaria”, “Pruebas Específicas de CE y de Comprensión Lectora”.Resultados: Los resultados ponen de manifiesto que los alumnos que participaron en los pro-gramas de intervención diseñados mejoraron significativamente la CE (y la CL).Discusión: Las hipótesis han sido confirmadas, mostrando, por un lado, la adecuación del modelo elegido, y por otro, la eficacia de la instrucción en CE (y en CL), mediante programas específicos basados en la enseñanza explícita y directa de estrategias básicas de CE (y de CL).

ACS Style

Juan Francisco Romero Pérez; Eduardo Elósegui Bandera; Irene Ruíz León; Rocío Lavigne Cerván. Aplicación de un Programa de Composición Escrita y Comprensión Lectora en alumnos de Educación Primaria. Electronic Journal of Research in Education Psychology 2017, 1, 1 .

AMA Style

Juan Francisco Romero Pérez, Eduardo Elósegui Bandera, Irene Ruíz León, Rocío Lavigne Cerván. Aplicación de un Programa de Composición Escrita y Comprensión Lectora en alumnos de Educación Primaria. Electronic Journal of Research in Education Psychology. 2017; 1 (2):1.

Chicago/Turabian Style

Juan Francisco Romero Pérez; Eduardo Elósegui Bandera; Irene Ruíz León; Rocío Lavigne Cerván. 2017. "Aplicación de un Programa de Composición Escrita y Comprensión Lectora en alumnos de Educación Primaria." Electronic Journal of Research in Education Psychology 1, no. 2: 1.

Journal article
Published: 01 August 2017 in Universal Journal of Psychology
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Objective: The current study explores whether WISC-IV cognitive profiles could allow to differentiate between presentations of ADHD. Method: A clinical sample of 216 subjects aged between 6 and 16 years and distributed into 2 subgroups (ADHD inattentive type group aged M = 8.5, SD = 2.4; and ADHD combined group M = 10.1, SD = 2.6) was recruited for the study. Results: Processing Speed Index mean score was significantly higher (F (1,214) = 14.7, p< .001, d = 0.52) in ADHD-Inattentive group (M = 90.7; SD = 12.1) than ADHD-Combined group (M = 97.7; SD = 14.7). Furthermore, PSI was negatively associated with

ACS Style

Ignasi Navarro Soria; Javier Fenollar Cortés; Rocío Lavigne Cerván; Rocio Juarez Ruiz De Mier. Detecting Differences between Clinical Presentations in ADHD through the Cognitive Profile Obtained from WISC-IV. Universal Journal of Psychology 2017, 5, 179 -186.

AMA Style

Ignasi Navarro Soria, Javier Fenollar Cortés, Rocío Lavigne Cerván, Rocio Juarez Ruiz De Mier. Detecting Differences between Clinical Presentations in ADHD through the Cognitive Profile Obtained from WISC-IV. Universal Journal of Psychology. 2017; 5 (4):179-186.

Chicago/Turabian Style

Ignasi Navarro Soria; Javier Fenollar Cortés; Rocío Lavigne Cerván; Rocio Juarez Ruiz De Mier. 2017. "Detecting Differences between Clinical Presentations in ADHD through the Cognitive Profile Obtained from WISC-IV." Universal Journal of Psychology 5, no. 4: 179-186.