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We do a synthesis about the state of knowledge related to reflection in learning: meaning, purpose and strategies. We introduce a case study in the subject Structures 1 in the Architecture degree at the University of Seville. In this subject we use problem-based learning (PBL), in which one basic component is reflection on learning, that in this case we put in to practice through reflective papers. We analyse 62 reflective papers written by the students from different academic years. We apply qualitative analysis techniques. The results allow us to detect different approaches in the students´ work and study, and strengths as well as weaknesses in teamwork. We have concluded that in our context learning self-regulation occurs individually as well as in team, and that engagement is an emotional aspect very relevant for students. Realizamos una síntesis sobre el estado del conocimiento respecto a la reflexión en el aprendizaje: significado, utilidad y estrategias. A continuación presentamos un estudio de caso en la asignatura Estructuras 1 en el grado de Fundamentos de Arquitectura de la Universidad de Sevilla. Desde su implantación utilizamos el método de aprendizaje basado en problemas (ABP), uno de cuyos componentes básicos es la reflexión sobre el aprendizaje, que este caso incentivamos con informes de reflexión. En esta comunicación analizamos 62 informes de reflexión redactados por los estudiantes en varios cursos académicos aplicando técnicas de análisis cualitativo. Los resultados permiten detectar distintos enfoques en el trabajo y estudio de los estudiantes, así como fortalezas y debilidades en el trabajo en equipo. Hemos concluido que en nuestro contexto la autorregulación del aprendizaje se produce tanto individualmente como en equipo, y que el compromiso es un aspecto emocional muy relevante para los estudiantes.

Creativity is one of the essential aspects of the architectural discipline. Along with the technical and conceptual advances, it determines the evolution and improvement of architecture as functional and aesthetic need. In our essay we try to show the importance of teachers in the development of creative thinking in their students. We describe various strategies for the development of a creative activity at students in first degree course of architecture. These strategies have their realization in direct proposals classroom of the subject Graphic Ideation that have developed in the School of Architecture and Building UPCT during 2008-2015. La creatividad constituye uno de los aspectos esenciales de la disciplina arquitectónica. Junto con los avances técnicos y conceptuales, determina la evolución y la mejora de la arquitectura como necesidad funcional y estética. En nuestra comunicación pretendemos poner de manifiesto la importancia del docente en el desarrollo del pensamiento creativo en sus alumnos. Describiremos diversas estrategias destinadas al desarrollo de una actividad creativa en los estudiantes del primer curso del grado de arquitectura. Estas estrategias tienen su concreción en propuestas directas de aula de la asignatura de Ideación Gráfica que se han desarrollado en la Escuela Técnica Superior de Arquitectura y Edificación de la UPCT durante los años 2008-2015.

[ES] Este trabajo estudia la percepción, por parte de los alumnos de estudios de Grado, de la disponibilidad de vídeos complementarios a la enseñanza en el aula, así como el momento de visualización de los mismos, con el objetivo de identificar su patrón de uso y utilidad percibida, un paso inicial hacia futuras intervenciones de flip-teaching. El análisis se ha realizado en tres grupos, uno del grado de Administración de Empresas, y dos del doble grado de Administración de Empresas y Derecho, durante el curso 2018-19, en una asignatura de tipo cuantitativo (Modelos Cuantitativos), cuyo contenido es necesario para otras asignaturas posteriores, entre ellas la de Dirección Operaciones, del tercer año del grado. El patrón de uso de los vídeos, que han recibido un total de 7281 visualizaciones, ha sido analizado mediante la metodología Box-Jenkins, ajustando un modelo tipo ARIMA e identificando los atípicos de la serie. Los resultados apuntan a que los alumnos perciben como útiles estos vídeos, aunque más como una herramienta de ayuda en la preparación de exámenes que como un instrumento para repasar los contenidos a medida que se han ido impartiendo.Todos los autores han participado en la idea, diseño del estudio, recogida y/o análisis e interpretación de los datos, en la redacción de la versión inicial del artículo así coo en la revisión crítica de su contenido intelectual, [EN] This paper analyzes the perception, on the part of Grade students, of the availability of videos complementary to classroom teaching, as well as the moment of visualization of the same, with the aim of identifying their use pattern and perceived usefulness, an initial step towards future flip-teaching interventions. The analysis has been carried out in three groups, one of the Business Administration degree, and two of the double degree of Business Administration and Law, during the academic year 2018-19, in a quantitative subject (Quantitative Models), the content of which is necessary for subsequent subjects, including Operations Management, in the third year of the grade. The use pattern of the videos, which received a total of 7281 views, was analysed using the Box-Jenkins methodology, adjusting an ARIMA model and identifying the atypical values in the series. The results indicate that the students perceive these videos as useful, although more as a tool to help in the preparation of exams than as an instrument to review the contents.All authors have participated in the idea, study design, collection and/or analysis and interpretation of the data, in the draft of the paper and in the critical review of their intellectual content

A pesar de que la ideología política es un constructo central para la psicología política contemporánea, en la literatura persisten desacuerdos respecto de su estructura y operacionalización. Teniendo esto en cuenta, el presente trabajo evalúa las propiedades psicométricas de la Escala de Ideología Política de forma operativa, es decir, contemplando los posicionamientos de las personas sobre temas políticos. Para ello, se tomó una muestra probabilística de la población de Córdoba, Argentina (N = 444) y se testearon las propiedades psicométricas de esta escala por medio de la teoría de respuesta al ítem. Como resultado, se encontró una estructura bidimensional con dos ejes independientes —conservadurismo y progresismo—, cada uno con propiedades de intervalo y ajuste del modelo satisfactorio. Como indicador de validez predictiva, los resultados de la relación de las dimensiones de ideología política con los valores sociales fueron consistentes con la evidencia empírica antecedente. En suma, si bien las propiedades psicométricas de la Escala de Ideología Política se seguirán estudiando, esta es un aporte significativo por la escasez de instrumentos de evaluación que la comprendan de un modo operativo, multidimensional y ecológicamente válido. Although political ideology is a core concept for contemporary political psychology, divergences persist in the literature regarding its structure and operationalization. This paper assesses the psychometric properties of the Escala de Ideología Política [Political Ideology Scale] operationally, that is, considering people’s positioning regarding different political issues. For this purpose, a probability sample was taken from the population of Córdoba, Argentina (N = 444) and the psychometric properties of this scale were tested by applying Item Response Theory. A two-dimensional structure with two independent axes-Conservatism and Progressivism-was found, each with interval properties and satisfactory model fit. Furthermore, political ideology was correlated with social values, in a way that is consistent with the previous empirical evidence. This provides evidence of predictive validity. In sum, although the psychometric properties of the Political Ideology Scale will be further studied, this paper represents a significant contribution, due to the scarcity of ecologically valid instruments of operational ideology. Fil: Brussino, Silvina Alejandra. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina Fil: Alonso, Daniela Rocío. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina Fil: Cupani, Marcos. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina Fil: Imhoff, Débora Soledad. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina Fil: Paz Garcia, Ana Pamela. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina Fil: Rabbia, Hugo Hernán. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina. Universidad Católica de Córdoba; Argentina

Resumen En Educación Física, el alumnado con baja competencia motriz puede verse humillado. La humillación suele quedar silenciada dentro de las personas que la sufren. Este artículo pretende sacar a la luz y reflexionar sobre los sentimientos de humillación de una alumna de Ciencias de la Actividad Física y el Deporte (CCAFD). Para ello, la alumna ofrece un relato autoetnográfico que representa sus experiencias de manera semificcional. Dentro del espectro autoetnográfico, se adopta una posición moderada. Tras justificar dicha posición, el artículo presenta algunas reflexiones acerca de cómo el campo de la educación físico-deportiva, y en particular los estudios de CCAFD, generan prácticas y sentimientos de humillación. Se destaca el rol de dos ideologías presentes en Educación Física: la ideología del rendimiento y el sexismo. El artículo concluye resaltando la necesidad de incentivar una sensibilidad ideológica que permita considerar aspectos didácticos, organizativos y evaluativos de las prácticas físico-educativas desde el prisma de la humillación. Resumo Em Educação Física, os estudantes com baixas capacidades motoras podem ser humilhados. A humilhação é frequentemente silenciada por aqueles que a sofrem. Este artigo traz à luz e reflete sobre os sentimentos de humilhação de uma estudante de Actividade Física e Ciências do Desporto (CCAFD). Para tal, a estudante oferece uma história autoetnográfica que representa as suas experiências de uma forma semificcional. Dentro do espectro autoetnográfico, é adotada uma posição moderada. Depois de justificar esta posição, o artigo apresenta algumas reflexões sobre como o campo da Educação Física e esportes, e em particular os estudos do CCAFD, geram práticas e sentimentos de humilhação. O papel de duas ideologias presentes na Educação Física é destacado: a ideologia do desempenho e o sexismo. O artigo conclui salientando a necessidade de encorajar uma sensibilidade ideológica que permita a consideração de aspectos didácticos, organizacionais e avaliativos das práticas físico-educacionais sob a perspectiva da humilhação. Abstract Students with poor motor skills may feel humiliated in PE classes, but they often supress it. This paper aims to reveal and reflect on the supressed feelings of humiliation of a Physical Education and Sport Tertiary Education (PESTE) student. In order to do so, the student offers an autoethnographic story that represents her experiences in a semi-fictional way. Within the autoethnographic spectrum, a moderate position is justified and adopted. This paper presents some reflections on how the ideologies of performance and sexism in the field of Physical Education and sport, and in the PESTE degree in particular, create practices and feelings of humiliation. The conclusions drawn from this study emphasize the need to encourage ideological sensitivity that allows considering educational, organizational, and evaluative aspects of Physical Education practices through those who may feel humiliated.

El objetivo de este trabajo es presentar una objeción a uno de los principios centrales de la Teoría Representacional de la Mente (TRM): la idea de que la noción de representación interna tiene una función primordial en la explicación de la actividad cognitiva. De acuerdo con la TRM, la vida cognitiva de un organismo consiste esencialmente en la formación, procesamiento y almacenamiento de representaciones internas. Tales representaciones son vistas como objetos o eventos concretos capaces de influir causalmente en los procesos cognitivos de los organismos. Expuesta en forma de dilema, la objeción pretende mostrar las dificultades inherentes a la postulación de representaciones internas, dada la manera en que estas representaciones y su operación han sido concebidas en el marco mismo de la TRM. La cuestión que introduce al dilema es: ¿en virtud de qué propiedades una representación interna influye en la actividad cognitiva de un organismo? Dos respuestas son posibles: en virtud de sus propiedades representacionales o en virtud de sus propiedades no representacionales. Empleando una metodología argumentativa, se mostrarán las consecuencias problemáticas de cada una de estas respuestas al dilema formulado y se discutirán dos ejemplos importantes de la literatura para ilustran estas dificultades. La principal conclusión del artículo es que la noción de representación interna es incapaz de satisfacer la función explicativa que le ha sido asignada por la propia TRM.//The aim of this paper is to present an objection to one of the main principles of the Representational Theory of Mind (RTM): the idea that the notion of internal representation has a central function in the explanation of cognitive activity. According to the RTM, the cognitive life of an organism basically consists in the formation, processing, and storage of internal representations. Such representations are viewed as concrete objects or events that are able to causally influence the cognitive processes of organisms. Presented as a dilemma, the objection aims to show the intrinsic difficulties of the postulation of internal representations, given the way in which these representations and their operation have been conceived in the framework of the RTM itself. The question that introduces to the dilemma is: in virtue of which properties does an internal representation influence the cognitive activity of an organism? Two answers are possible: in virtue of its representational properties or in virtue of its no representational properties. Employing an argumentative methodology, the problematic consequences of both answers to the dilemma will be shown and two important examples from the literature will be discussed to illustrate these difficulties. The main conclusion of the paper is that the notion of internal representation is unable to satisfy the explanatory function that has been assigned to it by the RTM itself.

