Resumen Este estudio compara los patrones de respuesta a la presentacion de un estres psico-social moderado en dos grupos de mujeres jovenes diferenciadas por Organizacion de Significado Personal (OSP). Noventa y cuatro mujeres sanas fueron expuestas al Trier Social Stress Test para evaluar su respuesta al estres y la variacion temporal de los niveles de cortisol salival. Las mujeres con una OSP centrada en la reciprocidad semantica (contextualizadas o normativas) presentaron niveles de cortisol salival significativamente mas altos (p=0.037) y basales mas altos en la fase inicial de reposo (T1-T2) [pT0—T1 < 0.001; pT0—T2 < 0.001]. La interaccion perfil/tiempo no ha resultado significativa. El analisis longitudinal evidencia un efecto significativo del tipo de OSP en los niveles de cortisol ante el evento estresante, pero no se aprecian diferencias significativas entre los dos grupos acorde a las caracteristicas demograficas y clinicas. Palabras Clave : Organizaciones de Significado Personal; Trier Social Stress Test; estres psico-social; cortisol salival; vulnerabilidad individual. Abstract This study compares the response patterns to the presentation of a moderate psychosocial stress into two distinct groups of young women for Personal Meaning Organization (PMO). Ninety-four healthy women were exposed to the Trier Social Stress Test to assess their response to stress and the temporal variation of the levels of salivary cortisol. PMO focused on semantic reciprocity’s women (contextualized or normative) showed significantly higher levels of salivary cortisol (p = 0.037) and higher in the initial basal resting phase (T1-T2) [pT0-T1 <0.001; pT0-T2 <0.001]. The Profile / time interaction has not been significant. The longitudinal analysis shows a significant effect of the PMO in cortisol levels before the stressful event, but no significant differences between the two groups according to demographic and clinical characteristics are appreciated. Keywords: Personal Meaning Organizations; Trier Social Stress Test; psycho-social stress; Salivary cortisol; individual vulnerability. Resumo A presente pesquisa faz uma comparacao entre os patrones/esquema de resposta a apresentacao de um estrese psicossocial moderado em dois grupes de jovens mulheres com diferentes Organizacoes do Significado Pessoal (OSP). Noventa e quatro mulheres sanas foram expostas ao Trier Social Stress Test para avaliar suas respostas ao estrese e a variacao temporaria dos niveis do cortisol salival. As mulheres com OSP como reciprocidade semântica (contextualizada o normativo) apresentaram niveis de cortisol salival significativamente mais altos (p=0.037). O analise longitudinal mostrou um efeito significativo entre os dois grupes em relacao com sus caracteristicas demograficas e clinicas. Palavras-Chave: Organizacao do Significado Pessoal; Trier Social Stress Test; estrese psicossocial; cortisol salival; vulnerabilidade individual.
摘要本研究比较了两组按个人意义组织（PSO）区分的年轻女性对中度心理社会压力表现的反应模式。94名健康女性接受了Trier社会压力测试，以评估她们对压力的反应和唾液皮质醇水平的时间变化。PSO专注于语义互惠（情境化或规范性）的女性在休息初期的唾液皮质醇水平（P=0.037）和基线水平（T1-T2）明显较高[PT0-T1<0.001；PT0-T2<0.001]。个人资料/时间相互作用并不显著。纵向分析表明，面对压力事件，PSO类型对皮质醇水平有显著影响，但根据人口学和临床特征，两组之间没有显着差异。关键词：个人意义组织；特里尔社会压力测试；心理社会压力；唾液皮质醇；个人脆弱性。摘要这项研究比较了两个不同群体的个人意义组织（PMO）对中度心理社会压力表现的反应模式。94名健康妇女接受了三重社会压力测试，以评估她们对压力的反应和唾液皮质醇水平的时间变化。专注于语义互惠的女性（情境化或规范化）的PMO唾液皮质醇水平（P=0.037）明显高于基线恢复阶段（T1-T2）[PT0-T1<0.001；PT0-T2<0.001]。概况/时间互动并不显著。纵向分析表明，在压力事件发生前，PMO对皮质醇水平有显著影响，但根据人口统计和临床特征，两组之间没有显著差异。关键词：个人意义组织；特里尔社会压力测试；心理-社会压力；唾液皮质醇；个人脆弱性。我总结了Faz UMA目前的研究，比较了不同组织对中度心理社会压力的反应模式/方案。90E Quartro Mulheres Sanas Foram Expostas AO Trier社会压力测试，以评估Suas Respostas AO Estrese a Variacao临时两级唾液皮质醇。作为Mulheres Com OSP作为语义互惠（上下文化或规范化）加速唾液皮质醇水平显着升高（p=0.037）。或分析OS Dois Grupes em Relacao Com的人口和临床特征之间的纵向显著差异。Palavras-Chave：有组织地表达Pessoal的意思；特里尔社会压力测试；心理压力；唾液皮质醇；个人脆弱性。
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Eugenio Lizama Codocedo, Sandra Liberona Mandiola, Víctor Orellana Calderón, M. A. V. Urquieta
RESUMEN El proposito de esta investigacion fue determinar la eficacia de un programa piloto de mejoramiento del rendimiento academico en estudiantes repitentes de la Facultad de Ciencias Quimicas y Farmaceuticas de la Universidad de Chile, que cursaban asignaturas consideradas como criticas, a saber, Quimica General I y II, Fisica II y Matematicas I y II, de las carreras de: Quimica, Quimica y Farmacia, Ingenieria en Alimentos y Bioquimica. Para este proposito se utilizo un diseno cuasi-experimental pretest-postest con grupo de control no equivalente. La muestra estuvo constituida por 154 estudiantes, divididos en 4 grupos: G1 (n=29), grupo que opto por seguir todo el programa, G2 (n=18), que recibio unicamente apoyo psicologico, G3 (n=61) grupo que participo exclusivamente de las tutorias academicas en las materias criticas, G4 (n=46) grupo control, que no opto a ningun tipo de apoyo. Los resultados obtenidos indican que el programa promueve una mejora significativa en el rendimiento academico, si se consideran las calificaciones de aprobacion de las asignaturas reprobadas anteriormente, en comparacion al grupo control. Esta evidencia es altamente robusta, para el grupo de estudiantes que participo de las tutorias academicas (G3), asi como tambien, para el grupo que complemento dichas tutorias, con el apoyo psicologico (G1). Palabras clave : Rendimiento academico; Factores que afectan el aprendizaje; Integracion a la vida universitaria; programa de intervencion; apoyo psicologico; tutorias educativas. ABSTRACT The purpose of this research was to determine the effectiveness of a pilot program for the improvement of academic performance of failing undergraduate students from the School of Chemical Science and Pharmacy at the University of Chile, who were studying subjects that were