Alonso-Valerdi, Luz MaríaIbarra-Zarate, David I.2025-11-102025-11-102025-06-309788413963129https://riunet.upv.es/handle/10251/226638[EN] This study explores critical thinking as a key transversal competency, focusing on its neurocognitive processes through Electroencephalography (EEG) analysis during a critical thinking test. Conducted with 18 undergraduate students at Tecnologico de Monterrey, the research employed the Watson-Glaser Critical Thinking Appraisal II, a standardized test. EEG data were recorded using a 16-channel system, with signals pre-processed to extract Event-Related Potentials (ERPs). Results identified two main ERP components: N200 and P275, associated with Error-Related Negativity and Positivity, respectively. However, no statistically significant differences were found between correct and incorrect responses. The findings, while inconclusive regarding neural differences in response accuracy, highlight different ERP components when students response correctly or incorrectly. This research advances in neuroeducation, offering insights into the neurophysiological foundations of critical thinking and providing a basis for improving evaluation and development of transversal competencies in educational contexts.9Reconocimiento - No comercial - Compartir igual (by-nc-sa)Transversal competenciesCritical thinkingElectroencephalogram (EEG)Event-Related Potentials (ERPs)NeuroeducationEducacion professionalInnovacion educativaEducacion superiorComunicación en congreso10.4995/HEAd25.2025.19948Abierto