Objetivo: El presente artículo de revisión, tuvo como objetivo proporcionar una puesta al día sobre la teoría e investigación sobre articulación trabajo-familia. Método: Se realizó una búsqueda bibliográfica de artículos a texto completo correspondiente a los últimos cinco años (2011-2016) en bases de datos definidas como Grupo 1 (calidad AAA) por el Conicet, utilizando los descriptores: articulación trabajo-familia, conflicto trabajo-familia, enriquecimiento trabajo-familia. Luego de delimitar los resultados en función de determinados criterios de selección, se trabajó con un total de 54 artículos.Resultados: La revisión realizada permitió sistematizar los principales mecanismos de vinculación de la interfase trabajo-familia, sus dimensiones constitutivas, las variables antecedentes y consecuentes, así como los instrumentos de medición desarrollados para evaluarla. De la misma surge que la literatura sobre el constructo ha estado dominada por la perspectiva del conflicto. A su vez, la inexistencia de un marco teórico integrador para el aspecto positivo de la articulación trabajo-familia ha dificultado las investigaciones en el área. Conclusiones: Como consecuencia, los estudiosos de la temática han comenzado a plantear que la naturaleza del fenómeno debe ser investigado a partir de las combinaciones específicas entre el conflicto y el enriquecimiento trabajo-familia. Se discuten las implicancias de los hallazgos y se realizan recomendaciones para futuras investigaciones sobre el tema. Objective: This revision paper aims to provide an update on theory and research focus on work-family interface. Method: A bibliographic research of academic full text articles over the past five years (2011-2016), in databases defined as Group 1 (AAA quality) by Conicet, using work-family interface, work-family conflict, work-family enrichment as descriptors, was made. After delimitating results according to certain selection criteria, we worked with a total of 54 papers. Results: The revision allowed to identify principal mechanisms linking work- family interface, its constitutive dimensions, antecedent and consequent variables, as well as different and usefull assessment tools developed for evaluation. This revision shows that work-family literature has been dominated by a conflict perspective. In addition, the absence of a comprehensive theoretical framework to examine the positive effects of work and family interface, has prevented related researches in this area. Conlusions: The nature of the construct should be investigated based on the specific combinations between work-family conflict and work-family enrichment. Future research could move towards a typology that incorporates different combinations of WFC and WFE, extend the scope of the model to verify its transcultural validity and validate instruments with adequate psychometric properties for such purposes. Fil: Gabini, Sebastián Manuel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; Argentina. Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Instituto de Investigaciones; Argentina

Objetivo: Conocer los indicadores de desgaste profesional y compromiso laboral en empleados públicos a partir del modelo burnout-engagement. Método: Se trata de una investigación descriptiva-explicativa. Se trabajó con una muestra intencional (n=147) de empleados que cumplen tareas administrativas en un organismo público (Mendoza, Argentina). Los datos fueron recogidos mediante un cuestionario general sobre calidad de vida laboral, donde destaca la aplicación de dos pruebas psicométricas: el Maslach Burnout Inventory ? General Survey y el Utrech Work Engagement Scale ? UWES. Resultados: se presentan los principales resultados a nivel descriptivo y explicativo de los indicadores psicosociales sobre desgaste y compromiso laboral. A nivel bivariado el análisis muestra que ambos instrumentos se hallan altamente correlacionados en sus distintas subescalas. En un análisis por conglomerados de k media, se observa que un 25,8% de la muestra presenta elevados niveles de cansancio emocional y cinismo; mientras que el resto (74,2%) se caracteriza por altos niveles de eficacia profesional y engagement. Así, el modelo burnout/engagement permite identificar dos perfiles psicosociales coexistentes que explicarían los diferentes niveles de bienestar/malestar de los empleados. Conclusiones: Los resultados obtenidos son insumos relevantes en la construcción de estrategias orientadas a la prevención del desgaste laboral como riesgo psicosocial, al fortalecimiento del compromiso laboral y el fomento de la revalorización del empleo público. Objective: This paper aims to know indicators related to burnout syndrome and work engagement shown in public employees, based on the burnout-engagement model. Method: A descriptive-explanatory research was conducted. 147 employees from a government agency (Mendoza, Argentina) were sampled. The paper includes data gathered using the Maslach Burnout InventoryGeneral Survey and Utrech Work Engagement Scale-UWES. Results: Associated to psycho-social indicators on burnout and work engagement are shown. Based on a bivariate model, the analysis shows that both instruments are highly correlated in their different sub-scales. In a cluster analysis of k media, and also, 25,8% of the sample shows high levels of emotional fatigue and cynicism; while the rest of the samples (74,2%) report high levels of professional efficacy and engagement. The burnout/engagement model allows identify two coexisting psychosocial profiles that would explain different well-being/discomfort levels of employees. Conclusions: The results are relevant inputs for the construction of strategies focus on prevention of burnout as a psychosocial risk, for the strengthening of work engagement and promotion of the revaluation of public employment. Fil: Marsollier, Roxana Graciela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Cuyo; Argentina

Fil: Carranza, Pablo Fabián. Universidad Nacional de Río Negro. Río Negro, Argentina. Fil: Sgreccia, Natalia. Universidad Nacional de Rosario. Santa Fe, Argentina. This paper is framed in a triennial Project in the area of Information and Communication Technologies (ICT) in Mathematics Education. We constituted part of a group of university teachers who engaged in a kind of training teachers in service. In particular we were interested on the use of ICT in two senses: as a communicational means (Facebook) and as a didactical tool (GeoGebra). The work consisted on constructing a process of accompaniment to teachers of Mathematics at middle schools of four localities of Argentinean Patagonia. They were distributed in two groups of two schools each one. One group treated contents of algebra y the other one of functions. The process was to co-generate didactical cycles of three phases: priori analysis, commissioning classroom and posteriori analysis. In this presentation we pay attention to some aspects of the communicational use of the ICT which were made in the algebra group, with special focus in the produced levels of confidence and autonomy. This paper is framed in a triennial Project in the area of Information and Communication Technologies (ICT) in Mathematics Education. We constituted part of a group of university teachers who engaged in a kind of training teachers in service. In particular we were interested on the use of ICT in two senses: as a communicational means (Facebook) and as a didactical tool (GeoGebra). The work consisted on constructing a process of accompaniment to teachers of Mathematics at middle schools of four localities of Argentinean Patagonia. They were distributed in two groups of two schools each one. One group treated contents of algebra y the other one of functions. The process was to co-generate didactical cycles of three phases: priori analysis, commissioning classroom and posteriori analysis. In this presentation we pay attention to some aspects of the communicational use of the ICT which were made in the algebra group, with special focus in the produced levels of confidence and autonomy.

[EN] The aim of this paper is to analyse the effect of an app on learning improvement in subjects related to Operations Management in Bachelor Degrees. We show the results of a regression analysis between the use of the app (Blunder) and the students’ grades. This initiative arises from the experience of the Research Group on Production and Information and Communication Technologies (GIPTIC-UCM) of the Complutense University of Madrid as a result of the participation in an Educational Innovation Project., [ES] El objetivo de este trabajo es analizar el efecto de una app en el aprendizaje del alumno en asignaturas de Dirección de Operaciones en los estudios de Grado. Presentamos los resultados de un análisis de regresión entre el uso de la app (Blunder) y las calificaciones de los alumnos. Esta iniciativa es el resultado de la participación del Grupo de Investigación de Producción y Tecnologías de la Información y la Comunicación (GIPTIC-UCM) de la Universidad Complutense de Madrid en un Proyecto de Innovación Educativa., Proyecto S2015/HUM-3427, Social BigData-CM. Monitorización y análisis del cambio social a partir de big data, Comunidad de Madrid y Fondo Social Europeo. Proyecto Innova-Docentia (UCM) nº 92, convocatoria 2017/18, "Una nueva forma de aprender. El uso de una app (BLUNDER) para gestionar el conocimiento con estudiantes universitarios".

11 páginas Objetivo: Describir y analizar la literatura mundial sobre los modelos de enfermería aplicados en la práctica clínica, de los últimos 20 años.Materiales y método: Revisión Integradora de la literatura referente a los modelos de enfermería aplicados a la práctica clínica que se orientó por los planteamientos de Ganong y tomó como ventana de observación 20 años, incluyendo la revisión de 17 bases de datos con el uso del Meta buscador Descubridor. Resultados: La revisión de 44 documentos refleja que cerca de la mitad son de tipo reflexivo o de revisión y dentro de las investigaciones, la mayor parte llega al nivel descriptivo. Hay predominio de estas publicaciones en le última década y en idioma inglés. El contenido de los documentos revisados refleja cuatro categorías que incluyen aspectos relativos a las generalidades de la aplicación de un modelo de enfermería en la práctica clínica, su finalidad, la forma de hacerlo y la responsabilidad en este proceso. Conclusiones: Los modelos de enfermería aplicados a la práctica clínica permiten responder a las expectativas de la sociedad, generan mayor autonomía profesional y se asocian con un mejor servicio, además de contribuir al desarrollo del conocimiento enfermero, generan aportes sólidos para innovar al cuidado de manera en respuesta a las necesidades de los usuarios. Es preciso fortalecer el empleo de modelos en la investigación para cualificar de manera continua la práctica de la enfermería en sus diferentes roles. Objective: the aim of this paper is to describe and analyze the literature on nursing models applied to clinical practice. Materials and method: integrative literature review regarding the nursing models applied to clinical practice, under the Ga-nong proposal, with an observation window of 20 years that included the review of 17 databases by using the search tool Descubridor. Results: the review of 44 documents showed that nearly half of them were papers based on a reflective analysis or a literature review. Most of the studies were descriptive. Most of the papers were published in the last decade and in English. The content identified four categories including the general applications of conceptual models in the nursing practice; why they should be implemented; How to implement the models; and finally, who should undertake the leader role in this implementation. Conclu-sions: the conceptual models applied to clinical practice are useful, important and they allowed innovation in the nursing practice. The use of conceptual models help nurses to meet the expectations of society with professional autonomy and with a better service. They contribute to the development of nursing knowledge and can generate solid contributions to innovate care in response to user needs. The use of models should be strengthen in nursing research in order to qualify continuously the nursing practice in its different roles.

Critical didactics allows addressing social issues that emerge from students’ interests and needs. To implement this proposal, digital multimodal texts can be used, as a way to access information and build knowledge. This paper is the result of a research study that aimed to assess a critical didactic proposal built on digital multimodal texts and implemented with third grade elementary students. A qualitative approach was used under an action research methodology. The information was collected from twenty third grade students of a public educational institution in the municipality of Yondo (Antioquia) through three tools, namely, a discussion group, an observation guide and a questionnaire. The results section highlights the relationship between digital multimodal texts and the social environment, the interaction with information and communication technologies, and teamwork concerning the reading behavior of digital multimodal texts among elementary students. The paper concludes that reading is a social practice for students, as long as it addresses topics of interest that allow them to participate, contribute ideas and experiences of their daily life and interact with other individual from different settings, in such a way that the environment where they live becomes a critical factor favoring their reading behavior.

This reflection paper illustrates the relevance of differentiated education in our current times, which brings to light students’ learning differences and innovative tailored-teaching approaches, leaving behind the traditional so called onesize-fits-all teaching method. The author will start by defining what differentiation is about. She will proceed by explaining the advantages of implementing differentiated education in our classrooms at all ages and subjects as well as describing potential activities to promote flexible-customized lessons based on students’ needs and varied academic performance levels. The author will end describing a set of strategies to target students’ senses, encourage problem-solving skills, support cooperative learning, and adapt assignments so learners feel capable of succeeding in an academic setting. This reflection paper illustrates the relevance of differentiated education in our current times, which brings to light students’ learning differences and innovative tailored-teaching approaches, leaving behind the traditional so called onesize-fits-all teaching method. The author will start by defining what differentiation is about. She will proceed by explaining the advantages of implementing differentiated education in our classrooms at all ages and subjects as well as describing potential activities to promote flexible-customized lessons based on students’ needs and varied academic performance levels. The author will end describing a set of strategies to target students’ senses, encourage problem-solving skills, support cooperative learning, and adapt assignments so learners feel capable of succeeding in an academic setting.

