Resultados de investigación

El conjunto de datos se obtuvo utilizando una mano robótica de tres dedos: uno fijo con un sensor táctil de alta resolución y dos dedos subactuados con sensores propioceptivos., Conjunto de datos formados por información kinestesica y táctil obtenido de un agarre de antebrazo con una pinza.

Collection of data published in the article: https://hdl.handle.net/10630/23528, Spanish Ministry of Economy SAF2016-79008-P, PSI2017-82604-R, PID2020- 114392RB-I00, PDC2021-121566-I0. Junta de Andalucia UMA18-FEDERJA-008, P20_00026, PI-0083-2019

Problematic social media use (PSMU) has become an increasingly researched area in the general population, specifically among adolescents. Due to its association with poor well-being and negative consequences, it is important to have assessment instruments that are valid and reliable in evaluating PSMU. The Bergen Social Media Addiction Scale (BSMAS) is the most widely used scale to assess PSMU. The present study analyzed the psychometric properties of a Spanish version of the BSMAS among Spanish adolescents. The sample comprised 688 adolescents from Spain (54% girls), aged 12 to 18 years (M = 14.23 years) who completed a number of self-report questions and psychometric scales. The reliability, construct validity, concurrent validity, and criterion validity of the BSMAS were evaluated. Additionally, the measurement invariance by gender and age group was also calculated. The results indicated good reliability indices (coefficients’ range = 0.75–0.83). Moreover, PSMU was positively associated with problematic smartphone use, frequency of social networking site use, depression, anxiety, and loneliness and negatively associated with self-esteem and flourishing (r range = -0.16–0.65). Furthermore, configural, metric, and scalar invariance was established among boys and girls, and younger and older adolescents. The study provides preliminary evidence indicating that the Spanish BSMAS is a reliable and valid instrument to assess PSMU among Spanish-speaking adolescents., Proyecto I+D+i PID2020-117006RB-I00 financiado por MCIN/AEI/10.13039/501100011033/, el grupo PAIDI Applied Positive Lab CTS-1048 (Junta de Andalucía) y la universidad de Málaga (PPIT.UMA.A2.2019)

Los datos de investigación son entrevistas realizadas a docentes de una centro educativo con distintos perfiles educativos. Es parte inicial de un proyecto que se está llevando a cabo en los cursos 2024/25 y 2025/26. El objetivo principal fue investigar las causas del estrés y la fatiga mental que el profesorado tiene en la actualidad y si ha cambiado en los últimos años debido a la pandemia o a otros motivos., Junta de Andalucía proyecto PIV-035/24 Mejorar del estrés y la fatiga mental docente: las causas

Considering the increasing rates of bullying in adolescence, more empirical evidence on how multiple factors work together in relation to the bully-victim role is needed. This study aims to explore individual and perceived school-level factors associated with the bully-victim role in the context of traditional bullying and cyberbullying, based on the social-ecological model. Factors such as aggressive conflict resolution, normative adjustment, emotional dysregulation, peer social network, teacher apathy, teacher support, and school connectedness were analyzed. Gender differences were also examined. Participants were 854 students (402 girls) between 11 and 18 years of age (M = 13.65; SD = 1.36) from four secondary schools. Results indicated common factors associated with the bully-victim role in both traditional bullying and cyberbullying, such as aggressive conflict resolution, normative adjustment, and school connectedness. Whereas higher teacher support was associated with the bully-victim role in traditional bullying, lower peer social network was associated with the cyberbully-victim role. Gender interaction effects were found in traditional bullying, with the likelihood of being a bully-victim being higher for girls with higher levels of teacher support and lower school connectedness. Our results highlight that individual factors affect bully-victims in traditional bullying and cyberbullying, and act in concert with perceived environmental conditions in the education context. Discipline and norm adjustment, as well as socio-emotional competencies such as emotional regulation and adequate conflict resolution, are important for preventing bully-victim involvement. Key factors in the school context to prevent double-role involvement are discussed., Este trabajo fue apoyado por el programa de ayudas postdoctorales Juan de la Cierva-Formación del Ministerio de Ciencia, Innovación y Universidades de España [número FJC2019-038942-I/AEI/10.13039/501100011033]; la Junta de Andalucía bajo la concesión Talento Doctores [ref POSTDOC_21_00364]; por el Ministerio de Ciencia, Innovación y Universidades de España [PID2020-115913GB-I00] y el Ministerio de Ciencia e Innovación/Agencia Estatal de Investigación/10.13039/501100011033 y la Unión Europea “NextGenerationEU/Plan de Recuperación, Transformación y Resiliencia” financiaron la beca de N.M.F [RYC2021-034977-I].