considered to be critical, i.e. General Chemistry I and II, Physics II, and Mathematics I and II, of the Chemistry, Chemistry and Pharmacy, Food and Biochemistry Engineering BA programs. For this purpose, a pre-test/post-test quasi-experimental design was used, with a non-equivalent control group. The sample was constituted by 154 students, divided into 4 groups: G1 (n=29) was the one that received the whole program; G2 (n=18) was the one that only received psychological support; G3 (n=61) was the group that exclusively received academic tutoring in the critical subjects; and finally G4 (n=46), the control group that did not received any type of support. The obtained results show that the program produced a significant improvement of the academic performance of the students, which was reflected in the passing grades of previously failed subjects in comparison to the ones obtained by the control group. This evidence is highly robust, especially in the case of the group of students that participated in the academic tutoring (G3), as well as those that complemented such tutoring with psychological support (G1). Key words: Academic performance; Factors that affect the learn
总结这一调查的目的是确定试点方案是否有效改善性能academico法学院学生留级生的侥幸和科学Farmaceuticas智利大学,攻读硕士、博士课程视为批评,即第二和数学物理化学物质一般I和II, I和II,赛跑:化学物质、化学物质和药房Ingenieria在食品和Bioquimica。在本研究中，我们使用了一种准实验前-后试验设计，对照组不等效。是为154名学生作为样本分为4组:小组盎司)1 (n = 29),你已经选择遵循整个方案,G2 (n = 18)你,曾经接受精神病这仅仅支持,G3 (n = 61)小组参加完全tutorias academicas事项批评,G4 (n = 46)对照组,已经没有任何形式的支持。在本研究中，我们评估了一组学生的学业成绩，并将其与对照组进行了比较，结果表明，与对照组相比，该项目促进了学业成绩的显著提高。这一证据对于参加学术辅导的学生群体(G3)以及补充这些辅导的学生群体(G1)是非常有力的。关键词:学业成绩;影响学习的因素;融入大学生活;干预方案;精神病的支助;tutorias教育。ABSTRACT of this research was to确定有效性的目的是改善of a pilot program for The of academic performance of failing undergraduate students from The School of Chemical Science and药剂at The University of智利学习主体的要求就所审议的是关键,即General Chemistry I and II,自己二,数学I及II of The Chemistry、化学药剂、粮食and Biochemistry Engineering英航programs。为了达到这个目的，使用了一个非等效控制组的前/后半实验设计。样本由154名学生组成，分为4组:G1 (n=29)是接受整个项目的学生;G2 (n=18)是唯一接受心理支持的人;G3 (n=61)是专门接受关键科目学术指导的组;= =地理= =根据美国人口普查，这个县的面积为。所取得的结果表明，与对照组所取得的成绩相比，该方案大大提高了学生的学业成绩，这反映在以前不及格科目的及格成绩上。这一证据非常有力，特别是对于参加学术辅导的学生群体(G3)，以及通过心理支持补充这种辅导的学生(G1)。关键词:学术表现;影响学习过程的因素;融入大学生活;干预方案;心理支持;academic tutoring RESUMO或目标斯塔询价信息自由确定melhoria do desempenho um方案效力的academico alunos repetentes da化学和科学Faculdade Farmaceuticas bonifacio智利,那是欧洲estudando人种criticos,被视为sejam物理,化学物质的工作人员一和二,二e Matematica I和II,给不少大学化学、化学和药房,食物和Bioquimica Engenharia。为此目的，采用准实验设计的前测和后测方法，对照组不相等。划分为1.54 alunos amostra foi composta, ms组:4盎司)1 (n = 29),或者集团optou继续一切或方案,G2 (n = 18)支持recebeu精神病,但是G3 (n = 61)或者集团participou只是呃tutoriais academicos关于一些questoes批评,G4 (n = 46)集团控制,nao optou qualquer为什么支持。结果表明，与对照组相比，考虑到之前不及格科目的及格分数，该项目促进了学业成绩的显著提高。对于参加学术辅导的学生(G3)以及补充这些辅导的学生(G1)来说，这是非常有力的证据。关键词:学业成绩，影响学习的因素，融入大学生活，干预计划，心理支持，私人教学课程。
{"title":"Eficacia de un programa piloto de mejoramiento del rendimiento académico en estudiantes de pregrado de la universidad de Chile","authors":"Eugenio Lizama Codocedo, Sandra Liberona Mandiola, Víctor Orellana Calderón, M. A. V. Urquieta","doi":"10.7714/CNPS/10.2.209","DOIUrl":"https://doi.org/10.7714/CNPS/10.2.209","url":null,"abstract":"RESUMEN El proposito de esta investigacion fue determinar la eficacia de un programa piloto de mejoramiento del rendimiento academico en estudiantes repitentes de la Facultad de Ciencias Quimicas y Farmaceuticas de la Universidad de Chile, que cursaban asignaturas consideradas como criticas, a saber, Quimica General I y II, Fisica II y Matematicas I y II, de las carreras de: Quimica, Quimica y Farmacia, Ingenieria en Alimentos y Bioquimica. Para este proposito se utilizo un diseno cuasi-experimental pretest-postest con grupo de control no equivalente. La muestra estuvo constituida por 154 estudiantes, divididos en 4 grupos: G1 (n=29), grupo que opto por seguir todo el programa, G2 (n=18), que recibio unicamente apoyo psicologico, G3 (n=61) grupo que participo exclusivamente de las tutorias academicas en las materias criticas, G4 (n=46) grupo control, que no opto a ningun tipo de apoyo. Los resultados obtenidos indican que el programa promueve una mejora significativa en el rendimiento academico, si se consideran las calificaciones de aprobacion de las asignaturas reprobadas anteriormente, en comparacion al grupo control. Esta evidencia es altamente robusta, para el grupo de estudiantes que participo de las tutorias academicas (G3), asi como tambien, para el grupo que complemento dichas tutorias, con el apoyo psicologico (G1). Palabras clave : Rendimiento academico; Factores que afectan el aprendizaje; Integracion a la vida universitaria; programa de intervencion; apoyo psicologico; tutorias educativas. ABSTRACT The purpose of this research was to determine the effectiveness of a pilot program for the improvement of academic performance of failing undergraduate students from the School of Chemical Science and Pharmacy at the University of Chile, who were studying subjects that were considered to be critical, i.e. General Chemistry I and II, Physics II, and Mathematics I and II, of the Chemistry, Chemistry and Pharmacy, Food and Biochemistry Engineering BA programs. For this purpose, a pre-test/post-test quasi-experimental design was used, with a non-equivalent control group. The sample was constituted by 154 students, divided into 4 groups: G1 (n=29) was the one that received the whole program; G2 (n=18) was the one that only received psychological support; G3 (n=61) was the group that exclusively received academic tutoring in the critical subjects; and finally G4 (n=46), the control group that did not received any type of support. The obtained results show that the program produced a significant improvement of the academic performance of the students, which was reflected in the passing grades of previously failed subjects in comparison to the ones obtained by the control group. This evidence is highly robust, especially in the case of the group of students that participated in the academic tutoring (G3), as well as those that complemented such tutoring with psychological support (G1). Key words: Academic performance; Factors that affect the learn","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2016-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71125215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Lira, J. Bustamante, V. E. Quezada, M. A. Laborda, G. Miguez