Aprendizagem e procrastinação são dois fenômenos inter-relacionados. Além disso, tanto aprendizagem quanto procrastinação parecem impactar todas as esferas da vida social moderna. O objetivo deste artigo é identificar evidências científicas do período 2005 a 2015 sobre as relações conceituais entre os dois fenômenos. Por meio de revisão sistemática da literatura é possível identificar três categorias de conceitos centrais envolvendo esses dois construtos (autoeficácia, autorregulação e o papel das emoções e dos valores do indivíduo), além do uso de ferramentas para redução da procrastinação no ambiente da aprendizagem. O artigo apresenta uma síntese das proposições elaboradas nos estudos prévios levantados sobre as relações dessas categorias com a aprendizagem e a procrastinação. Para auxiliar na apreensão das proposições apresentadas, é elaborado um mapa conceitual das relações entre os conceitos investigados pela revisão. Conclui-se que há viés epistemológico nas visões sobre os dois fenômenos, sugerindo a oportunidade de exploração do tema por meio de novas abordagens, Learning and procrastination are two interrelated phenomena. In addition, both learning and procrastination appear to impact all domains of modern social life. The paper aims at identifying scientific evidences of publications between the years of 2005 and 2015 on the conceptual relationship between both phenomena. The systematic literature review method presents three categories of core concepts involving those two constructs (self-efficacy, self-regulation and the role of individual emotions and values), and the use of tools to reduce procrastination in learning environments. The paper presents an overview of the statements presented on the previous studies about the relationship of these categories with learning and procrastination. In order to help the apprehension of the presented statements, it is developed a conceptual map of the relationships between the concepts investigated by the review. We conclude that there is a bias in the epistemological views on the two phenomena, suggesting an opportunity to explore new approaches

Frente a la objetivación excesiva de la culpabilidad que ha implicado la juridización de los procesos penales (marco legal, imputación, tribunal, juicio público y condena), este artículo se propone reivindicar la importancia de la experiencia vivida y subjetiva de la culpa como sentimiento fundante para una reorientación de la acción. Con ello se busca enfatizar el carácter imprescindible de la convicción subjetiva para los procesos de justicia y reparación. Esto se mostrará usando una metodología fenomenológico-hermenéutica (Ricoeur) que permita analizar la configuración de la conciencia moral como fruto de la tensión entre imputación-culpa y responsabilidad; para, finalmente, concluir la necesidad de pasar de la culpabilidad como remordimiento a la responsabilidad frente al otro y al futuro, la delimitación de lo que está en las propias manos y el carácter subjetivo de la responsabilidad so pena de una simulación moral.AbstractIn regards to the excessive objectification of guilt that has resulted from the juridization of criminal proceedings (legal framework, indictment, court, public trial and sentencing), this paper aims to assert the importance of the subjective experience of guilt as the basis for reorienting action. The goal is to emphasize the essential nature of subjective conviction for the processes of justice and redress. To show this, a hermeneutic phenomenological methodology(Ricoeur) is used. This approach makes it possible to analyze the configuration of moral conscience as the result of the tension between indictment-guilt and responsibility. Finally, the authors conclude that it is necessary to move from experiencing guilt as remorse to experiencing it as responsibility toward others and toward the future. Individuals should be aware of what is in their own hands and the subjective character of responsibility in order to avoid moral simulation. Frente a la objetivación excesiva de la culpabilidad que ha implicado la juridización de los procesos penales (marco legal, imputación, tribunal, juicio público y condena), este artículo se propone reivindicar la importancia de la experiencia vivida y subjetiva de la culpa como sentimiento fundante para una reorientación de la acción. Con ello se busca enfatizar el carácter imprescindible de la convicción subjetiva para los procesos de justicia y reparación. Esto se mostrará usando una metodología fenomenológico-hermenéutica (Ricoeur) que permita analizar la configuración de la conciencia moral como fruto de la tensión entre imputación-culpa y responsabilidad; para, finalmente, concluir la necesidad de pasar de la culpabilidad como remordimiento a la responsabilidad frente al otro y al futuro, la delimitación de lo que está en las propias manos y el carácter subjetivo de la responsabilidad so pena de una simulación moral.AbstractIn regards to the excessive objectification of guilt that has resulted from the juridization of criminal proceedings (legal framework, indictment, court, public trial and sentencing), this paper aims to assert the importance of the subjective experience of guilt as the basis for reorienting action. The goal is to emphasize the essential nature of subjective conviction for the processes of justice and redress. To show this, a hermeneutic phenomenological methodology(Ricoeur) is used. This approach makes it possible to analyze the configuration of moral conscience as the result of the tension between indictment-guilt and responsibility. Finally, the authors conclude that it is necessary to move from experiencing guilt as remorse to experiencing it as responsibility toward others and toward the future. Individuals should be aware of what is in their own hands and the subjective character of responsibility in order to avoid moral simulation.

El texto expone tres distintas concepciones de las emociones que hay en la filosofía de Donald Davidson, en discusión con tres conceptualizaciones filosóficas importantes sobre las mismas -- Considera el orgullo en relación con la concepción cognitivista de la emoción, la sorpresa en relación con la concepción naturalista y la sonrisa en relación con la concepción sui generis -- Se defiende que allegar el pensamiento de Davidson y las concepciones de la emoción es fructífero de ida y vuelta: enriquece los estudios sobre la naturaleza de la emoción con los conceptos davidsonianos de causalidad singular, actitud individuativa y actitud no individuativa; y enriquece la teoría de la interpretación radical incorporándole el concepto de expresión emocional., This paper explores three different conceptions of emotions we find in the work of Donald Davidson, discussing them with the three main philosophical views on emotions: the cognitivistic, the naturalistic and the sui generis -- The text considers pride in relation to the cognitivistic view, surprise in relation to the naturalistic view, and smile in relation to the sui generis view -- The main thesis of the paper is that both Davidson and the theory of emotions enrich their respective accounts when we oscillate between the two -- The theory of emotions is strengthened when we refine it with the davidsonian concepts of singular causation, and individuative and non-individuative attitudes -- The davidsonian theory of radical interpretation may be stronger if enhanced by the concept of emotional expression.

Objetivo. El presente estudio tuvo como objetivo evaluar la percepción de la creatividad del niño, sus padres y pares, y el efecto de estas percepciones sobre la producción creativa del niño en actividades de papel y lápiz. Método. Participaron 359 alumnos de 9 a 13 años de diferentes escuelas y colegios de la provincia de Entre Ríos de la República Argentina. Para conocer la producción creativa, los niños completaron la prueba de figuras del Test de Pensamiento Creativo de Torrance (TTCT, Torrance, Ball y Safter, 1992), Forma B. Para estudiar la valoración de los pares, padres y la del propio niños sobre la creatividad se aplicó: (1) el Sociograma ?Compañero creativo? , (2) la Escala de Personalidad Creadora (EPC) de Garaigordobil (2004), versión heteroevaluación a los padres o tutores y (3) la versión autoevaluación a los niños de 11 a 13 años. Resultados. Los resultados mostraron que tanto la percepción parental (F(2, 356) = 6.547, p = .002) así como la evaluación que realizan los pares (F(2, 356) = 4.895, p = .008) sobre la creatividad mejoran la producción creativa del niño en las tareas de papel y lápiz. No se encontraron diferencias significativas en la producción creativa según la evaluación del niño sobre su propia creatividad. Conclusión. Los datos muestran la importancia cardinal de los factores contextuales, particularmente la percepción de los padres y de los pares, en los procesos de formación del yo en cuanto a las competencias y habilidades que son necesarias para realizar una actividad creadora. Objective. The present study aimed at assessing the perception of creativity in children, parents and peers, as well as the effect of these perceptions on the child's creative output in paper-and-pencil activities. Method. The study involved 359 students aged 9-13 years from different schools and colleges of the province of Entre Ríos, Argentina. To know the creative production, children completed the Figural Torrance Test of Creative Thinking (TTCT; Torrance, Ball y Safter, 1992), Form B. To study the valuation of peers, parents and the own child on creativity, the Sociogram "Creative peer" for all children, the Creative Personality Scale (CPS; 2004, in its hetero-evaluation version for parents or guardians) and the Self-evaluation version for children aged 1113 years were administered. Results. The results showed that both parental perception (F (2, 356) = 6.55, p = 0.002) and peers' evaluation (F (2, 356) = 4.90, p = 0.008) on creativity improve the child's creative production in paper-and-pencil activities. No significant differences were found in the creative production according to the child's self-perception of his/her creativity. Conclusion. Data demonstrate the fundamental importance of contextual factors, mainly the perception of parents and peers in the process of the formation of the self, in terms of competencies and skills that are necessary to carry out a creative task. Escopo. O presente estudo teve como objetivo avaliar a percepção da criatividade em crianças, pais e pares, e o efeito de estas percepções sobre a produção criativa das crianças em atividade de papel e lápis. Metodologia. Participaram 359 alunos de 9 a 13 anos de idade de diferentes escolas e colégios da província de Entre Ríos da República Argentina. Para conhecer a produção criativa, as crianças completaram a prova de figuras do Test de Pensamento Criativo de Torrence Forma B. Para estudar a valoração dos pares, pais e crianças sobre criatividade foi aplicado o Sociograma "Companheiro criativo", a Escala de Personalidade Criadora (versão heteroavaliação aos pais ou tutores) e a versão auto-avaliação às crianças de 11 a 13 anos de idade. Resultados. Os resultados mostraram que tanto a percepção parental (F(2,356) = 6.55, p = 0.002), assim como a avalição que foi feita pelos pares (F(2,356) = 4.90, p= 0.008) sobre a criatividade melhoram a produção criativa da criança em tarefas de papel e lápis. Não foram achadas diferenças significativas na produção criativa segundo a avalição da criança sobre sua própria criatividade. Conclusão. Os dados mostram a importância cardinal dos fatores contextuais, particularmente, a percepção dos pais e dos pares nos processos de formação do Eu em quanto às competências e habilidades que são necessárias para fazer uma atividade criadora. Fil: Krumm, Gabriela Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina Fil: Vargas Rubilar, Jael Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina Fil: Lemos, Viviana Noemí. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina Fil: Oros, Laura Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina

La presente investigación de carácter historiográfico examina un momento particular de la trayectoria científica de María Martina Casullo (1940-2008). En primer lugar, se revisan sus estudios sobre los factores de riesgo en adolescentes realizados desde una perspectiva epidemiológica-preventiva a partir del año 1985. En segundo lugar, se analiza cómo dichos estudios epidemiológicos sobre depresión, riesgo suicida y malestar psicológico en adolescentes fueron el puntapié inicial para el análisis de los procesos salugénicos ó protectores que impedían que las personas enfermaran aún frente a situaciones ambientales adversas. Finalmente, se concluye que estas investigaciones constituyen el principal antecedente del campo que posteriormente Casullo definiera como psicología salugénica ó positiva en la Argentina a finales del siglo XX. De esa manera, se cuestiona críticamente la tendencia naturalizada y whig que no se ha interesado en hallar las condiciones ideológicas y políticas de la emergencia de la psicología positiva. The purpose of this historiographic paper is to carry out a critical analysis about one particular moment of the scientific trajectory of María Martina Casullo (1940-2008). In the first place, the article reviews her studies about the risk factors in adolescents from an epidemiologic-preventive approach since 1985. Secondly, the work points out how these epidemiologic studies concerning depression, suicidal risk and psychological unease were the kickoff for the analysis of the salutogenic or protective processes that pre- vent people to fall ill even when facing adverse environmental situations. Finally, this study concludes that these researches are the main record of the field that subsequently Casullo defined as salutogenic or positive psychology in Argentine at the end of 20th century. Thus, this paper critically analy- zes the naturalized and whig tradition in psychology that has neglected the ideological and political conditions of the emergence of positive psychology. Fil: Mariñelarena-dondena, Luciana. Universidad Nacional de San Luis; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico San Luis; Argentina

