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This article analyzes the link between education and work in Argentina's automotive industry. It studies the evolution of occupational dynamics, based on the characterization of educational profiles deployed in various labor segments from 2006 to 2019. The article sustains that professional training offers spaces for acquiring and/ or updating knowledge in a diversified system, with representative actors involved in the institutional mechanisms of education and work. Based on documentary analysis and the processing of secondary statistical data from official sources, the conclusions support the pertinence of institutional participation and mechanisms for defining the link between education and work, in which the development of professional training is central., Este artículo analiza el vínculo educación-trabajo en la trama automotriz argentina. Estudia la evolución de la dinámica ocupacional con base en la caracterización de los perfiles educativos desplegados en los diversos segmentos laborales dentro del periodo 2006-2019. El trabajo sostiene que la formación profesional ofrece espacios para adquirir y/o actualizar conocimientos en un esquema diversificado, con actores representativos involucrados en los mecanismos institucionales de vinculación educación-trabajo. A partir del análisis documental y el procesamiento de datos estadísticos secundarios de fuentes oficiales, las conclusiones sustentan la pertinencia de los mecanismos y participaciones institucionales para la definición del vínculo educación-trabajo, para lo cual el desarrollo de la formación profesional resulta central.

This study compares the relationship between executive functioning, analyzed with clinical and ecological tests, and math skills in preschoolers. The children (255 children 5 to 6 years old) were evaluated using neuropsychological tests of inhibition, and working memory and the TEDI-MATH to estimate basic mathematical skills. The ecological evaluation of the executive functioning by the parents and teachers was carried out with the Behavioral Rating Inventory of Executive Function (BRIEF). Compared to the ecological ratings, the neuropsychological measures show more correlations with math skills and a greater predictive capacity. The teachers' BRIEF results were superior to those of the parents. In all cases, working memory is the process that shows the greatest predictive power.

This study compares the relationship between executive functioning, analyzed with clinical and ecological tests, and math skills in preschoolers. The children (255 children 5 to 6 years old) were evaluated using neuropsychological tests of inhibition, and working memory and the TEDI-MATH to estimate basic mathematical skills. The ecological evaluation of the executive functioning by the parents and teachers was carried out with the Behavioral Rating Inventory of Executive Function (BRIEF). Compared to the ecological ratings, the neuropsychological measures show more correlations with math skills and a greater predictive capacity. The teachers' BRIEF results were superior to those of the parents. In all cases, working memory is the process that shows the greatest predictive power.

This study compares the relationship between executive functioning, analyzed with clinical and ecological tests, and math skills in preschoolers. The children (255 children 5 to 6 years old) were evaluated using neuropsychological tests of inhibition, and working memory and the TEDI-MATH to estimate basic mathematical skills. The ecological evaluation of the executive functioning by the parents and teachers was carried out with the Behavioral Rating Inventory of Executive Function (BRIEF). Compared to the ecological ratings, the neuropsychological measures show more correlations with math skills and a greater predictive capacity. The teachers' BRIEF results were superior to those of the parents. In all cases, working memory is the process that shows the greatest predictive power.

Introducción. La comprensión lectora es una actividad difícil debido a la multitud de procesos implicados. En la última década se ha analizado en la literatura especialmente el papel de los procesos de orden superior entre los que se encuentran las funciones ejecutivas, afectadas en estudiantes con trastorno por déficit de atención con hiperactividad (TDAH). Objetivo. Distinguir qué aspectos de los procesos lectores,- macroideas, inferencias, conocimientos previos e ideas literales- distinguen entre estudiantes con, TDAH, dificultades de comprensión lectora (DCL), TDAH+DCL y comparación. Muestra. Participaron en la investigación 84 sujetos de 12 a 16 años de edad, divididos en cuatro grupos equilibrados TDAH, TDAH+DCL, DCL y grupo comparación. Se evaluaron la realización de inferencias anafóricas, inferencias del conocimiento previo, ideas literales y macroideas. Análisis. Se realizaron MANCOVAS, tomando como covariable el CI debido a las diferencias estadísticamente significativas que existían entre los grupos y, posteriormente, se llevaron a cabo los ANCOVAS pertinentes y la comparación entre pares. Resultados. Los resultados muestran diferencias estadísticamente significativas entre los grupos en todas las variables analizadas menos en las inferencias basadas en el conocimiento previo., Introduction. Reading comprehension is a very complex activity due to the large amount of processes involved in it. In the last decade has been analyzed the role of higher level processes, among which are executive functions, associated with students with attention deficit hyperactivity disorder (ADHD). Aims. Identify which aspects of reading processes – macroideas, inferences, previous knowledge, literal ideas- distinguishes between students with ADHD, reading comprehension difficulties (RCD), ADHD+RCD, and comparison. Participants. Eighty-four subjects, ages 12 to 16 year old, were divided in four similar groups, ADHD, ADHD+RCD, RCD and comparison. Anaphoric inferences, knowledge-based inferences, literal ideas and macroideas were assessed through the comprehension strategies test. Analysis. MANCOVAs were conducted with IQ as a covariate due to statistically significant differences between groups, after that, ANCOVAs were conducted. Results. There were significant differences between groups in all variables analyzed, except in knowledgebased inferences.