RESUMEN El presente articulo constituye una cronica del Laboratorio de Psicologia Experimental: Prof. Ronald Betancourt Mainhard del Departamento de Psicologia de la Universidad de Chile, en el periodo 1999-2016. Se entregan antecedentes para colocar en contexto nacional e internacional la fundacion del laboratorio basandose en la literatura existente. Para la cronica misma se recurre principalmente a recuerdos personales de varios de los autores, que han sido miembros del laboratorio durante variados periodos de tiempo, y ocasionalmente a la breve literatura existente sobre el tema. La historia del laboratorio se puede dividir en tres etapas: una etapa fundacional, una etapa de semillero, y finalmente una etapa de consolidacion en investigacion. Se discuten las proyecciones futuras del Laboratorio. Palabras clave: Laboratorio de Psicologia, Psicologia Experimental, Ronald Betancourt Mainhard, Historia de la Psicologia, Psicologia del Aprendizaje ABSTRACT The present article constitutes a chronicle of the Laboratorio de Psicologia Experimental: Prof. Ronald Betancourt Mainhard of the Psychology Department of the Universidad de Chile, in the 1999-2016 period. Using the available literature, we present the antecedents of the foundation of the laboratory, giving national and international context to its establishment. For the chronicle itself we relied mainly on personal memories of the authors, who have been members of the laboratory for varying periods of time, and occasionally on the brief literature on the subject. The history of the laboratory can be divided into three stages: a foundational stage, a “seeding” stage, and finally, a stage of consolidation in research. Future projections for the Laboratory are discussed. Keywords: Laboratory of Psychology, “Experimental Psychology”, “History of Psychology”, Psychology of Learning; Ronald Betancourt Mainhard RESUMO Este artigo representa uma cronica do Laboratorio de Psicologia Experimental: Prof. Ronald Betancourt Mainhard do Departamento de Psicologia da Universidade do Chile, no periodo 1999-2016. Sao apresentados os antecedentes que levaram a colocar no contexto nacional e internacional a fundacao do laboratorio, com base na literatura existente. Para esta cronica foram utilizadas principalmente memorias pessoais de varios autores, que foram membros do laboratorio em diferentes periodos de tempo, e ocasionalmente, breve literatura sobre o assunto. A historia do laboratorio pode ser dividida em tres fases: uma fase de fundacao, uma fase de estagio de maturacao, e finalmente uma fase de consolidacao como centro de investigacao. Sao discutidas as projecoes futuras para o laboratorio. Palavras-chave: laboratorio de psicologia, psicologia experimental, Ronald Betancourt Mainhard, historia da
在这一领域，我们提出了一种新的方法，通过对不同的变量进行定量分析，以确定这些变量是否具有统计学意义。在现有文献的基础上，提供了背景，将实验室的基础置于国家和国际背景下。对于编年史本身，它主要依赖于一些作者的个人记忆，他们在不同时期都是实验室的成员，偶尔也会参考现有的关于这个主题的简短文献。实验室的历史可以分为三个阶段:基础阶段、种子阶段和研究巩固阶段。讨论实验室未来的预测。关键词:心理学实验室，实验心理学，Ronald Betancourt Mainhard，心理学历史，学习心理学摘要本文构成实验心理学实验室编年史:智利大学心理学系Ronald Betancourt Mainhard教授，1999-2016年期间。利用现有文献，我们介绍了实验室成立的背景，为其建立提供了国家和国际背景。在编年史中，我们主要关注作者的个人记忆，他们是实验室的成员，在不同的时期，偶尔也会关注主题的简短文献。The history of The laboratory) can be divided into三:stages: seeding”阶段,阶段和最后阶段谈判in research。目前正在讨论实验室的未来预测。关键词:心理学实验室，“实验心理学”，“心理学史”，学习心理学;本文代表了实验心理学实验室的编年史:智利大学心理学系的Ronald Betancourt Mainhard教授，1999-2016年。在现有文献的基础上，介绍了导致实验室建立在国内和国际背景下的背景。这个编年史主要使用了几个作者的个人记忆，他们是不同时期的实验室成员，偶尔也有关于这个主题的简短文献。实验室的历史可以分为三个阶段:建立阶段、成熟阶段和巩固研究中心阶段。讨论了实验室未来的项目。Palavras-chave:心理学实验室，实验心理学，罗纳德·贝当古·梅哈德，历史
{"title":"Crónica del Laboratorio de Psicología Experimental: Prof. Ronald Betancourt Mainhard (1999-2016)","authors":"D. Lira, J. Bustamante, V. E. Quezada, M. A. Laborda, G. Miguez","doi":"10.7714/CNPS/10.2.201","DOIUrl":"https://doi.org/10.7714/CNPS/10.2.201","url":null,"abstract":"RESUMEN El presente articulo constituye una cronica del Laboratorio de Psicologia Experimental: Prof. Ronald Betancourt Mainhard del Departamento de Psicologia de la Universidad de Chile, en el periodo 1999-2016. Se entregan antecedentes para colocar en contexto nacional e internacional la fundacion del laboratorio basandose en la literatura existente. Para la cronica misma se recurre principalmente a recuerdos personales de varios de los autores, que han sido miembros del laboratorio durante variados periodos de tiempo, y ocasionalmente a la breve literatura existente sobre el tema. La historia del laboratorio se puede dividir en tres etapas: una etapa fundacional, una etapa de semillero, y finalmente una etapa de consolidacion en investigacion. Se discuten las proyecciones futuras del Laboratorio. Palabras clave: Laboratorio de Psicologia, Psicologia Experimental, Ronald Betancourt Mainhard, Historia de la Psicologia, Psicologia del Aprendizaje ABSTRACT The present article constitutes a chronicle of the Laboratorio de Psicologia Experimental: Prof. Ronald Betancourt Mainhard of the Psychology Department of the Universidad de Chile, in the 1999-2016 period. Using the available literature, we present the antecedents of the foundation of the laboratory, giving national and international