Este trabajo explora el uso de las expresiones lingüísticas de humor como herramienta interaccional en la conversación, en relación al género de los participantes y la relación social que los une. Mientras que hace algún tiempo se aludía a la falta de sentido del humor por parte de las mujeres, hoy está claro que las mujeres, al igual que los hombres, usan el humor como estrategia fundamental en la interacción. Desde este punto de vista interaccional, se ha aludido además a la importancia de factores sociales y contextuales en la producción e interpretación del humor. En este trabajo nos centramos en la relación social que mantienen los hablantes como elemento que condiciona su conducta discursiva y que por lo tanto puede afectar al uso de las expresiones de humor. A partir de los datos de conversaciones semidirigidas, mantenidas por dos parejas de mujeres, dos parejas de hombres, una pareja mixta y dos grupos de hombres y mujeres, a los que les unen distintas relaciones, analizamos el humor como estrategia discursiva. Teniendo en cuenta que el recurso al humor presenta variaciones individuales, vemos cómo tanto mujeres como hombres lo utilizan fundamentalmente como herramienta para el fortalecimiento de la relación social. Asimismo el grado de fortaleza de los vínculos entre ellos permite un mayor o menor despliegue del modo humorístico de interacción. This paper explores the use of linguistic expressions of humor as an interactional tool in conversation, according to the gender of the participants and the social relationship held between them. While early studies argued that women lacked a sense of humor, it is now clear that both women and men use humor as a key strategy in interaction. Besides gender, from an interactional perspective, other social and contextual factors have been claimed to play an important role in the use of humor. In this paper we focus on the social relationship held between speakers as an element that determines their linguistic behavior and which can therefore affect their use of humor in interaction. From semi-structured conversations maintained by two pairs of women, two pairs of men, a couple and two mixed groups of men and women, we analyze the use of humorous expressions as an interactional strategy. Bearing in mind that the use of humor is highly constrained by individual variation, we see how both women and men use humorous expressions primarily as a way of strengthening their social relationships. Also the strength of the bonds holding between them allows them to use a more humorous or a more serious mode of communication.

as pessoas com deficiência física ou mental têm direito a ser inseridas no mercado de trabalho para exercer seu papel como cidadãos ativos, independentes e com um nível de qualidade de vida adequado, o que constitui um autêntico desafio ao qual devemos responder. No caso deste estudo, nos limitamos ao tema deficiência intelectual. No que diz respeito ao âmbito educativo, os Programas de Qualificação Profissional Inicial (PCPI), na modalidade de Aula de Formação Específica, oferecem una formação adequada ao patamar de competências sociais, pessoais e laborais para este coletivo. Neste trabalho, apresentamos os resultados da aplicação de um Itinerário de Inserção Laboral, dentro do quadro de um projeto europeu, no qual participaram estudantes de três centros educativos da Finlândia, Espanha e Dinamarca, assim como as suas respetivas famílias. Para conhecer o grau de ajustamento ao trabalho destes jovens, estes responderam ao Work Adjustment Inventory-WAI (Inventário de Ajustamento ao Trabalho) e também entrevistamos as suas famílias. Os resultados permitiram saber que o itinerário de inserção laboral desenhado constitui uma oferta formativa adequada para os estudantes em questão, enfatizamos que o grau de adaptabilidade ao trabalho está relacionado com o nível de atividade, empatia, sociabilidade e assertividade de cada pessoa. As entrevistas possibilitaram a identificação do perfil das famílias destes estudantes e identificar as suas expectativas em relação ao futuro dos seus filhos e filhas. Entre as conclusões alcançadas, destacam-se as altas expectativas das famílias no que diz respeito à inserção dos seus filhos, assim como o alto nível de avaliação relativamente ao itinerário desenhado como estratégia fundamental para conseguir lograr uma formação integral e uma inserção sócio-laboral adequada. People with mental or physical disabilities have the right to join the labour market in order to be active, independent citizens with a sufficient standard of living, which is a challenge that must be met. In this paper we discuss the theme of intellectual disability. In terms of education, the Specialised Workshops included in Initial Professional Qualification Programmes (PCPI for its initials in Spanish) offer suitable training in social, personal and work skills for this group of people. The results of applying a Job Placement Itinerary within a European project framework, which involved students from three schools in Finland, Spain and Denmark as well as their families, are presented in this paper. To measure the degree of work adjustment these young people have responded to the Work Adjustment Inventory-WAI and their families were interviewed. The results have determined that the designed job placement itinerary constitutes a suitable training option for these students and emphasized that the degree of work adjustment is related to the individual’s level of activity, empathy, sociability and assertiveness. Through the interviews it was possible to identify the profile of these students’ families and their expectations about the future of their children. The final conclusions underscore the high expectations of families for the inclusion of their children, as well as the high value placed on the designed itinerary as a key strategy for more comprehensive training and suitable social and labour integration.

Frente a tres décadas de objeciones a la concepción expresiva de las normas, tal como fue presentada por Alchourrón y Bulygin, el autor de este trabajo pretende demostrar, primero, que un expresivista que asumiera la propuesta de los dos maestros argentinos puede dar cuenta de los estados de cosas facultativos sin introducir incoherencias dentro del sistema normativo; segundo, que también puede describir con éxito el contenido proposicional de una metarregla sin dar contenido semántico al indicador de fuerza (normativa) de la regla-objeto; y tercero, que puede dar cuenta de una clausura permisiva aun cuando niegue la autonomía conceptual de los actos de permisión. A partir de estas demostraciones, el trabajo cierra sugiriendo una solución para una adecuada representación expresivista de las normas condicionales. Against three decades of objections made to the expressive conception of norms as presented by Alchourrón and Bulygin, the author of this paper purports to demonstrate, first, that their Expressivist accounts for facultative states of affairs without introducing inconsistencies into the normative system; second, that she can successfully describe the propositional content of a meta-rule without semanticizing the indicator of (normative) force of the object-rules; and third, that she can give an account of permissive closure even if she does not grant conceptual autonomy of acts of permitting. On the basis of these demonstrations, the author closes the paper with a suggestive solution for an adequate expressivist representation of conditional norms.

El presente artículo busca establecer la vigencia y aplicabilidad del Inventario Multifásico de Personalidad de Minnesota. Para dicho efecto se realizó un estudio de revisión sistemática en donde se encontraron 452 artículos que cumplían con los criterios de inclusión de la investigación en el periodo 2000-2010, no obstante se determinó tomar una muestra proporcional del 10 % por cada uno de los años encontrados, quedando en total 46 artículos. Se encuentra un uso constante del instrumento, en donde existen múltiples investigaciones en diversas áreas. La prueba obtiene buenas propiedades psicométricas, además de estar avalada por varias revisiones sistemáticas. Se discute el uso dado a la prueba, en donde se obtiene evidencia amplia de su utilidad, así como también se discute que los análisis del instrumento sean en muchas investigaciones mediante clústeres. This paper seeks to establish the validity and enforceability of Minnesota Multiphasic Personality Inventory. To this end, a systematic literature review was performed. 452 papers that met the inclusion criteria of research in 2000-2010 were found. However we determined to use a proportional sample of 10 % for each years , leaving a total of 46 articles. We found a constant use of the instrument, with research being done in various areas. The test has good psychometric properties, in addition to being endorsed by several other systematic reviews. We discuss the use made of the evidence, and we find that the instrument has broad utility, and also discuss the analysis of the instrument in many studies through clustering.

En este escrito reflexionaremos acerca de interpelaciones que corporalidades dislocadas de la ostensiva heteronormatividad realizan a las instituciones educativas, abriendo posibilidades para estirar y desbordar los límites epistemológicos y habilitar acciones pedagógicas y políticas en su interior. Las especulaciones que propondremos están situadas en perspectivas político epistemológicas feministas, queer y decoloniales, engarzadas con y entre nuestras prácticas en el activismo feminista y en nuestro trabajo en el campo de la formación docente en instituciones educativas públicas. El texto consta de tres partes. En la primera, configurada como una breve genealogía, nos detendremos en aportes del feminismo radical, en tanto abrevamos de ellos para politizar nuestra mirada del mundo y sus relaciones. Lo hacemos sin rehuir algunas menciones críticas que mereció esta perspectiva feminista. En la segunda, traeremos líneas de pensamiento construidas a partir de un proyecto de extensión: Por una educación pública antidiscriminatoria, no androcéntrica, no sexista, no heterosexista; de un trabajo de investigación: Aproximaciones al estudio del movimiento sexo-genérico en Argentina; y de intervenciones institucionales desarrolladas en la Universidad Nacional del Comahue y en el Instituto de Formación Docente n.º 12 de Neuquén. En la tercera, proyectamos algunos interrogantes en la búsqueda constante por dinamitar las ficcionales fronteras de la heteronormatividad en las aulas, para una pedagogía otra, para una pedagogía transgresora al decir de Deborah Britzman. Neste texto realizaremos reflexões sobre as interpelações que as corporalidades deslocadas da ostensiva heteronormatividade realizam sobre as instituições educacionais, criando possibilidades para distender e transbordar os limites epistemológicos, além de possibilitar ações pedagógicas e políticas em seu interior. As especulações que propomos neste texto estão situadas nas perspectivas político-epistemológicas feministas, queer e anticoloniais, entrelaçadas com/entre nossas práticas no ativismo feminista e em nosso trabalho no campo da formação docente em instituições educacionais públicas. O texto é composto por três partes. Na primeira, configurada como uma breve genealogia, iremos nos deter nas questões do feminismo radical, abreviando a exposição para politizar nosso olhar sobre o mundo e suas relações, o que fazemos sem deixar de mencionar algumas críticas a esta perspectiva feminista. Na segunda, traremos reflexões construídas a partir de um projeto de extensão intitulado Por una educación pública antidiscriminatoria, no androcéntrica, no sexista, no heterosexista; além de uma pesquisa intitulada Aproximaciones al estudio del movimiento sexo-genérico en Argentina e intervenções institucionais desenvolvidas na Universidad Nacional del Comahue e no Instituto de Formación Docente n.º 12 de Neuquén. Na terceira parte, interrogamos sobre uma busca constante por dinamitar as fronteiras fictícias da heteronormatividade nos cursos de formação, para pensarmos uma pedagogia outra ou uma pedagogia transgressora, segundo Deborah Britzman. In this paper we will reflect upon the interpellations which dislocated corporealities from ostensive heteronormativity perform in relation to educational institutions, opening possibilities to stretch and overflow epistemological limits and to enable pedagogical and political actions inside them. These speculations are grounded on queer and postcolonial epistemological political feminist perspectives, linked with and amongst our practices in feminist activism, in addition to our work in the field of teacher training in institutions of public education. This paper consists of three parts. In the first one, configured as a brief genealogy, we focus on the contributions of radical feminism, since we are nourished by them in order to politicize our gaze of the world and of their relationships. In this section, we do not avoid mentioning some critical remarks that this feminist perspective deserves. In the second part, we bring up some lines of thought formulated in an extension project entitled Concerning anti-discriminatory, non-androcentric, non-sexist, non-heterosexist public education. This extension project is itself part of the research project Approaches to the study of sex-gender movements in Argentina and of some institutional interventions developed at the National University of Comahue and the Institute of Teacher Education n. 12 of Neuquén. Finally, in the last and third section we propose some critical questions oriented by our steady intention of exploding the fictional boundaries of heteronormativity in classrooms towards "another" pedagogy, that is, a transgressive pedagogy, like Deborah Britzman says.

Resumen Este trabajo presenta una tipificación de los perfiles pedagógicos del profesorado de Educación Física en escuelas multiculturales a partir de sus percepciones, su intervención pedagógica y su trayectoria profesional. Para ello, se ha realizado un estudio de casos múltiple, con doce docentes de escuelas públicas de Barcelona con más del 50% de alumnado inmigrante. Las técnicas de investigación han sido la entrevista semiestructurada y la observación no participante, junto con el correspondiente análisis de contenido. Los datos recogidos, analizados desde la óptica intercultural, han permitido establecer tres perfiles docentes: el “sensible-inclusor”, el “romántico-asimilador” y el “quemado-prejuicioso”. Esta tipificación permite reconocer la diversidad de posturas existentes entre el colectivo profesional y analizar las necesidades formativas y de apoyo más oportunas en cada caso. Resumo Este artigo apresenta uma classificação dos perfis pedagógicos dos professores de Educação Física de escolas multiculturais a partir de suas próprias percepções, de sua intervenção pedagógica e de sua trajetória profissional. Foi realizado um estudo de casos múltiplos com 12 professores que trabalham em escolas públicas de Barcelona, com mais de 50% de estudantes imigrantes. As técnicas de investigação utilizadas foram entrevistas semiestruturadas e observações não participantes, juntamente com a Análise de Conteúdo correspondente. Os dados recolhidos a partir da ótica intercultural permitiram estabelecer três perfis docentes: o “sensível inclusivo”, o “assimilador romântico” e o “queimado-preconceituoso”. Essa classificação permite reconhecer a diversidade de posturas existentes nesse coletivo profissional e analisar as necessidades formativas e de suporte mais oportunas em cada caso. Abstract This paper presents a categorization of pedagogical profiles of Physical Education teachers in multicultural schools, based on their perceptions, pedagogical interventions and professional histories. A multiple case study was conducted with twelve teachers from public schools in Barcelona where over 50% of students were immigrants. The study used semi-structured interviews and non-participant observation, and then conducted the corresponding content analysis. The data collected were analysed from the cross-cultural point of view, and three teacher profiles were established: “sensitive-inclusive”; “romantic-assimilator”; and “stressed out-prejudiced”. This classification allowed us to recognize the diversity of attitudes among these professionals and to analyze the most appropriate training and support needs for each case..