El presente trabajo se dedica a la revisión de estrategias de tratamiento que sean útiles a todos los profesionales que trabajan con estudiantes con un trastorno por déficit de atención con hiperactividad (TDAH), o que tienen la responsabilidad de planificar programas de intervención a gran escala. La revisión no pretende ser exhaustiva, sino ofrecer un abanico de los procedimientos que han guiado nuestros trabajos sobre un problema muy complejo a lo largo de treinta años, The present study offers a review of treatment strategies that are useful to all the professionals who work with students with Attention Deficit Hyperactivity Disorder (ADHD) or are responsible for planning large-scale intervention programs. The review is not intended to be exhaustive, but rather to offer a wide range of procedures that have guided our studies about a very complex problem during the last thirty years.

The attention deficit with hyperactivity disorder has a complex negative impact on the family system that has not been thoroughly examined. This study analyzes the effects of psychosocial treatment on a wide range of aspects of family dynamics, such as to what degree the families overcome the difficulties they experience in the social and economic areas, improvements in the feelings and attitudes of the parents, or the tension between siblings or the within the couple. The purpose is also to analyze whether the presence of associated behavioral problems modulates the effects of the intervention. The participants in the study were 42 families divided into two groups, with and without treatment. The intervention included 3 programs differentiated according to the context in which they were implemented: directly with the children, with the parents and with the teachers. Each program included techniques of behavior modification, self-regulation, academic accommodations and social skills. The results show the beneficial effect of the multi-component intervention performed on all the family aspects analyzed, especially for the group of children without associated behavior problems., El trastorno por déficit de atención con hiperactividad ejerce una compleja influencia negativa sobre el sistema familiar pocas veces investigada. Este trabajo analiza los efectos del tratamiento psicosocial sobre aspectos amplios de la dinámica familiar, como el grado de superación de las dificultades que las familias experimentan en el plano social y económico, las mejoras en los sentimientos y actitudes de los padres, o la tensión entre los hermanos o la propia pareja. Se pretende analizar también si la presencia de problemas de conducta asociados modula los resultados de la intervención. Participaron en el estudio un total de 42 familias distribuidas en dos grupos, con y sin tratamiento. La intervención comprendió 3 programas diferenciados en función del contexto en el que se implementan: directamente con los niños, con los padres y con los profesores. Incluyó técnicas de modificación de conducta, autorregulación, acomodaciones académicas y habilidades sociales. Los resultados ponen de manifiesto el efecto beneficioso de la intervención multicomponente implementada, sobre todo para el grupo de niños sin problemas de conducta asociados.

In this work we analyse the academic underachievement in literacy and mathematics of attention-deficit hyperactivity disorder (ADHD). Special emphasis is placed on the dual hypothesis. Finally, we comment instructional procedures to increase academic achievement in different subjects., En este trabajo se analiza el bajo rendimiento académico en las áreas de lenguaje escrito y matemáticas de los estudiantes con Trastorno por Déficit de Atención con Hiperactividad (TDAH), haciendo especial hincapié en la hipótesis dual. Finalmente, se comentan diferentes procedimientos instruccionales para incrementar el rendimiento académico en las distintas áreas instrumentales.