<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212018000200215</article-id>
<article-id pub-id-type="doi">10.22235/cp.v12i2.1684</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación del potencial de aprendizaje en adultos mayores: influencia de la mediación en una prueba de memoria]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning potential assessment in the elderly: mediation influence in a memory assessment test]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzalez Aguilar]]></surname>
<given-names><![CDATA[María Josefina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubio]]></surname>
<given-names><![CDATA[Milagros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grasso]]></surname>
<given-names><![CDATA[Lina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica Argentina Centro de Investigaciones en Psicología y Psicopedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>215</fpage>
<lpage>222</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212018000200215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212018000200215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212018000200215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La versión &#8220;potencial de aprendizaje&#8221; de la Auditory Verbal Learning Test (AVLT-PA) evalúa el rendimiento luego de una mediación activa por parte del evaluador. La AVLT-PA permite cuantificar una curva de aprendizaje mediante un puntaje de ganancia. Estudios previos demostraron que un puntaje de ganancia igual o mayor a 3 evidenciaría presencia de potencial de aprendizaje. Objetivos. Analizar diferencias en el rendimiento en la AVLT-PA en sujetos evaluados con mediación y sin mediación. Metodología. Se aplicó una batería neuropsicológica y la AVLT-PA a dos grupos de 35 adultos mayores cognitivamente sanos: un grupo recibió la mediación y el otro grupo no. Se comparó el rendimiento entre ambos grupos. Resultados. Se observaron diferencias en el último intento de la AVLT-PA, post-test y puntaje de ganancia en el grupo que recibió la mediación. Conclusiones. En ambos grupos, los sujetos inician la AVLT-PA recordando una cantidad de palabras similar. Sin embargo, los sujetos que recibieron la mediación del evaluador finalizan la prueba recordando más palabras que el grupo que no la recibió, evidenciando y validando la utilidad de la aplicación de esta versión de la prueba para la evaluación de potencial de aprendizaje]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The "learning potential" version of the Auditory Verbal Learning Test (AVLT-LP) assesses memory performance after an active intervention (mediation). The AVLT-LP allows to quantify a learning curve by means of a gain score. Previous studies showed that if the gain score is equal- to or greater than 3, it would be evidence of learning potential. Objectives. To analyze performance in healthy old adults assessed with AVLT-PA with mediation (MG) and without mediation (NoMG). Method. A neuropsychological battery was applied to 2 groups (MG and NoMG) of 35 cognitively-healthy older adults aged between 60 and 85 years old. The performance between both groups was compared. Results. The MG obtained higher scores than the NoMG in AVLT-LP´s last trial, post-test and gain score. Conclusions. In both groups, the subjects started the AVLT-LP by remembering a similar number of words. However, the MG subjects retained more words than the NoMG showing the enhancement in memory applying the AVLT-PA to assess learning potential]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[potencial de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[memoria]]></kwd>
<kwd lng="es"><![CDATA[evaluación dinámica]]></kwd>
<kwd lng="es"><![CDATA[neuropsicología]]></kwd>
<kwd lng="es"><![CDATA[envejecimiento]]></kwd>
<kwd lng="es"><![CDATA[adultos mayores]]></kwd>
<kwd lng="en"><![CDATA[learning potential]]></kwd>
<kwd lng="en"><![CDATA[memory]]></kwd>
<kwd lng="en"><![CDATA[dynamic assessment]]></kwd>
<kwd lng="en"><![CDATA[neuropsychology]]></kwd>
<kwd lng="en"><![CDATA[aging]]></kwd>
<kwd lng="en"><![CDATA[elderly]]></kwd>
</kwd-group>
</article-meta>
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