El trabajo retoma y sintetiza investigaciones que han recuperado el sistema de análisis de la práctica educativa propuesto por Sánchez Miguel y colaboradores, con el propósito de indagar situaciones de lectura en clase. El sistema, utilizado principalmente en el nivel primario, diferencia unidades y dimensiones de análisis. Para alcanzar el objetivo propuesto se realizó una búsqueda de artículos en bases de datos y se seleccionaron nueve estudios, que fueron analizados considerando su fundamentación teórica, el enfoque metodológico y los resultados obtenidos. Las investigaciones se centran en la comprensión de textos, distinguiéndose entre la enseñanza explícita de estrategias y la instrucción implícita mientras se aprende sobre los contenidos. La lectura es reconocida como una actividad típica de aula en la que predominan los episodios de lectura en voz alta y de interpretaciónevaluación. La lectura con ayuda es fundamental cuando los estudiantes aún no dominan los complejos procesos implicados en la comprensión., O trabalho retoma e sintetiza pesquisas que recuperaram o sistema de análise da prática educativa proposta por Sánchez Miguel e colaboradores, com o objetivo de investigar situações da leitura em sala de aula. O sistema diferencia unidades e dimensões de análise e foi utilizado principalmente no nível primário. Para atingir o objetivo proposto, foi realizada uma busca de artigos nas bases de dados e selecionados nove estudos, os quais foram analisados considerando sua fundamentação teórica, o enfoque metodológico e os resultados obtidos. As pesquisas visam à compreensão de textos, se distinguindo entre o ensino explicito de estratégias e a instrução implícita enquanto se aprende sobre os conteúdos. A leitura é reconhecida como uma atividade típica de sala de aula na qual predominam os episódios de leitura em voz alta e interpretação-avaliação. A leitura com ajuda é fundamental quando os estudantes ainda não dominam os complexos processos implicados na compreensão., This paper takes up and synthesises research that has employed the system of analysis of educational practice proposed by Sánchez Miguel and collaborators, with the aim of investigating reading situations in the classroom. The system, mainly used at primary level, differentiates units and dimensions of analysis. In order to achieve our objective, we searched for articles in databases and selected nine studies, which were analysed in terms of their theoretical basis, methodological approach and the results obtained. The research focuses on text comprehension, distinguishing between explicit teaching of strategies and implicit instruction while learning about content. Reading is recognised as a typical classroom activity in which reading aloud and interpretation-evaluation episodes predominate. Reading with assistance is essential when students have not yet mastered the complex processes involved in comprehension., Facultad de Psicología

El propósito de este artículo es estudiar la adopción de los Servicios de Redes Sociales (SRS) por parte de integrantes de la generación Y. Se presenta la validación empírica de un modelo teórico que explica el uso de los SRS como resultado de antecedentes individuales que afectan la percepción de su utilidad. El resultado del trabajo de campo realizado con una muestra de 771 usuarios de SRS fue analizado en un modelo de ecuaciones estructurales basado en PLS (Partial Least Squares). El análisis de estos datos soporta el modelo teórico que explica el uso de SRS en función de la percepción de su facilidad de uso y de la percepción de su utilidad. Adicionalmente, el modelo explica que la percepción de su utilidad es consecuencia de la percepción del grado de identidad social, altruismo y telepresencia. The purpose of this paper is to study the adoption of Social Networking Services (SNS) by members of generation Y. The paper shows an empirical validate of a theoretical model that explains the use of SNS as a result of individual antecedents that affect the perception of its usefulness. The result of the fieldwork with a sample of 771 SNS users was analyzed in a structural equation model based on PLS (Partial Least Squares). The analysis of this data supports the theoretical model that explains the use of SNS in terms of perceived ease of use and perceived usefulness. Additionally, the model explains that the perception of usefulness is due to the perception of the degree of social identity, altruism, and telepresence.

The main goal of this paper is to study the vitality of the subjunctive in theSpanish speech of Mexico City and find alternations with the indicative. To this purpose 1164 samples of subjunctive forms in 18 speakers from the Sociolinguistic Corpus of Mexico City were examined. As linguistic variables, tense, the conventionality of the construction, the form of the utterance, its syntactic context, and main semantic-pragmatic values were analyzed; polarity, factuality, probability, assertiveness and interchangeability with the indicative were also taken into account. The sociolinguistic variables considered were level of education, age, and gender. The study reaffirms the full vitality of the subjunctive (especially in people with more education, youth and women). The most common subjunctive tenses are the present and the past. Syntactic contexts and semantic and pragmatic values are important to characterize the use of the subjunctive, but in order to understand the alternation with the indicative, it is necessary to consider the factuality, probability and assertiveness involved in each specific instance. More detailed study of the 439 cases of relative interchangeability with the indicative could be carried out.The main goal of this paper is to study the vitality of the subjunctivein theSpanish speech of Mexico City and find alternations with theindicative. To this purpose 1164 samples of subjunctive forms in18 speakers from the Sociolinguistic Corpus of Mexico City wereexamined. As linguistic variables, tense, the conventionality of theconstruction, the form of the utterance, its syntactic context, andmain semantic-pragmatic values were analyzed; polarity, factuality,probability, assertiveness and interchangeability with the indicativewere also taken into account. The sociolinguistic variables consideredwere level of education, age, and gender. The study reaffirms the fullvitality of the subjunctive (especially in people with more education,youth and women). The most common subjunctive tenses are thepresent and the past. Syntactic contexts and semantic and pragmaticvalues are important to characterize the use of the subjunctive, but inorder to understand the alternation with the indicative, it is necessaryto consider the factuality, probability and assertiveness involved ineach specific instance. More detailed study of the 439 cases of relativeinterchangeability with the indicative could be carried out.

This paper examines dating violence from an anthropological point of view. We use Mary Douglas cultural theory as conceptual framework. Narratives of four young women who suffered dating violence are analyzed. They represent the four thought styles of cultural theory: individualistic, fatalistic, hierarchical and egalitarian. The aim of this paper is to show how the way these women understand social relations (cultural bias) affects the form they organize their relationships (behavioral strategy) and their interpretation of their experiences as battered women (narrative identity). Information has been collected through in-depth personal interviews. Narrative analysis shows how cultural preferences are related to the approval or disapproval of using violence in intimate partner relationships, to the aggressions suffered during romance, and to the way of understanding and interpreting them. Individualistic and hierarchical people accept to employ instrumental violence in intimate partner relationships. On the contrary, egalitarians are entirely against of it. Isolated persons generally try to avoid it, although they do not consider its use discordant with their style of thought. Conclusions in this study point to the necessity of taking into account cultural preferences of women who suffer aggressions by their intimate partners, when it comes to design interventions or primary prevention programs with adolescents and young people.

This paper is a summary of certain aspects within the field of graphoanalysis applied for educational purposes, specifically focussing on detecting alarm signs in school handwriting. Graphic and writing processes compatible with normality, as well as those removed from that, are defined in the paper. This paper concludes with a classification which allows us to produce a written, graphical analysis of such signs in the academic field.

The term standardization has been used in a number of different ways in psychological research, mainly in relation to standardization of procedure, standardization of interpretation and standardization of scores. The current paper will discuss the standardization of scores in more detail. Standardization of scores is a common praxis in settings where researchers are concerned with different response styles, issues of faking or social desirability. In these contexts, scores are transformed to increase validity prior to data analysis. In this paper, we will outline a broad taxonomy of standardization methods, will discuss when and how scores can be standardized, and what statistical tests are available after the transformation. Simple step-by-step procedures and examples of syntax files for SPSS are provided. Applications for personality, organizational and cross-cultural psychology will be discussed. Limitations of these techniques are discussed, especially in terms of theoretical interpretation of the transformed scores and use of such scores with multivariate statistics. El término de estandarización ha sido usado en varias formas en la investigación psicológica, principalmente en relación con la estandarización de procedimientos, estandarización de la interpretación, y estandarización de puntuaciones. El presente artículo se enfoca en el último tipo de estandarización. La estandarización de puntuaciones es una práctica común en escenarios donde los investigadores se interesan por ejemplo en diferentes estilos de respuestas. En este contexto, las puntuaciones son transformadas para incrementar su validez previa al análisis de datos. En este artículo delineamos una amplia gama de métodos de estandarización, discutimos cuándo y cómo las puntuaciones pueden ser estandarizadas, y qué pruebas estadísticas existen para tratar datos transformados. Se proveen procedimientos paso a paso y ejemplos en SPSS. Se discuten las aplicaciones de este procedimiento en investigación en personalidad, psicología organizacional y psicología transcultural. También se discuten las limitaciones de estos métodos, especialmente en relación con la interpretación de puntuaciones transformadas y su uso en estadística multivariada.

Los estudios de cortesía atribuyen al español un modelo de cortesía positiva y, algunos, le imputan los efectos de la denominada confianza, esto es, del fenómeno etnolingüístico merced al cual los hablantes procuran adoptar unos hábitos lingüísticos propios de un contexto familiar, so pretexto de mostrar una actitud positiva. Este artículo pretende contender la tesis de que el español peninsular se rige por un modelo de cortesía que procura transmitir confianza. Luego de revisar la bibliografía al respecto, se cuestionan las hipótesis respecto de la confianza y se cotejan algunos usos pragmalingüísticos españoles con el inglés, el danés y el portugués: con el inglés y el danés puesto que, según estudios realizados, en contextos de formalidad, ingleses y daneses valoran la actitud positiva (léase colaborativa) de sus interlocutores sobre cualesquiera otras cualidades; con el portugués a fin de demostrar que los usos españoles no son comunes a otras lenguas romances. Vistas las discrepancias del español con estas otras lenguas, se aboga por trascender las conclusiones anteriores, para lo cual se propone la social norm view de Fraser. Research suggests that Spanish has a model of positive politeness. Some linguists have further argued that Spanish politeness is amenable to the so called confianza, or trustfulness — i.e. the ethnolinguistic phenomenon which compels the speakers to use familiar/colloquial rhetorical strategies, so as to display a positive attitude. This paper seeks to discuss the naturalisation of such confianza in Spanish linguistics; it will compare a number of pragmalinguistic examples in Spanish, English, Danish and Portuguese — according to previous cross-cultural research, English and Danish professional negotiators value positive attitude before any other criteria; a comparison with Portuguese will also prove that Spanish politeness does not at all coincide with politeness in other romance languages. In the light of the pragmalinguistic differences pinpointed, this paper will suggest that Spanish politeness studies should allow for Fraser's social norm view.

