Mercedes Ferrándo
Biographic Data
| ID | 4782305 |
|---|---|
| NAME | Mercedes Ferrándo |
| GIVEN NAMES | Mercedes |
| FAMILY NAME | Ferrándo |
| SIGNATURE | FERRANDO M |
| AFFILIATIONS | Universidad de Murcia |
| ORCID | 0000-0001-9198-1390 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students
The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI, Spanish version). We determined the mean differences between the EF ratings for G&T and non-G&T childre…
Differences and Relationships Between Sensory Profile and Repetitive Behavior in Autism
Repetitive behaviors are actions that are performed consistently and repeatedly, often without an obvious functional purpose. These types of behaviors are common and diverse in individuals with Autism Spectrum Disorder (ASD) and can influence daily life, making social integration difficult for individuals who experience them and thus becoming a source of distress. Research show that, in most individuals with ASD, sensory processing tends to be af…
Pre-service teachers' perceptions of physical, socioemotional and cognitive traits in gifted students
Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of g…
Creatividad. Inteligencia emocional. Implicaiones educativas
El objetivo de este trabajo es estudiar la relación entre creatividad e Inteligencia Emocional (IE). En primer lugar, se analizan estudios previos sobre estos dos constructos. En Segundo lugar, presentamos nuestro estudio empírico realizado con dos muestras: 187 estudiantes con alta capacidad (superdotados y talentosos) que completaron el TTCT y el EQ-i: YV; y 228 estudiantes seleccionados de la muestra normativa del EQ-i: YV. Los datos indican q…
Creative Abilities in Early Childhood
The aim of this study is to explore creativity in Spanish children during their early years and to explore differences regarding gender and age. We have used a sample of 285 children between five and seven years old. To measure their creativity we used the Torrance Test of Creative Thinking (TTCT). We have used the test of figured expression that is orientated to evaluate the level of imagination in producing pictures. It consists of three subtes…
No prominent works on this page.
Creative Abilities in Early Childhood
The aim of this study is to explore creativity in Spanish children during their early years and to explore differences regarding gender and age. We have used a sample of 285 children between five and seven years old. To measure their creativity we used the Torrance Test of Creative Thinking (TTCT). We have used the test of figured expression that is orientated to evaluate the level of imagination in producing pictures. It consists of three subtes…
Creatividad. Inteligencia emocional. Implicaiones educativas
El objetivo de este trabajo es estudiar la relación entre creatividad e Inteligencia Emocional (IE). En primer lugar, se analizan estudios previos sobre estos dos constructos. En Segundo lugar, presentamos nuestro estudio empírico realizado con dos muestras: 187 estudiantes con alta capacidad (superdotados y talentosos) que completaron el TTCT y el EQ-i: YV; y 228 estudiantes seleccionados de la muestra normativa del EQ-i: YV. Los datos indican q…
Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students
The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI, Spanish version). We determined the mean differences between the EF ratings for G&T and non-G&T childre…
Differences and Relationships Between Sensory Profile and Repetitive Behavior in Autism
Repetitive behaviors are actions that are performed consistently and repeatedly, often without an obvious functional purpose. These types of behaviors are common and diverse in individuals with Autism Spectrum Disorder (ASD) and can influence daily life, making social integration difficult for individuals who experience them and thus becoming a source of distress. Research show that, in most individuals with ASD, sensory processing tends to be af…
Pre-service teachers' perceptions of physical, socioemotional and cognitive traits in gifted students
Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of g…
Psychology (4 works) · Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Attention Deficit Hyperactivity Disorder (2 works) · Cognition (2 works) · Cognitive Abilities and Testing (2 works) · Cognitive psychology (2 works) · Creativity in Education and Neuroscience (2 works) · Humanities (2 works) · Perception (2 works)