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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since breast cancer is an important condition in quantitative terms that puts the life and health of Peruvian women at risk (Posso et al., 2015), it is advisable to go beyond objective medical facts (e. g., use of drugs, surgeries, etc.), and also evaluate how the female population of said country experiences, understands, expresses and relates to the disease. Along these lines, this work seeks to analyze the way in which the Peruvian woman experiences and conceives her illness, as well as the way in which she experiences it and faces it day by day. To do this, we study the metaphors and image schemes involved in the discursive construction of the disease from a set of real testimonies from Peruvian women who, after having recovered or in the course of their recovery, decided to tell their stories to inspire and provide support to other women who still suffer from the condition. As a result, the analyzed discourses discover a series of specific representations in which women configure their experience around the disease through conceptual domains involved with war and people, but also with certain rudimentary structures that configure their way of understanding cancer. such as containment, locomotion and force schemas. [ABSTRACT FROM AUTHOR]

Copyright of Impossibilia: Revista Internacional de Estudios Literarios is the property of Impossibilia: Revista Internacional de Estudios Literarios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Médica Clínica Las Condes is the property of Editorial Sanchez y Barcelo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational research has pointed out the mediating role of professors' intuitive epistemologies in the teachinglearning processes of science. However, we find that research in this regard is scarce despite being essential to achieve changes in the teaching of natural and social sciences. The objective of this work is to examine the epistemological positions of teachers in the fields of science and philosophy to determine if the epistemological positions they hold vary depending on the domain of knowledge. To carry out this research, we used an instrument that consists of two parts: 1) items adapted from questionnaires in use about intuitive and self - developed epistemologies and 2) items from the Literature Epistemic Cognition Scale (LECS) questionnaire adapted to evaluate epistemic cognition in the context of philosophy. The data collected indicate that the participants in this research maintain a constant epistemological orientation in both the domain of science and philosophy. [ABSTRACT FROM AUTHOR]

This paper divides modal matrices into five classes as chromatic compounds of two basic colors, red and blue, which, in principle, are in direct correspondence with the basic speech acts in independent sentences: blue is information (declarative and interrogative sentences) and red is interaction (imperative sentences). Between those two poles we distinguish three chromatic blends, opposed to those with just one single color. In this intermediate space, doubt is represented as more blue than red, and desire as more red than blue, while the same amount of red and blue, violet, characterizes the world of values, and assessment. This classification allows us to identify not only those five basic modal matrices but also new classes encompassing two or more basic ones, according to their respective chromatic proportions: one with blue as dominant, another one with red, and yet two more categories in which neither red, nor blue are dominant. All those categories so defined, either basic or compound, have grammatical and syntactic consequences. Summing up, the chromatic classification, without direct correspondence with interpretable semantic features, is incomparably more flexible than any other previous model when it comes to not only describing the syntactic properties of each class but also showing the mutual relationship between them. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Epilepsy affects from 0.5 to 1% of children worldwide and has a cognitive impact on the patient. Objective: To assess cognitive characteristics in pediatric patients diagnosed with epilepsy. Material and methods: Analytical, cross-sectional study of patients with epilepsy aged 6 to 16 years in a tertiary hospital in Puebla, Mexico. Type of epilepsy, evolution, treatment, and school performance were evaluated. The Wechsler Intelligence Scale IV was used for cognitive characteristics. Mann-Whitney U and phi coefficients were used. It was considered statistically significant a p < 0.05. Results: 95 patients were included, 61.1% were male. Mean: age 11.16 years (± 2.5), school performance 7.8 (± 0.99), time of development: 2.4 years (± 1.4). They were schoolchildren aged 6-11 years (36.8%) and adolescents aged 12-16 years (63.2%); 79% had generalized epilepsy; 93.6% were treated with monotherapy (47.3% with magnesium valproate). The mean intellectual quotient was 90.3 (± 10.02), decreased in 12 patients (12.6%). Working memory was the most commonly affected domain (31.6%), mostly in adolescents with 40% (p = 0.021). Perceptual reasoning and working memory were significantly correlated with developmental time (phi = 0.17, p = 0.04 and phi = 0.49, p < 0.001, respectively). Conclusions: Working memory was the most affected cognitive characteristic, especially in adolescents. Working memory and perceptual reasoning were affected by time of development. [ABSTRACT FROM AUTHOR]

Copyright of Gaceta Médica de México is the property of Publicidad Permanyer SLU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Médica Clínica Las Condes is the property of Editorial Sanchez y Barcelo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista CES Psicologia is the property of Universidad CES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Contrastes: Revista Internacional de Filosofia is the property of Contrastes: Revista Internacional de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Psiquiatria is the property of Asociacion Colombiana de Psiquiatria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Neurológica Colombiana is the property of Colombian Association of Neurology / Asociacion Colombiana de Neurologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