Se trata de los datos en bruto usados para una investigación que está en proceso de revisión en la revista Journal of Research in Reading: "Exploring pre-reading and reading profiles in Spanish-speaking schoolchildren".

Estudio sobre la relación de los flujos de emigrantes provenientes del municipio de Málaga, y los principales municipios de destino de dichos flujos, en el periodo 2017/2022. Se concluye que hay relación entre el ingreso medio por hogar de la sección de origen de los emigrantes, y el precio del metro cuadrado de la vivienda en los municipios de destino. El dataset contiene las variables empleadas en la investigación, cuyo tratamiento se explicita en el texto del artículo con el que se corresponden.

Data are stored in the following folder: ./ATIC_Database_Flauta ---------------------- The audio files in the data set are named following a descriptive convention to allow simple visual identification of their content as well as easy file indexing. The general structure of the name of each audio file follows this convention: FLT_###_EEE_DDD_XXX-$-###-$-%%%.wav where #, $, % represent integer numbers, E, D stand for defined character strings and X can represent both numbers and characters according to the table bellow. The file names have been coded in such a way that it will be possible to code all the transverse flute techniques currently in use. Next, the different fields, their meaning, their value range and what those values mean are explained. ------------------------------------------------------------------------------------------------------- | Field description | Value and Range | Current values in use ------------------------------------------------------------------------------------------------------- FLT | Transverse Flute | FLT | ------------------------------------------------------------------------------------------------------- ### |Flautist/Flute | 000 to 999 | 000, 001, 002, 005, 006, 007 ------------------------------------------------------------------------------------------------------- EEE | Technique | ARM: Harmonics | ARM,NOR,VBR | NOR: Regular technique | | VBR: Vibrato | | FRU: Frulatto | | WHT: Whisper tones | | EDT: Trumpet mouthpiece | | CYT: Sing while play | | MTF: Multiphonics | | PZZ: Pizzicato | | RLL: Key noise | | TGR: Tongue Ram | | SEO: Wind sounds | | GLS: Glissando | | JWT: Jet whistle | ------------------------------------------------------------------------------------------------------- DDD | Dynamics | DPP: Pianissimo | DMF | DDP: Piano | | DMF: Mezzoforte | | DDF: Forte | | DFF: Fortissimo | | DDD: Don’t apply | ------------------------------------------------------------------------------------------------------- XXX | Specific characteristics | ARM/MTF/RLL/TGR case: 000 to 028 (fingering, see [2]) | of every technique | VBR case: SSS Slow vibrato, FFF fast vibrato and | | XXX undetermined ------------------------------------------------------------------------------------------------------- $ | Additional note alteration, | 0: Flat of don't apply | 0 | in case ir exists | 1: Sharp | | 2: Bemol | | 3: Double sharp | | 4: Double bemol | ------------------------------------------------------------------------------------------------------- ### | MIDI number of the additional note | Number 059 to 102 notes | 000 | 000 if only one note is played | ------------------------------------------------------------------------------------------------------- $ | Sounding note alteration | 0: Flat | or final note (only for glissando) | 1: Sharp | 2: Bemol | 3: Double Sharp | 4: Double bemol ------------------------------------------------------------------------------------------------------- %%% | MIDI number or the sounding note | 000 and 059 to 102 ------------------------------------------------------------------------------------------------------- Note that the case the harmonic notes is a special one. In this case, it is necessary to include not only the note number (MIDI number) but also the fingering used by the flutist. This corresponds to the field denoted XXX: Specific characteristics of every technique. The notation employed follows the descriptions in [2], where the first (top left) fingering is assigned the number 000 and the last (bottom right) fingering is assigned the number 028. One of the identifying parameters of the flute samples is the ‘Flautist/Flute’ number. This number ranges from 000 to 999 to account for a wide range of data samples. Specifically, the flutes employed in each of those samples are: • Flute 000: Yamaha 371. • Flute 001: Yamaha YFL2215. • Flute 002: unknown model. • Flute 005: Powell Boston 2100. • Flute 006: Muramatsu EX-III-RCE Flute. • Flute 007: Muramatsu EX-III-RCE Flute. Note that the flutist remains unidentified; each combination of flute and flutist receives a unique number for identification., Acknowledgement: This work was possible thanks to the work and flute recordings provided by Mariana Fernández-Astaburuaga, María del Carmen Rodríguez-Martínez, Carlos Samuel Villalba and German Romero Alba. The authors are grateful to the selfless collaborating flutists for their valuable contribution to this work. This publication is part of project PID2021-123207NB-I00, funded by MCIN/AEI/10.13039/501100011033/FEDER, UE, and PID2024-156798OB-I00., This database contains audio recordings of flute notes played with regular style and with vibrato and harmonic techniques. These recordings were made by four different flute players, all of whom have completed a professional degree in transverse flute. A total of 246 flute notes samples have been obtained. With regard to recording conditions, a quiet home environment was used and the built-in microphone in each flautist’s laptop was used. Audacity was employed as recording software, configured with a sampling frequency of 44100Hz, 16 bits, and monophonic. If these data are used for any publication, it should be cited as follows: : Ana M. Barbancho, Lorenzo J. Tardón, Isabel Barbancho, "ATIC Database for Analysis and Detection of Flute Techniques", ATIC Research Group, ITIS Software, Universidad de Málaga, 2026., MCIN/AEI/10.13039/501100011033/FEDER, UE, Research Group TIC208, This publication is part of project PID2021-123207NB-I00, funded by MCIN/AEI/10.13039/501100011033/FEDER, UE, and PID2024-156798OB-I00. This work was done at Universidad de Málaga, Research Group TIC208 (Universidad de Málaga, Junta de Andalucía, FEDER UE: TIC208-G-FEDER), Campus de Excelencia Internacional Andalucía Tech.