Este artículo revisa las acepciones comunes de los términos "cuerpo" y "corporalidad", las distingue y las sitúa en la vivencia de la imagen corporal femenina actual. Desde este análisis, propone algunas explicaciones en torno del culto al cuerpo, la vigorexia y los trastornos alimentarios. Concluye proponiendo un viraje desde la somatolisis actual a un proceso de integración cuerpo-corporalidad This paper review the common definitions of body and corporality. These are distinguished and settled in the current feminine corporal image. From this analysis it proposes some explanations in relation to the body worship, the "vigorexia" and the alimentary disorders. This paper concludes proposing a change from the current "somatolysis" to an integrative process of the body and corporality Este artigo revisa os conceitos comuns dos termos "corpo" e "corporalidade", as distingue e as situa na vivência da imagem corporal feminina atual. Desde esta análise, propõe algumas explicações em torno ao culto do corpo, a anorexia e os tanstornos alimentares. Conclui porpondo um olhar a partir da "somatolises" atual a um processo de integração corpo-corporal

Fil: Tuñón, Ianina. Pontificia Universidad Católica Argentina. Observatorio de la Deuda Social Argentina; Argentina Fil: Martínez, Carolina Emilia. Pontificia Universidad Católica Argentina. Observatorio de la Deuda Social Argentina; Argentina Resumen: Se caracteriza el fenómeno del colecho en términos sociodemográficos, socioeconómicos y en relación con las vulnerabilidades específicas de los hogares, tales como la violencia intrafamiliar y los consumos nocivos. A través de la Encuesta de la Deuda Social Argentina y un análisis multivariado cuantitativo, se abordan los siguientes interrogantes: ¿el colecho es una práctica asociada únicamente a los bebés?, ¿resulta más frecuente en contextos de pobreza o se trata de una práctica que atraviesa a diferentes infancias? Se concluye que el colecho no es un fenómeno exclusivo de los y las bebés; que en la adolescencia es más regresivo para las mujeres y que el factor socioeconómico remite a un «colecho forzoso» que se especifica en interacción con el hacinamiento, la monoparentalidad, los consumos nocivos y la violencia intrafamiliar. Abstract: This paper analyses the phenomenon of bed-sharing in terms of sociodemographic and socioeconomic variables, but also considers specific vulnerabilities like domestic violence and addictions. It is worth examining whether this practice is associated only with babies, or else if vulnerable contexts also have an impact on children’s and adolescent’s co-sleeping. The information was obtained through Social Debts in Argentina Survey, and this quantitative research concludes that in this country not only early years bed-share, the phenomenon impairs teenage girls more often and that the socioeconomic factor plays a decisive role. For this reason, we propose the term “forced-bed-sharing”, which refers to when co-sleeping is intensified by variables like overcrowding, single-parent family type, addictions and domestic violence. Resumo: O artigo caracteriza o fenómeno do co-leito considerando variáveis sócio demográficas e socioeconómicas, mas também vulnerabilidades específicas como a violência doméstica ou vícios. Neste contexto, perguntamo-nos: associa-se só aos bebés? Tem mais frequência em condições de vulnerabilidade? Esta prática tem um impacto ou motivações diferentes em relação ás características das crianças? A informação foi obtida através do Questionário da Dívida Social Argentina, e o desenho de pesquisa quantitativo conclui que não é somente um fenómeno exclusivo da primeira infância, na adolescência é mais frequente em meninas e que o fator socioeconómico é decisivo. Por isso, propomos o termo “co-leito forçoso”, que refere a quando a regularidade da cama compartilhada se intensifica por variáveis como a superlotação, o tipo de família monoparental, vícios e violência doméstica

Mental disorders, including substance abuse, are part of the Mexican epidemiologic scenario and will remain so during several decades. They may even become more prominent as causes of disease, disability, and death in our country. It is thus imperative to frame appropriate management strategies to curb these problems without delay. This paper aims at outlining epidemiology of mental diseases as a field of study, and to identify its limitations. Emphasis is made on common elements shared with other more traditional fields of epidemiology, as well as on the specific contributions made by this particular field to epidemiology and to psychiatry in general. This paper describes the main study designs and problems in this field of epidemiology, its usefulness in prevention actions, and future challenges. A unique characteristic of mental disorder epidemiology is that its target diseases manifest in two levels: behaviorally (for example, compulsive hand-washing) and as an element of the individual's mental life (e.g., obsession with bacteria being a constant, omnipresent health threat). It follows that much of the knowledge currently available on the phenomena of mental disorders in general is based on the self-reported insight of individuals. Trained clinicians have collected such reports by interview or with standardized questionnaires. This field of epidemiology is characterized by having two-sides: a mental disorder is a problem in and of itself, causing suffering and prompting the search for specialized care, as it has peculiar clinical manifestations. On the other hand, mental disorder epidemiology also focuses on determining factors (drug use, abuse, or addiction) and on the way these independent variables result in certain processes and outcomes (such as accidents, homicide, suicide, liver cirrhosis, etc.). Finally, the epidemiology of mental disorders has also been set apart by its focus in series of processes that are not suitably classified as syndromes, but which are germane to public health, for example, violence. The epidemiology of mental disorders faces great challenges in the new millennium, including a complex, changing epidemiologic scenario. Several important issues will influence the future development of mental disorder epidemiology: measurement of mental disorders and risk factors, more efficient sampling design and methods, the relationships among biological research, genetics, social studies, and epidemiology, and the interface between epidemiology and the evaluation of therapies and health services.

The paper is focused on the hypothesis that the linguistic behaviour of a speaker would depend on how he/she perceives the linguistic status of a person he/she is speaking to. This hypothesis is particularly interesting to study as an index of the mental representation that a determined group has of another, that is to say, the way a speaker adjusts his or her linguistic behaviour to that of the person he or she is speaking to will reflect how the latter is perceived by the speaker being the subject of our study. This paper presents an exploratory study of the dynamics of the Spanish vocalic system under the effect of the linguistic status variations of the interlocutor. A single speaker, native speaker of Spanish, was recorded on 3 situations in which the differences in the status of the person spoken to are clearly marked: a conversation with a native speaker of Spanish, a conversation with a non-native speaker of Spanish, and a reading task of isolated words. The assessment of the system's degree of organization in each speaking style was studied using various indices: the δ index to assess the variation of the degree of centralization of the vowel system under the speaking style variations, the Φ index, which allows better discrimination between the three speaking styles than the discriminant analysis, to quantify the ratio of the inter vocalic class variability compared to the intra vocalic class variability in each speaking style. The results show both that significant inter-style acoustical differences do exist, and that they can better be stressed by the use of the Φ index.

Resumen: En este trabajo se habla del concepto de dolor social relacionándolo con el dolor físico, y se hace una revisión profunda sobre su fisiología, vías comunes y diferenciales de procesamiento con el dolor físico, e interacciones entre ambos.El dolor social se define como una experiencia emocional desagradable desencadenada al percibirse el individuo como excluido o rechazado por parte de personas o grupos con los que desea relacionarse, lo que produce los mismos sentimientos de sufrimiento que el dolor físico. Se procesa en las mismas áreas cerebrales que el dolor físico en su dimensión afectiva. Puede revivirse mentalmente, aunque la situación conflictiva interpersonal haya terminado hace tiempo. Ambos tipos de dolor son fuentes de estrés. La confluencia en el sujeto de ambos complica y suma más presión a la que ejercen ambos estresores por separado. Esto debe ser tenido en cuenta a la hora de abordar a pacientes con dolor crónico. Abstract: This paper studies the concept of «social pain» and its relationship with physical pain. An in-depth review of its physiology has been carried out, including similarities and differences in processing with relation to physical pain, as well as the interactions between both processes.Social pain is defined as an unpleasant emotional experience which is triggered when the individual feels excluded or rejected by people or social groups with whom they wish have a relationship. This perceived situation produces the same feelings of suffering as that of physical pain. This kind of pain is processed in the same brain areas as physical pain in its affective dimension. It may be revived mentally, even though the interpersonal conflictive situation may have ended long ago. Both types of pain are sources of stress. The confluence of both situations in the same individual adds complications and more pressure to that which is already exerted separately by both stressing factors. This circumstance must be taken into account when dealing with patients with chronic pain. Palabras clave: Dolor crónico, Percepción del dolor, Salud mental, Dolor social, Keywords: Chronic pain, Pain perception, Mental health, Social pain

The purpose of this paper is to improve understanding of Tourism Innovation by using a Uses and Gratification Theory model to investigate tourist intention to visit a city after reading other users' valuations of the destination on Mobile Applications. The Uses and Gratification Theory (U&G) model was adapted to investigate the factors which influence tourist intention to visit a city. Satisfaction and Tourism Experience were added as external variables to the U&G model. The original Convenience construct for mobile tourism applications was changed to Mobile Convenience for this study. A survey was carried out to investigate the factors which influence tourist intention to visit a City. 261 users with different nationalities were asked about their experiences and feelings when using Runnin'City, which was the mobile tourism application used in this study. The results were analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). All the relationships of U&G were supported, except for Information for Tourism Experience. Self-Expression was found to be especially relevant and was moderated by Entertainment, Information and Mobile Convenience which in turn influence Satisfaction, Tourism Experience and Intention to visit a City. The Gender and Running frequency variables were also investigated using multi-group analysis. The influence of Mobile Convenience on Satisfaction was seen to be moderated by Gender, and the relationships of Information and Entertainment on satisfaction are moderated by Running Frequency. The results obtained with the proposed changes in the U&G model will be very useful for academics and also for designers and developers of mobile tourism apps as they show the special role played by Self-Expression and Entertainment as relevant factors for the success of a mobile tourism app.

This paper analyzes the mediating role of employees’ emotional exhaustion between laissez-faire leadership and employees’ job attitudes (intrinsic satisfaction and turnover intention), and also the moderating role of influence at work, interactional justice and helping behaviors on employees’ feelings of emotional exhaustion. Structural equation modeling and multigroup analysis were used in a sample of 511 public healthcare professionals. The results show that emotional exhaustion partially mediates the relationships between laissez-faire leadership and both intrinsic satisfaction and turnover intention. Influence at work moderates the relationship between laissez-faire leadership and emotional exhaustion; interactional justice moderates the relationship between emotional exhaustion and intrinsic satisfaction; and extra-role behaviors moderate the relationship between emotional exhaustion and turnover intention. To date, there are few studies analyzing the mediating role of emotional exhaustion in public healthcare, and there are no studies analyzing how its negative effects can be moderated. The conclusions may help human resources managers design new strategies to prevent and mitigate emotional exhaustion and contribute healthcare employees to cope with its serious effects, encouraging a healthy environment that gives priority to workers’ well-being and service quality.

Resumen Este estudio indaga sobre la autoeficacia para la escritura académica que un grupo de profesores de idiomas en formación en México tiene ante la escritura colaborativa de un artículo de investigación documental en inglés, mediada por WebQuest-Wiki. En particular se investiga: 1) los niveles de autoeficacia antes y después de la tarea; 2) las fuentes de la autoeficacia que los estudiantes traen a la tarea; 3) la autoeficacia emanada de las acciones y los medios en la tarea. El diseño mixto incluyó el uso del cuestionario “Percepción de la autoeficacia para la escritura académica en inglés”, la información de encuadre del curso y un cuestionario que evaluó WebQuest-Wiki. Un T-test (pre-post, sin grupo control) resultó significativo con p< 0,05 para los factores “autoeficacia para el aprendizaje”, “conocimiento local y global del proceso de escritura” y “autorregulación metacognitiva”. En cambio, no se modificaron los factores “convenciones en la escritura”, “generación de ideas”, “tiempo/esfuerzo” y “respuesta física”. Las fuentes principales de la autoeficacia alta inicial observada en el uso de “convenciones en la escritura” y “autoeficacia para el aprendizaje” son las prácticas previas de textos descriptivos y la confianza en obtener logros satisfactorios en su estudio. El proyecto WebQuest-Wiki incrementó la percepción de tener más control sobre la comprensión del contenido de los textos leídos y del uso de estrategias de comprensión de vocabulario, del uso de habilidades específicas de escritura académica para el tipo de texto específico y en ver a sus iguales como modelos de la actividad por realizar. Abstract This study investigates the self-efficacy for academic writing that a group of pre-service EFL teachers in Mexico presents when faced with the task of collaboratively writing a documentary research paper, mediated by WebQuest-Wiki Project. In particular, the study investigates the following: (a) the self-efficacy levels before and after the task; (b) the source of self-efficacy that students bring to the task; (c) self-efficacy originated from the actions and means in the task. A mixed design involved the use of the academic writing in English self-efficacy perception questionnaire, the information drawn from the diagnostic phase in the course, and a questionnaire that evaluated the WebQuest-Wiki. A T-test (pre-post, no control group) was significant **p< 0.05 for the factors self-efficacy for learning, local and global knowledge of the writing process, and metacognitive self-regulation. By contrast, the factors writing conventions, ideas generation, time/effort and physical response were not significant. The main sources for the initially observed high self-efficacy in the use of writing conventions and self-efficacy for learning, derived from their previous practices in writing descriptive texts, and from their confidence on obtaining satisfactory achievements in their study. The WebQuest-Wiki increased their perception of having more control over the comprehension of content from their readings, over their use of vocabulary comprehension strategies, and over the use of specific academic writing skills. Besides, it allowed the students to consider their peers as models for the activity to be done. Résumé Cette étude examine l’auto-efficacité pour l’écriture académique, demontré par un groupe d’étudiants universitaires d’enseignement de langues au Mexique, au moment d'aborder l’écriture collaborative d’un article de recherche documentaire en langue anglaise, menée par WebQuest-Wiki. En particulier la recherche se concentre sur : 1) les niveaux d’auto-efficacité avant et après la tâche ; 2) les sources de l’auto-efficacité que les étudiants apportent à la tâche ; 3) l’auto-efficacité découlée des actions et des moyens dans la tâche. Le design mixte a compris l’utilisation du questionnaire « perception de l’auto-efficacité pour l’écriture académique en anglais », l’information d’encadrement du cours et un questionnaire qui a évalué le WebQuest-Wiki. Un T-test (pré-post, sans groupe contrôle) a été significative avec p< 0,05 pour les facteurs « auto-efficacité pour l’apprentissage », « connaissance locale et globale du processus d’écriture » et « autorégulation métacognitive ». En revanche, pas de changement dans les facteurs « conventions dans l’écriture », « génération d’idées », « temps/effort » et « réponse physique ». Les principales sources de l’auto-efficacité élevée observée initialement dans l’utilisation des conventions dans l’écriture et l’auto-efficacité pour l’apprentissage, ce sont les pratiques antérieures des textes descriptifs, et la confiance à l’obtention du succès dans son étude. Le WebQuest-Wiki a renforcé le sentiment d’avoir plus de contrôle sur la compréhension du contenu des textes lus et l’utilisation des stratégies de compréhension du vocabulaire ; l’utilisation de compétences spécifiques d’écriture académique pour le type de texte spécifique. En plus, il a permis de considerer leurs pairs comme des modèles de l’activité à réaliser.