OBJETIVE: To describe the performance in neurocognitive processes and executive functions related to age, start of treatment and type of CH in Mexican school children. MATERIALS AND METHODS: Observational, cross-sectional, prospective and comparative study. 33 children with CH participated, aged 8 and 9, female cases predominated, the attention process and executive functions were evaluated with the Neuropsychological Assessment Child (ENI). RESULTS: 58% of the children presented agenesis and 42% other dysgenesis, with early onset of treatment (EoT) in 18% and late onset treatment (LoT) in 82%. All children presented low performance in both visual and auditory attention. Children with agenesis and EoT presented low performance in executive functions and execution processing speed. CONCLUSIONS: The LoT and type of CH (agenesis) have an impact on the development of neurocognitive functions related to school learning, however, not all domains present the same level of competence. [ABSTRACT FROM AUTHOR]

Background: The use of various emotional regulation strategies influences the individual's response to adverse situations and has been considered a transdiagnostic component in various disorders. Objective: Evaluate gender differences in the use of cognitive emotional regulation strategies. Method: Comparative study that contrasts the use of various cognitive strategies for emotional regulation between men and women in three different Ecuadorian samples is contrasted. For this, the Cognitive Emotional Regulation Questionnaire was used, which evaluates nine cognitive emotional regulation strategies. The first sample included 618 participants with no psychiatric history evaluated during a period of great distress (the first confinement due to COVID-19), the second study included 222 regular and problem gamblers and the last one involved 60 patients with chronic kidney disease. Results: The results revealed significant differences in the use of rumination strategies (higher in women) and self-blame (higher in men) in the first and third study. and indicated an effect size ranging from small to large (.21 to .79). In contrast, Study 2 did not report any significant differences. Conclusion: These findings suggest the existence of relatively stable gender differences in the use of emotion regulation strategies that could have a mediating impact on other gender differences, such as the prevalence of psychopathology. [ABSTRACT FROM AUTHOR]

The article presents the enactive approach as an alternative to the dominant computationalist paradigm in cognitive science. It highlights the interest in applying this approach to social interaction, proposing a new operational definition of social interaction that emphasizes the cognitive agency of individuals and the need for jointly regulated action. The article seeks to serve as an advanced introduction to these recent developments and provides a synthesis of the most important ideas and developments within the theoretical framework of the enactive approach. The enactive approach and its application in the study of social, individual, and sub-individual phenomena are discussed, as well as the relationship between adaptivity and meaning-making in autonomous systems. The autonomy of the interaction process in multi-agent systems is also explored, and the problem of "cognitive gap" in enactive research is discussed. Furthermore, the importance of social interaction is discussed, and it is proposed that cognition is a prerequisite for sociability. It is argued that cognition is not limited to direct engagement but can also involve issues unrelated to physiological or environmental events. It is proposed that cognition consists of the adaptive preservation of a dynamic network of autonomous sensorimotor structures sustained by continuous interactions with the environment and the body. The importance of mutual interaction between cognitive agents in a multi-agent system for the constitution of social meaning is also discussed. It is argued that the coordination of movements and the regulation of structural coupling are key elements in participatory meaning-making. The concept of sociocognitive interaction is proposed as the co-regulated sensorimotor coupling between at least two cognitive agents, in which the regulation of each agent is oriented towards aspects of mutual coupling. It is mentioned that the definition of sociocognitive interaction should include both co-regulated and enculturated interactions. It is concluded that the enactive approach, which combines structural and phenomenological research, can incorporate anthropology as a central discipline. [Extracted from the article]

The present research highlights the active construction of knowledge by the student, accentuating the importance of allowing girls and boys to explore, debate and manifest concepts, knowledge and skills of complex thinking, thus discovery learning is focused on children. to encourage curiosity, exploration and independent problem solving. The objective of this work was to analyze the impact of discovery learning on the development of metacognitive skills in children aged 4 to 5 years from the Hualcopo Duchicela Educational Unit. The methodology used was a field study at a descriptive level, with a mixed approach, allowing relevant information to be obtained through the qualitative and quantitative methods applied. The main results were that discovery learning influences the metacognitive skills of girls and boys. It not only contributes to the field of education, but also offers valuable perspectives to improve pedagogical practices and promote comprehensive development from the first years of life, which concludes that the appropriate use of playful strategies adapted to the discovery learning methodology has the potential to transform the educational experience of children, making learning not only educational, but also memorable and pleasant. [ABSTRACT FROM AUTHOR]