context to its establishment. For the chronicle itself we relied mainly on personal memories of the authors, who have been members of the laboratory for varying periods of time, and occasionally on the brief literature on the subject. The history of the laboratory can be divided into three stages: a foundational stage, a “seeding” stage, and finally, a stage of consolidation in research. Future projections for the Laboratory are discussed. Keywords: Laboratory of Psychology, “Experimental Psychology”, “History of Psychology”, Psychology of Learning; Ronald Betancourt Mainhard RESUMO Este artigo representa uma cronica do Laboratorio de Psicologia Experimental: Prof. Ronald Betancourt Mainhard do Departamento de Psicologia da Universidade do Chile, no periodo 1999-2016. Sao apresentados os antecedentes que levaram a colocar no contexto nacional e internacional a fundacao do laboratorio, com base na literatura existente. Para esta cronica foram utilizadas principalmente memorias pessoais de varios autores, que foram membros do laboratorio em diferentes periodos de tempo, e ocasionalmente, breve literatura sobre o assunto. A historia do laboratorio pode ser dividida em tres fases: uma fase de fundacao, uma fase de estagio de maturacao, e finalmente uma fase de consolidacao como centro de investigacao. Sao discutidas as projecoes futuras para o laboratorio. Palavras-chave: laboratorio de psicologia, psicologia experimental, Ronald Betancourt Mainhard, historia da","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2016-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71124783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. C. Juric, I. Introzzi, M. Andrés, Florencia Stelzer
RESUMEN El termino autorregulacion (AR) se ha solapado con conceptos como funciones ejecutivas (FE). Este articulo tiene por objeto establecer una diferenciacion conceptual clara entre el termino de AR y los constructos asociados a la misma, analizando las relaciones entre la AR y las FE y describiendo la contribucion de las mismas en los espacios de actuacion de la AR: cognicion, comportamiento y emocion. Esto se realizo a traves de una revision de investigaciones que han abordado estas relaciones. Para esto, se efectuo una busqueda bibliografica en las bases de datos, PsycInfo, ScienceDirect y Pubmed con los terminos generales en ingles autorregulacion (self-regulation), auto-control (self-control), funciones ejecutivas (executive functions), memoria de trabajo (working memory), flexibilidad cognitiva (cognitive flexibility), inhibicion (inhibition), regulacion emocional (emotion regulation), lectura (Reading), y matematica (math) y ninos (children) combinado con el operador boleano “AND”. Los resultados de esta busqueda permitieron en primer lugar establecer diferenciaciones conceptuales entre los terminos enunciados y en segundo lugar, enumerar e identificar algunas de las principales contribuciones de las FE a la autorregulacion del comportamiento, cognicion y emocion. Palabras clave: autorregulacion; autocontrol; funciones ejecutivas; revision teorica; memoria de trabajo; flexibilidad; inhibicion ABSTRACT The term SR has been linked to concepts such as executive functions (EF), and self-control which many times have been overlapped. This article aims to establish a clear conceptual distinction between the term of SR and constructs associated with it, analyzing the relationship between SR and EF and describing the contribution made by them in the performance spaces of SR: cognition, behavior and emotion. This was done through a review of studies that have addressed these relationships. For this, a literature search was performed on PsycARTICLES, PsycINFO, PubMed and ScienceDirect with general English terms: self-regulation, self-control, executive functions, working memory, cognitive flexibility, inhibition, emotion regulation, reading and math and children combined with the Boolean operator "AND". The results of this search allowed in first place establish conceptual distinctions between the terms and secondly, to list and identify some of the major contributions of the EF and self-regulation to behavior, cognition and emotion. Key-words: self-regulation; self-control; executive functions; theoretical review; working memory; inhibition; flexibility RESUMO O termo auto-regulacao (AR) tem-se sobreposto com conceitos como funcoes executivas (FE). Este artigo tem como objetivo estabelecer uma distincao conceptual clara entre o termo AR e os construtos associados a mesma, analisando a relacao entre AR e FE e descrevendo a contribuicao das mesmas relacoes nos campos de desempenho da AR: Cognicao, comportamento e emocao. Isso foi feito atraves de
{"title":"La contribución de las Funciones Ejecutivas a la Autorregulación.","authors":"L. C. Juric, I. Introzzi, M. Andrés, Florencia Stelzer","doi":"10.7714/CNPS/10.2.206","DOIUrl":"https://doi.org/10.7714/CNPS/10.2.206","url":null,"abstract":"RESUMEN El termino autorregulacion (AR) se ha solapado con conceptos como funciones ejecutivas (FE). Este articulo tiene por objeto establecer una diferenciacion conceptual clara entre el termino de AR y los constructos asociados a la misma, analizando las relaciones entre la AR y las FE y describiendo la contribucion de las mismas en los espacios de actuacion de la AR: cognicion, comportamiento y emocion. Esto se realizo a traves de una revision de investigaciones que han abordado estas relaciones. Para esto, se efectuo una busqueda bibliografica en las bases de datos, PsycInfo, ScienceDirect y Pubmed con los terminos generales en ingles autorregulacion (self-regulation), auto-control (self-control), funciones ejecutivas (executive functions), memoria de trabajo (working memory), flexibilidad cognitiva (cognitive flexibility), inhibicion (inhibition), regulacion emocional (emotion regulation), lectura (Reading), y matematica (math) y ninos (children) combinado con el operador boleano “AND”. Los resultados de esta busqueda permitieron en primer lugar establecer diferenciaciones conceptuales entre los terminos enunciados y en segundo lugar, enumerar e identificar algunas de las principales contribuciones de las FE a la autorregulacion del comportamiento, cognicion y emocion. Palabras clave: autorregulacion; autocontrol; funciones ejecutivas; revision teorica; memoria de trabajo; flexibilidad; inhibicion ABSTRACT The term SR has been linked to concepts such as executive functions (EF), and self-control which many times have been overlapped. This article aims to establish a clear conceptual distinction between the term of SR and constructs associated with it, analyzing the relationship between SR and EF and describing the contribution made by them in the performance spaces of SR: cognition, behavior and emotion. This was done through a review of studies that have addressed these relationships. For this, a literature search was performed on PsycARTICLES, PsycINFO, PubMed and ScienceDirect with general English terms: self-regulation, self-control, executive functions, working memory, cognitive flexibility, inhibition, emotion regulation, reading and math and children combined with the Boolean operator \"AND\". The results of this search allowed in first place establish conceptual distinctions between the terms and secondly, to list and identify some of the major contributions of the EF and self-regulation to behavior, cognition and emotion. Key-words: self-regulation; self-control; executive functions; theoretical review; working memory; inhibition; flexibility RESUMO O termo auto-regulacao (AR) tem-se sobreposto com conceitos como funcoes executivas (FE). Este artigo tem como objetivo estabelecer uma distincao conceptual clara entre o termo AR e os construtos associados a mesma, analisando a relacao entre AR e FE e descrevendo a contribuicao das mesmas relacoes nos campos de desempenho da AR: Cognicao, comportamento e emocao. Isso foi feito atraves de","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2016-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71125115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fil: Aran Filippetti, Vanessa. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Oficina de Coordinacion Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicologia Matematica y Experimental ; Argentina
{"title":"Predictores de la Comprensión Lectora en Niños y Adolescentes: El papel de la Edad, el Sexo y las Funciones Ejecutivas.","authors":"Vanessa Arán Filippetti, M. López","doi":"10.7714/CNPS/10.1.202","DOIUrl":"https://doi.org/10.7714/CNPS/10.1.202","url":null,"abstract":"Fil: Aran Filippetti, Vanessa. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Oficina de Coordinacion Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicologia Matematica y Experimental ; Argentina","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71124713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolLa memoria emocional es el resultado del almacenamiento de la informacion que estuvo acompanada por factores activantes o estresantes a traves de los cuales pudo fijarse con mas facilidad. Varias investigaciones senalan que los eventos con contenido emocional se suelen recordar en mayor medida que los neutros. En este estudio se examino el impacto de la edad en la valoracion y el recuerdo de estimulos emocionales negativos en personas adultas mayores, comparando su desempeno con el de adultos jovenes. Para cumplir ese objetivo los participantes observaron 48 imagenes con contenido emocional negativo o neutro, a medida que las observaban valoraban su impacto emocional y luego, de modo inmediato, se evaluo su recuerdo. Se encontro que la retencion de las imagenes (tanto emocionales como neutras) era significativamente menor en los adultos mayores que en los jovenes. Sin embargo, en ambos grupos se mantuvo la valoracion del contenido emocional. EnglishEmotional memory is the result of storage the information that was accompanied by very stressful or arousal factors through which may be fixed more easily. Several investigations indicated that emotional events are better remembered than neutral ones. The aim of this study was to examine the impact of age on the assessment of emotional stimuli and emotional memory in elderly people, comparing their performance with that of young adults. To achieve this goal the participants watched 48 images with negative emotional or neutral content and immediately after that they performed a recall test. This study found that the retention of the information with emotional and neutral content is significantly lower in older adults. Nevertheless, in both groups the emotional assessment of the images was preserved. portuguesA memoria emocional e o resultado de se armazenar informacao que foi acompanhada pela ativacao ou estressores, atraves do qual podem ser garantidos com mais facilidade. Varios estudos indicam que os eventos tendem a se lembrar do conteudo emocional , em maior medida do que neutro. Neste estudo, o impacto da idade sobre a avaliacao ea recuperacao dos estimulos emocionais negativos em adultos mais velhos foi examinado comparando seu desempenho com o de adultos jovens. Para atender a esse objetivo os participantes observaram 48 imagens com conteudo emocional negativo ou neutro, como o valor observado seu impacto emocional e logo em seguida, sua memoria foi avaliada. Verificouse que a retencao das imagens (emocionais e neutros) era significativamente mais baixa nos idosos do que nos jovens. No entanto, em ambos grupos avaliados o conteudo emocional foi mantido.