Resumen Introducción: La teoría de la mente (ToM) es una de las dimensiones de la Cognición Social más relevantes y de gran interés para la investigación en psicología del desarrollo, psicología cognitiva, neuropsicología y neurociencias sociales, así como en la labor clínica. Esto ha conllevado a la generación de instrumentos validados para la evaluación de esta función; sin embargo, en español son pocos los que hay y aún menos los adaptados para población infantil y adolescente. Objetivo: En el presente trabajo se presenta la adaptación de la Batería de la ToM, el inventario de la ToM, el Test de Paso en Falso y el Test de la Mirada, cuatro instrumentos con tareas clásicas para evaluar la ToM. Método: El proceso de adaptación se hizo en dos fases, una de traducción al español y otra de adaptación cultural. Para verificar los resultados se hizo un pilotaje para todos los instrumentos con 20 participantes en edades entre 4 y 13 años y 20 participantes entre 6 y 17 años. Resultados: Se presentan los cuatro instrumentos adaptados en español con los principales ajustes en cada uno de ellos. Discusión: Se discute sobre la importancia de generar un protocolo de valoración de la ToM haciendo una validación estadística de estos instrumentos. Abstract Introduction: Theory of Mind (ToM) is one of the most important dimensions of Social Cognition (SC); it is of great interest for research in Development Psychology, Cognitive Psychology, Neuropsychology, and Social Neuroscience as well as for clinical practice. It has stimulated the creation and validation of instruments to asses this dimension as a cognitive process, but there are few instruments like these in Spanish and less to evaluating children and adolescents. Objective: This paper reports the adaptation into Spanish of four instruments to asses ToM: The Theory of Mind Battery, The Theory of Mind Inventory-2, the Reading the Mind in the Eyes and the Faux Pas Test. Method: The adaptation process was made in two steps first, translation and, second, cultural adaptation. To verify the results a pilot testing was carried out in two groups, one with children between 4 and 13 years old and other with children and adolescents between 6 and 17 years old. Results: Instruments adapted into Spanish are presented as results highlighting the main adjustments made to each tool. Discussion: The importance of creating a protocol with statistical validation to asses ToM are discussed.

Resumen Objetivo: Describir la percepción de enfermedad, características de personalidad y la dinámica familiar de niños y adolescentes afectados por VIH, teniendo en cuenta sus características sociodemográficas y la revelación o no del diagnóstico. Método: Es un estudio de tipo cualitativo, con diseño de teoría fundamentada. La muestra estuvo conformada por 14 niños y adolescentes afectados por VIH y diagnosticados desde su nacimiento, entre 6 y 15 años de edad. El muestreo fue no probabilístico intencional o con fines especiales. Se utilizó el test de Machover, el test de la familia y un cuestionario de preguntas abiertas y cerradas sobre percepción de enfermedad. Resultados: Se encontró que los participantes que no tienen conocimiento sobre su diagnóstico, a diferencia de los que han pasado por un proceso de revelación, poseen una autoimagen perturbada con tendencias a baja autoestima y autoconcepto pobre. A su vez, las conversaciones y los dibujos realizados por ellos sugieren sensación y tendencia a la soledad, inseguridad, deterioro a nivel de las relaciones familiares e interpersonales, evidenciando la existencia de una percepción de enfermedad negativa, que puede incidir en su desarrollo personal y social corroborando lo encontrado por Instone (2000), Trejos, Reyes, Bahamón y Alarcón (2014), Pérez Quiroz, et al. (2013) y Ehrenzweig (2005). Conclusiones: El presente estudio reconoce la importancia de llevar a cabo procesos adecuados de revelación del diagnóstico para el VIH en niños y adolescentes, permitiendo la mejora de su calidad de vida en pro de su desarrollo biopsicosocial teniendo en cuenta la normalización del ajuste psicológico y mantenimiento del cumplimiento terapéutico, atendiendo a las directrices internacionales sobre el tema de la revelación. Abstract Objective: This paper aims to describe the perception of illness, personality characteristics and a family dynamic of children and adolescents affected by HIV, considering their social-demographic characteristics and the disclosure or non-disclosure of the diagnosis. Method: A qualitative study, with a grounded theory design was conducted. For data collection, 14 children and adolescents affected by HIV diagnosed from birth, between 6 and 15 years of age were sampled. This sampling was intentional non-probabilistic or special purposes. The Machover test, the family test and a questionnaire asking open and closed questions to describe illness perception were used. Results: As a result, it was evident that participants who have no knowledge of their diagnosis, unlike those who have gone through a disclosure process, have a disturbed self-image with tendencies to low self-esteem and poor self-concept. Likewise, conversations and drawings made by them showing tendency to loneliness, insecurity, and deterioration of family and interpersonal relationships, assuming a perception of negative illness, which can affect their personal and social development. Confirming Instone (2000) findings, Trejos, Reyes, Bahamón and Alarcon (2014), Pérez Quiroz, et al. (2013) and Ehrenzweig (2005). Conclusion: This study recognizes the importance of carrying out adequate diagnostic processes for children and adolescents affected with HIV, allowing the improvement of their quality of life and also, benefiting their psychosocial development, taking into account the normalization of psychological adjustment and preservation of therapeutic adherence. In accordance with international guidelines of HIV disclosure.

Resumen Objetivo: Este artículo se enmarca en una investigación sobre procesos de reparación e intervención psicosocial, con víctimas de violencia política y el conflicto armado en la ciudad de Medellín y otros municipios del departamento de Antioquia, ejecutados bajo la Ley 1448 de 2011. Se pretende comprender las experiencias subjetivas de malestar ético y desgaste emocional en profesionales vinculados a estos proyectos de reparación que han tenido consecuencias negativas en la población y en los profesionales. Método: Se realizó una investigación cualitativa, con enfoque fenomenológico-hermenéutico, a través de 32 entrevistas semiestructuradas y en profundidad a igual número de profesionales que laboraron en estos proyectos y manifestaron sentirse “quemados” en su trabajo con muestreo tipológico, intencional y en bola de nieve. La interpretación de resultados se realizó a partir de un análisis categorial de discurso, procediendo con un análisis de coherencia e intratextual de cada entrevista para pasar al proceso intertextual, que cruzaba el relato de todos los participantes, según categorías (Desgaste emocional/Malestar ético). Resultados: Se hizo una codificación teórica que evidenció significados compartidos y representaciones construidas, donde se identificaron dilemas éticos ante el ordenamiento tecno-burocrático, deficiencias en la calidad de la atención y acciones poco transformadoras, que generan daño, lo cual produjo malestar subjetivo y desgaste emocional en los profesionales. Conclusiones: Se hace necesario sortear las vicisitudes burocráticas de los proyectos y abrir espacios para un trabajo coherente y restaurador por parte de los profesionales, que a su vez permita el cuidado y mejores condiciones laborales. Abstract Objective: This is a research paper related to psychosocial care projects for victims of political violence and the armed conflict, in Medellin and other municipalities from Antioquia, based on Law 1448 of 2011. In order to understand subjective experiences, which reveal ethical discomfort and emotional toll on professionals committed with support projects, which have had negative impacts not only on those professionals but also on the community. Method: A qualitative research, with a phenomenological-hermeneutic approach was conducted, 32 in depth, semi-structured interviews, with 32 professionals who worked on these support projects and who claim to be “stagnated” in their work. Typological and intentional sampling, through snowball was performed. In order to interpret results, processes such as: a categorical of speech analysis, then consistency and intra-textual analysis of each interview, going through an inter-textual process which made possible to classify stories of all participants by categories (Emotional distress/Ethical discomfort), were considered. Results: A theoretical encoding, showed shared meanings and constructed representations, where ethical dilemmas because of the techno-bureaucratic procedures, were evident; likewise, deficiencies in relation with the quality of the attention and non-significant transformative actions, which generate damage, subjective discomfort and emotional toll on professionals were observed. Conclusions: To avoid bureaucratic vicissitudes on these kind of projects and to open spaces for a coherent and restorative work, providing then care and better working conditions for these professionals, would become necessary.

Esta investigación se centra en tres modalidades de vivencia del dolor que posibilitan un horizonte de encuentro con la alteridad. En primer lugar se lleva a cabo un análisis fenomenológico del sufrimiento como elemento de extrañamiento, presencia heterogénea que irrumpe en la existencia y altera su curso normal. A continuación se trata sobre la violencia, entendida aquí como una relación intersubjetiva en la que un individuo interactúa con otro a través del dolor, ya sea infligiéndolo o padeciéndolo. El trabajo se cierra con varias consideraciones sobre la compasión, en tanto que supone una apertura hacia la intersubjetividad y un encuentro con una alteridad que se capta y manifiesta en su dimensión doliente. This research focuses on three modalities of experiencing pain which enable a horizon of encounter with alterity. Firstly, it is carried out a phenomenological analysis of suffering as an element of estrangement, a heterogeneous presence that breaks into existence and alters its normal course. The next issue to be discussed is violence, understood as an intersubjective relationship in which an individual interacts with another through pain, either inflicting it or suffering it. The paper concludes with some reflections on compassion, inasmuch as it implies an opening towards intersubjectivity and an encounter with an alterity that is perceived and manifested mainly through its suffering dimension.