This study aims to investigate the underrepresentation of women within the population identified as gifted. Having in to account that several explanations have been given: possible differences in personality traits, competencies and/or motivations, beliefs and gender stereotypes expectations, and the development of gender-differentiated behaviors. It is of great importance to include these factors in observation as well as in evaluation and screening protocols for children and adolescents. Therefore, the study objective is to define if there are significant differences in gender-related personality styles and behavior patterns between sexes in highly talented adolescents. Thus, 159 adolescents between 11 and 16 years of age, divided into two groups participated. The gifted group consisted of 85 adolescents (40 boys and 45 girls); and the typical group were 74 adolescents (49 boys and 25 girls). Participants were evaluated with personality, resilience, perfectionism, rule-following, perseverative thinking and experimental avoidance tests. Results showed that girls of gifted group had significantly higher scores than boys in some “negative” personality styles and behavior patterns; and significantly lower scores than boys in some “positive”. These have some implications in assessing and supporting gifted population, which are discussed., Este trabajo se realizó sin fuentes de financiación externas

Se presentan los modelos en 3D con formato stl de los cráneos analizados en la publicación Pérez-Ramos et al. (2020). Los modelos fueron construidos a partir de Tacs. Se escanearon doce cráneos procedentes de diferentes museos. Los cráneos de Ursus thibetanus, Ailuropoda melanoleuca y Tremarctos ornatus están conservados en las colecciones osteológicas de la Universidad de Valladolid (España). El escáner CT utilizado para estos cráneos es un escáner CT médico del modelo Aquilion 32 TOSHIBA del Hospital Universitario de Valladolid. Las condiciones de adquisición del TAC fueron 512x512 120 Kv y 250 mA. Para U. thibetanus el tamaño del vóxel es de 0,4680 (X.Y) y 0,3 mm de intersección (Z). Para el primer espécimen se obtuvieron 1114 cortes y para el segundo 1127 cortes. El tamaño del voxel para T. ornatus fue de 0.3819 (X.Y) y 0.5 mm de inter-cortes (Z) y el tamaño de voxel para Ailuropoda melanoleuca fue de 0,5200 (X.Y) y 0,3 mm de cortes intermedios (Z). Además, las TC de Ursus arctos, Ursus maritimus y U. americanus del sitio web de Digimorph (http://www.digimorph.org). Los escáneres de rayos X se realizaron a alta resolución en Universidad de Texas (1024X1024) lo que dio lugar a un espaciado entre cortes de 0,70-1 mm. Las condiciones de adquisición para Ursus arctos fueron de 450 kV, 3 mA, obteniendo 425 cortes. Para Ursus maritimus fueron 420 kV, 1,8 mA, obteniéndose 540 cortes. Las TC de Ursus americanus (USNM 227070) se realizaron con un tamaño de píxel (x) e (y) era de 0,2930 mm con un espaciado entre cortes de 0,325 mm en (z). Las imágenes de los TAC se exportaron como imágenes de 16 bits en formato TIFF o DICOM. Estas imágenes fueron claibradas para eliminar los ruidos de fondo debidos a los efectos fotoeléctrico y Compton seleccionando rangos específicos de los histogramas (región de interés ROI) con el programa software ImageJ v. 1.50e (http://rsbweb.nih.gov/ij/)., Ministerio de Ciencia, Innovación y Universidades (CGL2012-37866; CGL2015-68300P)