西班牙人的情绪记忆是信息存储的结果，伴随着激活或压力因素，通过这些因素可以更容易地固定。一些研究表明，带有情绪内容的事件比中性事件更容易被记住。本研究旨在探讨年龄对老年人消极情绪刺激评估和记忆的影响，并比较他们与年轻人的表现。为了达到这个目标，参与者观察了48张带有负面或中性情绪内容的图片，当他们观察它们时，他们评估了它们的情绪影响，然后立即评估了它们的记忆。研究发现，老年人对图像(情感和中性)的记忆明显低于年轻人。然而，两组都保留了对情绪内容的评价。EnglishEmotional memory is the公诉storage the information that was附有非常stressful or arousal factors through which may be固定更加容易。一些研究表明，情绪事件比中性事件更容易被记住。本研究的目的是探讨年龄对老年人情绪刺激和情绪记忆评估的影响，将他们的表现与年轻人的表现进行比较。为了实现这一目标，参与者观看了48张带有负面情绪或中性内容的图片，并立即进行了回忆测试。该研究发现，老年人对带有情绪和中性内容的信息的记忆显著降低。然而，在这两组中，图像的情感评估都被保留了下来。葡萄牙人的情绪记忆是储存信息的结果，伴随着激活或压力源，通过它可以更容易地保证。一些研究表明，事件更倾向于记住情绪内容，而不是中性内容。在这项研究中，年龄对老年人负面情绪刺激评估和恢复的影响被检查，比较他们的表现与年轻人。为了达到这一目标，参与者观察了48张带有负面或中性情绪内容的图片，作为他们情绪影响的观察值，然后对他们的记忆进行评估。研究发现，老年人对图像(情感和中性)的记忆明显低于年轻人。然而，在两组中，情绪内容都保持不变。
{"title":"Memoria emocional en adultos mayores: evaluación del recuerdo de estímulos negativos","authors":"Nadia Justel, Eliana Ruetti","doi":"10.7714/cnps/8.1.206","DOIUrl":"https://doi.org/10.7714/cnps/8.1.206","url":null,"abstract":"espanolLa memoria emocional es el resultado del almacenamiento de la informacion que estuvo acompanada por factores activantes o estresantes a traves de los cuales pudo fijarse con mas facilidad. Varias investigaciones senalan que los eventos con contenido emocional se suelen recordar en mayor medida que los neutros. En este estudio se examino el impacto de la edad en la valoracion y el recuerdo de estimulos emocionales negativos en personas adultas mayores, comparando su desempeno con el de adultos jovenes. Para cumplir ese objetivo los participantes observaron 48 imagenes con contenido emocional negativo o neutro, a medida que las observaban valoraban su impacto emocional y luego, de modo inmediato, se evaluo su recuerdo. Se encontro que la retencion de las imagenes (tanto emocionales como neutras) era significativamente menor en los adultos mayores que en los jovenes. Sin embargo, en ambos grupos se mantuvo la valoracion del contenido emocional. EnglishEmotional memory is the result of storage the information that was accompanied by very stressful or arousal factors through which may be fixed more easily. Several investigations indicated that emotional events are better remembered than neutral ones. The aim of this study was to examine the impact of age on the assessment of emotional stimuli and emotional memory in elderly people, comparing their performance with that of young adults. To achieve this goal the participants watched 48 images with negative emotional or neutral content and immediately after that they performed a recall test. This study found that the retention of the information with emotional and neutral content is significantly lower in older adults. Nevertheless, in both groups the emotional assessment of the images was preserved. portuguesA memoria emocional e o resultado de se armazenar informacao que foi acompanhada pela ativacao ou estressores, atraves do qual podem ser garantidos com mais facilidade. Varios estudos indicam que os eventos tendem a se lembrar do conteudo emocional , em maior medida do que neutro. Neste estudo, o impacto da idade sobre a avaliacao ea recuperacao dos estimulos emocionais negativos em adultos mais velhos foi examinado comparando seu desempenho com o de adultos jovens. Para atender a esse objetivo os participantes observaram 48 imagens com conteudo emocional negativo ou neutro, como o valor observado seu impacto emocional e logo em seguida, sua memoria foi avaliada. Verificouse que a retencao das imagens (emocionais e neutros) era significativamente mais baixa nos idosos do que nos jovens. No entanto, em ambos grupos avaliados o conteudo emocional foi mantido.","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2014-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71127605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolLa funcion Ejecutiva (FE) es un constructo teorico multidimensional, definido como el conjunto de actividades que permite realizar de manera eficaz conductas con un proposito, dirigidas a una meta. El objetivo de este trabajo es explorar algunas de las habilidades cognitivas que constituyen un factor comun de funcionamiento ejecutivo en una muestra de ninos de 9 anos. Para ello se trabajo con 101 sujetos de ambos sexos, pertenecientes a escuelas privadas de la Provincia de Buenos Aires, Argentina, a quienes se administro la Bateria de Evaluacion Neuropsicologica de la Funcion Ejecutiva en ninos (ENFEN), compuesta por cuatro tareas: Fluidez (semantica y fonologica), Senderos (gris y color), Interferencia y Anillas, ademas de la tarea de Digitos hacia atras del WISC-III. Inicialmente se realizo un analisis factorial confirmatorio, que no arrojo buenos indices de ajuste, siendo Control Inhibitorio (medido por la tarea de Interferencia) la variable con menor carga factorial y no significativa. Se realizo entonces un segundo analisis en el que se excluyo dicha variable, y se encontraron excelentes indices de ajuste. Los resultados permiten concluir que a esta edad, la FE estaria compuesta, en parte, por las siguientes habilidades cognitivas: Fluidez Fonologica y Semantica, Atencion Sostenida y Selectiva, Planificacion y Memoria de trabajo, pero no asi por el Control Inhibitorio. EnglishExecutive Function (EF) is a multidimensional construct. It includes a set of abilities that allows to execute actions with a purpose, aimed to a goal, in an efficient way. The objective of this work is to explore some of the cognitive abilities that constitute a common factor for EF in 9 years-old children. The chosen instruments: Bateria de Evaluacion Neuropsicologica de la Funcion Ejecutiva en ninos (ENFEN) (Battery of Neuropsychological Assessment for Executive Function in Children), along with the Backward Digits Subtestfrom the WISC-III, were administered to 101 children from private schools of Buenos Aires State, Argentina. The ENFEN consists on EF tasks, including Phonological and Semantic Fluency, Trail Making Test versions for children (gray and colored sets), Interference Task, and Planning disc movements according to a model. An initial confirmatory factor analysis didn't show significant fit indexes, being the Inhibitory control the variable with the lower and non significant factorial weight. A second model excluding the Inhibitory control measure was conducted, and it showed excellent fit indexes. Therefore, it can be concluded that at this age, some of the cognitive abilities included on the EF are: Phonological and Semantic Fluency, Sustained and Selective attention, Planning and Working memory; which is not the case for Inhibitory Control (measured by the Interference Task in the ENFEN). portuguesA funcao ejecutiva (FE) e uma construcao teorica multidimensional, definida como o conjunto de atividades que permite realizar de maneira eficaz condut
