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Aging is an inevitable process that can be associated with cognitive impairment. Evidence about the simultaneous evaluation of psychosocial variables that could be associated with cognitive function is crucial. We aimed to determine the association between psychosocial characteristics and cognition in adults over 50 years in Mexico. The fifth round of the Mexican Health and Aging Study (MHAS) (2018) provides the basis for this paper. The study is part of a longitudinal analysis, for which wave pasting 2012, 2015, and 2018 were performed. The final sample comprised 6,709 individuals. Ten psychosocial variables were measured through scales or specific questions. Cognition was assessed with the Cross-Cultural Cognitive Examination (CCCE). Confounders included sociodemographics, multimorbidity, and functionality. The analysis was performed by adjusting the regression model. Of the total sample, 2,761 (41.1%) were men; 3,948 (58.8%) were women. The mean age was 68.2 years (SD = 8.1). Cognition is significantly affected in people with higher age (β=-1.30, Cl 95% -1.54, -.1.06 p= 0.000), less schooling (β=.559, CI 95% .498, .621 p

This paper aims to contribute to the reflection that expands and makes explicit the aspects of early motherchild bonding that favor the development of Theory of Mind (ToM). For this purpose, first, we start from the conceptualization of ToM and its understanding from the Theory of Theories and Simulation Theory, as they have been identified as the most important theoretical models that explain one of the most relevant differential capacities of the human species. Subsequently, it is proposed that this capacity emerges in the bonding context, since due to its complexity it constitutes an evolutionary advantage that favors the establishment of the social bond; for this purpose, the developments of the Attachment Theory are used. The content analysis carried out allows us to recognize that treating the child as a mental agent (intentional and with individuality) and tending to use terms of mental state in discourse, play a fundamental role in the development of children’s capacity to understand other minds, so that rather than entering into the debate of internalist or externalist perspectives on the development of ToM, the value of intersubjective experience is highlighted.

Generative AI applications enable different useful functions for learning based on the generation of content. This paper aims to offer a theoretical framework to understand them as tools for cognition (TFC), framed in the perspective of sociocultural theory and activity theory and distributed cognition. This perspective exemplifies how thought is not only packaged inside the individual's mind, but is distributed among subjects, objects, and artifacts, where tools mediate human activity and help in the executive functions of thought. The perspective of TFC embodies an educational socio-constructivist vision where learners build their knowledge with these tools, taking advantage of their affordances. It is the concept of learning "with" technology instead of the traditional vision of learning "from" technology, where technological applications are limited to providing information and evaluating the students' responses. Finally, we describe Generative AI applications as TFC following David Jonassen's pragmatic and pedagogical criteria, i.e. the capacity of knowledge representation of different subjects, the facilitation of critical and meaningful thinking (based on questioning and prompting) and how they enable complex thinking among students when used in learning tasks, only when executive functions are on the side of the learner.