Ignacio Castillejo
Biographic Data
| ID | 5714345 |
|---|---|
| NAME | Ignacio Castillejo |
| GIVEN NAMES | Ignacio |
| FAMILY NAME | Castillejo |
| SIGNATURE | CASTILLEJO I |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0001-7445-0416 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Cognate beginnings to bilingual lexical acquisition
Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co-activation accelerates accumulation of word-learning instances across languages. This account predicts a larger cognate facilitation for words in the lower-exposure language than in the higher-exposure language, as the former receive co-activation from their translations more frequently. Bayesian Item Response Theory w…
Self-regulated learning, academic achievement and socioeconomic context at the end of primary school
The increase of inequalities and the learning crisis due to COVID-19 pandemic has forced to review the role of education in the attainment of skills to learn throughout life. The purpose of this study is to investigate the incidence of the academic achievement on selfregulation strategies (forethought, inhibition and volitional inhibition), considering the socioeconomical context at the end of elementary school. The SRL strategies are assessed, f…
No prominent works on this page.
Self-regulated learning, academic achievement and socioeconomic context at the end of primary school
The increase of inequalities and the learning crisis due to COVID-19 pandemic has forced to review the role of education in the attainment of skills to learn throughout life. The purpose of this study is to investigate the incidence of the academic achievement on selfregulation strategies (forethought, inhibition and volitional inhibition), considering the socioeconomical context at the end of elementary school. The SRL strategies are assessed, f…
Cognate beginnings to bilingual lexical acquisition
Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co-activation accelerates accumulation of word-learning instances across languages. This account predicts a larger cognate facilitation for words in the lower-exposure language than in the higher-exposure language, as the former receive co-activation from their translations more frequently. Bayesian Item Response Theory w…
Psychology (2 works) · Academic achievement (1 works) · Academic year (1 works) · Age of Acquisition (1 works) · Cognate (1 works) · Cognition (1 works) · Cognitive psychology (1 works) · Context (archaeology) (1 works) · Coronavirus disease 2019 (COVID-19) (1 works) · Demography (1 works)