西班牙执行功能(ef)是一个多维的理论结构，定义为一组活动，允许有效地执行有目的的行为，指向一个目标。本研究的目的是探讨一些认知技能，这些认知技能是9岁儿童执行功能的一个常见因素。为此男女工作与101人,属于阿根廷布宜诺斯艾利斯省,私立学校,他们的administro鼓Evaluacion Neuropsicologica执行函数在孩子(ENFEN),由四个任务:流动性(semantica和灰色fonologica)、小径(颜色),干扰,此外圈将任务Digitos到后面的WISC-III。在本研究中，我们分析了两种不同的因素，一种是抑制控制(通过干扰任务测量)，另一种是抑制控制(通过干扰任务测量)。然后进行第二次分析，排除该变量，并发现极好的拟合指标。结果表明，在这个年龄，信仰部分由以下认知技能组成:语音和语义流利、持续和选择性注意、计划和工作记忆，但不包括抑制控制。英语执行函数(EF)是一个多维结构。它包括一套能力，使人们能够以一种有效的方式以一种目的、一种目标执行行动。这项工作的目的是探索构成9岁儿童EF共同因素的一些认知能力。选择的工具:儿童执行功能神经心理评估电池(ENFEN)，以及WISC-III的后位子测试，已向来自阿根廷布宜诺斯艾利斯州私立学校的101名儿童实施。ENFEN包含关于EF tasks,包括Phonological和语义Fluency Test版本,仲裁案Making for children (gray and colored sets)、、干涉Task and Planning名音乐节目运动根据模型。最初的确认因子分析没有显示出显著的适合指数，因为抑制控制变量的因子权重较低且不显著。采用了不包括抑制控制措施的第二种模型，显示出良好的拟合指标。因此，可以得出结论，在这个年龄，EF所包含的一些认知能力是:语音和语义流利性、持续和选择性注意力、计划和工作记忆;这不是抑制控制的情况(以儿童的干扰任务衡量)。葡萄牙执行功能(ef)是一个多维的理论结构，定义为一组活动，允许有效地执行有目的的行为，指向一个目标。这项工作的目的是探索一些认知技能，这是9岁儿童执行功能的一个常见因素。这一自由trabalho com 101个人进行性别你两个pertencentes私人得了na省Avaliacao电池,阿根廷,布宜诺斯艾利斯的Neuropsicologica Funcao Executiva嗯Criancas (ENFEN),由quatro composto tarefas逮捕管理:冷眼(semântica e fonologica)召开,小径(cinza)、干扰和aneis alem da继承卢digitos回来给do WISC - III。首先，验证性因子分析没有产生良好的拟合指标，抑制控制(通过任务干涉测量)变异性较小，没有显著的负荷因子。第二次分析排除了该变量，发现了良好的拟合指标。结果表明，在这个年龄，ef部分由以下认知技能组成:语音和非视觉流畅性、持续和选择性注意、计划和工作记忆，但不包括抑制控制。
{"title":"Evaluación de de componentes implicados en la Función Ejecutiva en niños de 9 años","authors":"S. Reyes, J. Barreyro, Irene Injoque-Ricle","doi":"10.7714/CNPS/8.1.202","DOIUrl":"https://doi.org/10.7714/CNPS/8.1.202","url":null,"abstract":"espanolLa funcion Ejecutiva (FE) es un constructo teorico multidimensional, definido como el conjunto de actividades que permite realizar de manera eficaz conductas con un proposito, dirigidas a una meta. El objetivo de este trabajo es explorar algunas de las habilidades cognitivas que constituyen un factor comun de funcionamiento ejecutivo en una muestra de ninos de 9 anos. Para ello se trabajo con 101 sujetos de ambos sexos, pertenecientes a escuelas privadas de la Provincia de Buenos Aires, Argentina, a quienes se administro la Bateria de Evaluacion Neuropsicologica de la Funcion Ejecutiva en ninos (ENFEN), compuesta por cuatro tareas: Fluidez (semantica y fonologica), Senderos (gris y color), Interferencia y Anillas, ademas de la tarea de Digitos hacia atras del WISC-III. Inicialmente se realizo un analisis factorial confirmatorio, que no arrojo buenos indices de ajuste, siendo Control Inhibitorio (medido por la tarea de Interferencia) la variable con menor carga factorial y no significativa. Se realizo entonces un segundo analisis en el que se excluyo dicha variable, y se encontraron excelentes indices de ajuste. Los resultados permiten concluir que a esta edad, la FE estaria compuesta, en parte, por las siguientes habilidades cognitivas: Fluidez Fonologica y Semantica, Atencion Sostenida y Selectiva, Planificacion y Memoria de trabajo, pero no asi por el Control Inhibitorio. EnglishExecutive Function (EF) is a multidimensional construct. It includes a set of abilities that allows to execute actions with a purpose, aimed to a goal, in an efficient way. The objective of this work is to explore some of the cognitive abilities that constitute a common factor for EF in 9 years-old children. The chosen instruments: Bateria de Evaluacion Neuropsicologica de la Funcion Ejecutiva en ninos (ENFEN) (Battery of Neuropsychological Assessment for Executive Function in Children), along with the Backward Digits Subtestfrom the WISC-III, were administered to 101 children from private schools of Buenos Aires State, Argentina. The ENFEN consists on EF tasks, including Phonological and Semantic Fluency, Trail Making Test versions for children (gray and colored sets), Interference Task, and Planning disc movements according to a model. An initial confirmatory factor analysis didn't show significant fit indexes, being the Inhibitory control the variable with the lower and non significant factorial weight. A second model excluding the Inhibitory control measure was conducted, and it showed excellent fit indexes. Therefore, it can be concluded that at this age, some of the cognitive abilities included on the EF are: Phonological and Semantic Fluency, Sustained and Selective attention, Planning and Working memory; which is not the case for Inhibitory Control (measured by the Interference Task in the ENFEN). portuguesA funcao ejecutiva (FE) e uma construcao teorica multidimensional, definida como o conjunto de atividades que permite realizar de maneira eficaz condut","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71127939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a theoretical review whose general objective was to analyze the complex links between two frequently recurring phenomena in the field of mental health: the stress and depression, from the psychoneuroendocrinological point of view, considering the implication of the cortisol hormone on the relationship mentioned above. For this purpose we proceeded through a database search in Medline, Pubmed, Wiley Online Library, and Scielo data. It was concluded that chronic stress and some forms of depression would establish a continuum. They have neurobiological and pathophysiological basis with many similarities. In addition, a hostile environment during early childhood would increase the vulnerability to the stress and to suffering from depression in the adulthood. The epigenetic studies indicated the methylation of glucocorticoid receptor gene as mechanism associated with the development of this vulnerability. Finally, so much the psychotherapy cognitive behavioral as the administration of antidepressing medication, they have demonstrated to reach his therapeutic effects across the increase in neural plasticity on cerebral key structures in the neurobiological processes involved in the stress.