Objetivo: el objetivo de este artículo es examinar el papel del liderazgo femenino en la felicidad en el trabajo de sus colaboradores. Además, se analiza el papel mediador de la relación entre el líder y el colaborador, entendida como el intercambio líder-colaborador (LMX). Método: se ha utilizado la encuesta como método de investigación; se analizaron datos cuantitativos a nivel individual a través de modelos de ecuaciones estructurales. La muestra está compuesta por 292 empleados no directivos del sector hotelero español, para los que se analiza su percepción individual acerca de las variables objeto de estudio. Resultados: los resultados revelan que el liderazgo femenino ejerce un papel clave para fomentar la felicidad en el trabajo, lo cual se ve potenciado a través de la relación entre el líder y el colaborador. Conclusiones: desde el punto de vista teórico, esta investigación aporta un importante avance a la teoría de demandas y recursos, así como a la teoría de los acontecimientos afectivos; las competencias femeninas del líder actuarían como un recurso que genera actitudes positivas, el cual, con base en el modelo de ganancias mutuas tendría efectos en la mejora de la productividad laboral de los colaboradores. Desde un enfoque práctico, la mejora de las relaciones líder-colaborador y de la felicidad en el trabajo, generadas por el liderazgo femenino, permiten conocer que las competencias demostradas por las mujeres deberían de potenciarse también en los hombres con funciones directivas. Objective: The aim of this paper is to examine the role of female leadership on folowers’ happiness at work. In addition, it is explored the mediating role of the leader-member exchange (LMX). Method: Survey method was used, examining quantitative data at the individual level through structural equation models. A sample of 292 non-managers in the Spanish hotel sector was used, examining their individual perception of the variables in the research model. Results: Results reveal that female leadership exerts a direct positive effect on followers’ happiness at work, which is also fostered by means of the leader-member exchange. Conclusions: From a theoretical perspective, this research provides a fundamental advance for the Job Demands-Resources Mode, as well as Affective Events Theory: leader female competencies might act as a job resource that results in positive attitudes, which under the Mutual Gains Model would improve followers’ productivity. From a practical perspective, improving leader-follower relationship and quality of life at work from the female leadership allows to know that female demonstrated competencies should be fostered in male managers.

15 páginas Para los colegios colombianos es muy importante que sus estudiantes dominen su lengua materna y tengan la capacidad de conocer y estudiar un segundo idioma, como inglés, italiano o francés, entre otros. Desafortunadamente, la población sorda no tiene esta oportunidad, ya que su primera lengua es el lenguaje de señas colombiano y su segunda lengua es el español, sin que existan institutos que les enseñen una tercera lengua. Este artículo de revisión contextualiza al lector con información sobre las experiencias educativas nacionales e internacionales relacionadas con la enseñanza del inglés a estudiantes sordos, como parte de una tesis doctoral, cuyo objetivo principal es identificar las estrategias de enseñanza-aprendizaje aplicadas en el curso de lectoescritura en inglés para estudiantes sordos. La tipología de la investigación fue cualitativa, con un diseño etnometodológico. La población a investigar la compusieron los estudiantes que participaron en los cursos y la docente a cargo, autora de esta tesis. Se analizó a las personas objeto de estudio a través de la narrativa de la docente, los videos de las clases y las guías de los trabajos realizados por los estudiantes. Este análisis dio como resultado que la docente utiliza estrategias motivacionales para la construcción, permanencia y ejercitación del conocimiento, mientras que los estudiantes aplican estrategias de interacción y aprovechamiento del aprendizaje. For Colombian schools, it is imperative that students master their mother tongue and have the ability to learn and speak a second language, such as English, Italian, or French. Unfortunately, people with hearing loss do not have this opportunity since their first language is Colombian Sign Language and their second one is Spanish, and there are no institutes that teach them a third language. This review article con-textualizes the reader with information on national and international educational experiences in teaching English to students with hearing loss as part of a dissertation that aims to identify the teaching-learning strategies employed in an English litera-cy course for these students. This research is qualitative with an ethnomethodologi-cal design. The population studied comprises the students enrolled in the course and their teacher, who authors this paper. These individuals were analyzed through the teacher’s narrative, class videos, and assignments completed by the students. This analysis showed that the teacher used motivational strategies to build and apply lasting knowledge while the students implemented interaction and knowledge appli-cation strategies.

[EN] This paper examines the importance of children’s books in the reading career of two promotions of future preschool and primary school teachers in order to identify their training needs and propose measures and strategies aimed at compensating them. To this end, is analyzed a corpus of 256 reading autobiographies -written by students enrolled in the teaching degrees of a Faculty of Education in central Spain- from which is extracted information regarding their knowledge of children’s and young people’s literature: the repertoire of works that they consider a success or a failure in their career, the changes experienced by their reading habits throughout their academic life and the people or circumstances that have influenced their reading. Apart from serving as a needs analysis and guiding their teaching-learning process, the data obtained are shared with the students to provoke their reflection and involve them in the selection of measures to be implemented in the classroom., [ES] Este trabajo examina la importancia de la literatura infantil y juvenil en la trayectoria lectora de dos promociones de futuros docentes, con el fin de detectar sus necesidades formativas y proponer medidas y estrategias dirigidas a compensarlas. Para ello se analiza un corpus de 256 autobiografías lectoras —escritas por estudiantes matriculados en los grados de magisterio de una Facultad de Educación del centro de España— del que se extrae información relativa a sus conocimientos sobre la literatura infantil y juvenil: el repertorio de obras que consideran un hito o un fracaso en su trayectoria, los cambios experimentados por sus hábitos lectores a lo largo de su vida académica y las personas o circunstancias que han influido en sus lecturas. Aparte de servir como análisis de necesidades y guiar su proceso de enseñanza-aprendizaje, los datos obtenidos se comparten con los estudiantes con el fin de provocar su reflexión e implicarlos en la selección de medidas que han de implementarse en el aula.

This case study explores the differences in lexical complexity (LC) in the Spanish quality press. The results show variability of the lexical quality among papers and lack of correlation of number of readers and higher LC. The lexical sophistication indexes LS1 and CVS1 and lexical diversity indexes HD-D, MAAS, and MTLD were calculated for 2741 editorial articles of Abc, El Mundo, El Pais, and El Periodico published online in 2019. The results revealed significant differences in both LD and LS between the newspapers, with El Mundo producing the most and El Periodico the less complex texts overall. Posthoc analyses showed further differences between publications, being El Periodico the most disparate. Additionally, the comparison of HD-D, MAAS, and MTLD with TTR-based measures suggests benefits of the former for samples of heterogeneous sizes.

RESUMEN En la presente revisión de los últimos años de la formación de recursos humanos en cirugía, se destaca la vigencia y la visión de futuro del discurso del Prof. Dr. Mario Brea. Cuando él define el sistema de residencias, vemos que los principios son los mismos, pero adaptados al siglo XXI: ▪▪Sistema de adiestramiento progresivo. ▪▪Programa preestablecido: modernos currículos con sistemas de evaluación integrales. ▪▪Promoción y adjudicación de responsabilidades crecientes: el cumplimiento de los milestones (o en un futuro alguna otra forma de evaluación como las Entrusted Professional Activities, EPAs). ▪▪Dirección, conducción y vigilancia estrecha: tutorización con la implementación del feedback como herramienta pedagógica. ▪▪Medio y horario de trabajo apropiados: la simulación como ambiente protegido de aprendizaje de destrezas quirúrgicas y NTS; limitación horaria para disminuir el error médico. ▪▪Investigación y docencia: estimulación de la publicación de trabajos originales desde temprano en la formación y el vínculo con residentes de niveles inferiores para crear un círculo virtuoso de forma ción profesional. ABSTRACT The present review of the last years in the training of human resources in surgery highlights the validity and vision for the future of Prof. Dr. Mario Brea’s speech. When he defines the residency system, we realize that the principles are the same, but adapted to the 21st century: ▪▪Progressive training. ▪▪Pre-established programs with modern curricula and comprehensive systems of evaluation. ▪▪Promotion and allocation of more responsibilities: compliance with Milestones (or in the future with some other type of assessment such as Entrusted Professional Activities, EPAs). ▪▪Direction, guidance and close supervision with the implementation of feedback as a pedagogical tool.Appropriate work environment and schedule: simulation as a protected environment for learning surgical and NTS skills; restrictive working hours to reduce medical error. ▪▪Research and teaching: the publication of original papers should be encouraged since the early years of training as well as the relationship with junior residents to create a virtuous circle of professional training.

WHAT IS KNOWN ON THE SUBJECT?: Empathy is one of the main attributes for establishing the nurse-patient therapeutic relationship. Davis (1983) identified four components on an empathic response: perspective taking, fantasy, empathetic concern and personal distress. It is essential to deepen our knowledge on the influence of the dimensions of empathy for the construction and development of the therapeutic alliance during the different phases of the therapeutic relationship. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: A significant association exists between the dimensions of empathy and the construction and development of the therapeutic alliance during the different phases of the therapeutic relationship between nurses and patients in mental health units. This study shows that the nurses' perspective on the patient's situation improves the bond, and therefore, this skill is especially useful in the first phase or orientation phase of the therapeutic relationship. However, for the second phase or working phase of the therapeutic relationship, a greater empathic concern among nurses, together with less personal distress, improves collaborative goal setting with patients. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: It is important for mental health nurses to be aware of the importance of personal self-awareness and the emotional management of empathy for the construction and development of therapeutic relationships of quality with patients. Knowledge of the relationship between each of the dimensions of empathy in the different stages of the therapeutic relationship is useful for the design of educational programmes, by including training on empathic strategies. ABSTRACT: Introduction Empathy and its dimensions (perspective taking, empathic concern, personal distress and fantasy) are essential for establishing the nurse-patient therapeutic relationship. It is important to know how this influences the construction and development of the therapeutic alliance during the different phases of the therapeutic relationship. Aim To examine whether the dimensions of empathy influence the nurse-patient therapeutic relationship within mental health units. Method A cross-sectional design was used to collect data to measure the therapeutic alliance and the different dimensions of empathy via an online form completed by nurses working at 18 mental health units. Linear regressions were used in the analysis. Results A total of 198 participants completed the questionnaires. Nurses established a greater therapeutic alliance with patients when they were able to adopt their patient's perspective and experience concern. Discussion Nurses' perspective taking is an influential factor impacting the nurse-patient bond in the orientation phase, whereas experiencing greater concern and decreased emotional distress were associated with improved therapeutic alliance in the working phase. Implications for practice These findings may help gain awareness among nurses of the importance of empathy in the nurse-patient relationships, as well as inform educational programmes, by including training in empathic strategies and emotional management.

En Chile, el incremento del flujo migratorio desde América Latina ha llamado la atención con respecto a los procesos de ajuste psicológico y sociocultural de los nuevos inmigrantes. Por tanto, con este trabajo se busca (a) establecer relaciones entre las orientaciones de aculturación, el estrés aculturativo y el bienestar psicológico, (b) identificar perfiles según las preferencias de aculturación, y (c) determinar la existencia de diferencias significativas en el estrés y el bienestar, de acu- erdo con estas tipologías. Para esto, se realizó un estudio de tipo correlacional con una muestra de (N = 194) inmigrantes latinoamericanos con edades entre los 18 y los 67 años (M = 34.77; DE = 10.181), donde se evaluaron las orientaciones de aculturación, el estrés por aculturación y el bienestar psicológico. Los resultados indican que el predominio de la integración es más salutogénico que la tendencia a la separación cultural como orientación preeminente, lo que facilita un mejor af- rontamiento de los estresores del proceso migratorio. Asimismo, se encontraron tres perfiles aculturativos —individualista moderado, integracionista y separatista—, y la comparación entre perfiles arroja que cuando la integración es más saliente, el bienestar es mayor que en presencia del individualismo como orientación predominante. Este trabajo aporta evidencia con respecto al individualismo como orientación de aculturación escasamente considerada en la literatura, cuya posible in- fluencia negativa puede relacionarse con la pertenencia grupal como vía para acceder a recursos que aportan a la adaptación al nuevo contexto. In Chile, the significant increase of migratory flows from Latin America has drawn attention to the psychological and sociocultural adjustment processes of new immigrants. This paper seeks to (i) establish relationships between acculturation orientations, acculturative stress and psychological well-being, (ii) identify profiles according to acculturation preferences, and (iii) determine the existence of significant differences in stress and well-being between these profiles. This correlational study was conducted with a sample of (N=194) Latin American immigrants with ages between 18 and 67 years (M=34.77; DE=10.181), where acculturation orientations, acculturation stress and psychological well-being were evaluated. Results indicate that the predominance of integration is more salutogenic than the tendency to cultural separation as a preeminent orientation, facilitating a better coping with the stressors of the migratory process. Three acculturative profiles were found: moderate individualist, integrationist and separatist. The comparison between profiles shows that when integration is predominant, well-being is greater than in the presence of individualism as the principal orientation. This study provides evidence regarding individualism as an acculturation orientation scarcely considered in the literature, whose possible negative influence can be related to group membership as a way to access resources that collaborate with adaptation to the new context. UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Psicológicas (IIP)