{"title":"Un análisis de las estrechas relaciones entre el estrés y la depresión desde la perspectiva psiconeuroendocrinólogica. El rol central del cortisol","authors":"Pablo Martino","doi":"10.7714/CNPS/8.1.203","DOIUrl":"https://doi.org/10.7714/CNPS/8.1.203","url":null,"abstract":"This paper is a theoretical review whose general objective was to analyze the complex links between two frequently recurring phenomena in the field of mental health: the stress and depression, from the psychoneuroendocrinological point of view, considering the implication of the cortisol hormone on the relationship mentioned above. For this purpose we proceeded through a database search in Medline, Pubmed, Wiley Online Library, and Scielo data. It was concluded that chronic stress and some forms of depression would establish a continuum. They have neurobiological and pathophysiological basis with many similarities. In addition, a hostile environment during early childhood would increase the vulnerability to the stress and to suffering from depression in the adulthood. The epigenetic studies indicated the methylation of glucocorticoid receptor gene as mechanism associated with the development of this vulnerability. Finally, so much the psychotherapy cognitive behavioral as the administration of antidepressing medication, they have demonstrated to reach his therapeutic effects across the increase in neural plasticity on cerebral key structures in the neurobiological processes involved in the stress.","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71127566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Resumen Es realmente emocionante el momento de nuestra historia que vivimos. Precisamente ahora queestamos encontrando verdaderos fundamentos sobre el funcionamiento de nuestras emociones. La exploracion neuropsicologica de los ultimos 30 anos maduro a tal punto que, como especie humana, ya conseguimos adoptar una perspectiva mas precisa sobre nuestros sentimientos y sobre como se conforman. Nuestro conocimiento moderno sobre las emociones ya no es tan nebuloso como antes. Asi, en este momento contamos con herramientas practicas para entendernos mejor a nosotros mismos, manejarnos mejor, y llevarnos mejor con los demas.
{"title":"Ciencia de las Emociones: Llego la hora de llegar a todos.","authors":"Federico Fros Campelo","doi":"10.7714/CNPS/7.2.601","DOIUrl":"https://doi.org/10.7714/CNPS/7.2.601","url":null,"abstract":"Resumen Es realmente emocionante el momento de nuestra historia que vivimos. Precisamente ahora queestamos encontrando verdaderos fundamentos sobre el funcionamiento de nuestras emociones. La exploracion neuropsicologica de los ultimos 30 anos maduro a tal punto que, como especie humana, ya conseguimos adoptar una perspectiva mas precisa sobre nuestros sentimientos y sobre como se conforman. Nuestro conocimiento moderno sobre las emociones ya no es tan nebuloso como antes. Asi, en este momento contamos con herramientas practicas para entendernos mejor a nosotros mismos, manejarnos mejor, y llevarnos mejor con los demas.","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2013-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71127879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Resumen El desarrollo y fortalecimiento del conocimiento y la ciencia basa uno de sus pilares en un fluido intercambio de los avances y descubrimientos. Si el conocimiento fluye, los descubrimientos avanzan y ello supone que resulta en una mejora de la calidad de vida de la sociedad. Justamente, el espiritu original que dio paso a las publicaciones cientificas se baso en este intento la difusion de los nuevos descubrimientos para que fuesen de conocimiento publico y asi aprovechados en el beneficio general. En la actualidad, los avances en las tecnologias de la informacion no hacen sino aumentar la velocidad y alternativas para lograr cumplir este objetivo. Pero este vertiginoso desarrollo de las tecnologias y su uso en las publicaciones cientificas trae consigo nuevos e ineludibles desafios al trabajo editorial.
{"title":"Alfabetización científica, el desafío pendiente: hacia un Índice de Impacto en la Realidad","authors":"R. Carrasco","doi":"10.7714/cnps/7.2.101","DOIUrl":"https://doi.org/10.7714/cnps/7.2.101","url":null,"abstract":"Resumen El desarrollo y fortalecimiento del conocimiento y la ciencia basa uno de sus pilares en un fluido intercambio de los avances y descubrimientos. Si el conocimiento fluye, los descubrimientos avanzan y ello supone que resulta en una mejora de la calidad de vida de la sociedad. Justamente, el espiritu original que dio paso a las publicaciones cientificas se baso en este intento la difusion de los nuevos descubrimientos para que fuesen de conocimiento publico y asi aprovechados en el beneficio general. En la actualidad, los avances en las tecnologias de la informacion no hacen sino aumentar la velocidad y alternativas para lograr cumplir este objetivo. Pero este vertiginoso desarrollo de las tecnologias y su uso en las publicaciones cientificas trae consigo nuevos e ineludibles desafios al trabajo editorial.","PeriodicalId":41916,"journal":{"name":"Cuadernos de Neuropsicologia-Panamerican Journal of Neuropsychology","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2013-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71127374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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