This article presents a review of the cognitive conditions of individuals deprived of their freedom as well as their quality of life, focusing on the COVID-19 pandemic. The importance of considering factors that influence the quality of life of these individuals is emphasised, including their psychological, mental, emotional, legal, and physiological conditions within the prison system in Colombia. The objective of this article was to describe the quality of life, cognition, and mood impact on individuals deprived of their freedom during the COVID-19 pandemic. A systematic literature review was conducted following the PRISMA method, using the Sciencedirect, PubMed, Scopus, and Redalyc databases. A total of 25,488 articles were found globally; after applying exclusion criteria, 20 articles were included in the review. It was found that individuals deprived of their freedom experience cognitive alterations associated with the virus and the conditions of confinement. It is concluded that addressing the issues of overcrowding, lack of quality living conditions, access to health, and violation of human rights is urgent, regardless of whether individuals have been infected with COVID-19, although this exacerbates the vulnerability of those deprived of their freedom. [ABSTRACT FROM AUTHOR]

Mi artículo intenta trazar brevemente las interacciones entre la Inteligencia Artificial (IA) y la literatura, señalando al mismo tiempo las diversas formas en las que la inteligencia de las máquinas participa en la generación y comprensión de la narrativa. La investigación moderna en IA y teoría de la narrativa sigue profundamente implicada en el campo pionero de la generación narrativa, mientras que las obras literarias compuestas por IA son escasas y se enfrentan a importantes problemas en lo que respecta a la comprensibilidad y la innovación. ¿Cuáles son los factores que limitan el potencial literario de la creación narrativa realizada por máquinas? ¿Pueden frenarse esos factores y cómo? Mi escrito tratará de abordar brevemente estas preguntas relativas a las deficiencias de la generación y el procesamiento de narraciones por parte de la IA. Utilizaré un marco cognitivo-narratológico para evaluar varias narraciones creadas por programas de IA, centrándome en los diseños de esquemas y marcos y en la falta de coherencia a la hora de generar enunciados con sentido. El artículo también intentará poner de relieve cómo los lectores humanos pueden comprender estas composiciones incomprensibles o a menudo incoherentes. ¿Qué nos dice esto sobre nuestras propias capacidades de cognición y mentalización? Mi texto abordará los problemas de cognición que desempeñan un papel fundamental en el desarrollo de estructuras lógicas y algorítmicas para el proceso de escritura en su conjunto y vaticinan las limitaciones para escribir de las máquinas (ya sean sintientes o no). Creo que las diversas zonas interactivas entre las narrativas literarias y las estructuras artificialmente inteligentes abren todo un nuevo campo discursivo que merece ser explorado --un campo en el que el texto, la sociedad y los sistemas digitales confluyen en un estado de "juego libre"--. [ABSTRACT FROM AUTHOR]

This paper presents the modelling technique of deterministic finite automata (DFA) of the procedure for controlling variables by solvers of different ages and educational backgrounds when solving a proportionality problem in a situation of constant rectilinear motion. The study is framed within the context of research aimed at characterizing cognitive change when solving proportionality tasks posed through interactive software. To demonstrate the potential of the DFA technique, the analysis of 2 cases is documented, regarding the frequency of transition towards different forms of using control variables. [ABSTRACT FROM AUTHOR]

Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alerta (San Salvador) - Revista Cientifica del Instituto Nacional de Salud is the property of Instituto Nacional de Salud and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RHS: Revista Humanismo y Sociedad is the property of Corporacion Universitaria Remington and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Encuentro Educacional is the property of XIOMARA ARRIETA DE UZCATEGUI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nutrición Clínica y Dietética Hospitalaria is the property of Sociedad Espanola de Dietetica y Ciencias de la Alimentacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Filosófica is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Enfermería Comunitaria (RIdEC) is the property of Revista Iberoamericana de Enfermeria Comunitaria de la Asociacion de Enfermeria Comunitaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: kinanthropometry is the current science that studies body parameters in relation to its functioning (such as body composition, proportionality, somatotype, etc.), with established norms, techniques and criteria. Objective: to relate anthropometric profile, attention and problem solving in higher education students in the field of physical activity in Chile. Method: quantitative-correlational approach, with non-experimental and cross-sectional design. Results: there is no significant relationship between body composition (body masses) and cognitive tests (attention and Raven). Regarding anthropometric data (body composition), no significant differences were observed between the sexes for any parameter. Conclusion: it can be deduced that the results of the cognitive factors may be associated with other variables, and not specifically with the variables that may affect anthropometric parameters. These are very interesting topics for future studies, so it is suggested to continue studying cognitive abilities with other variables. [ABSTRACT FROM AUTHOR]

We review the literature on the convergence between educational and sociocultural aspects and their relationship with the development of cognitive skills in deaf people. We present a brief overview of the neuroanatomical layers that underlie cognitive processes and the differences between deaf and hearing people due to sensory deprivation. Most of the research indicated that there are differences in some cognitive functions, although there is no agreement whether this is due to factors such as sociocultural context, late language acquisition, or brain rewiring. Finally, the need to study the educational, social and individual contexts where Deaf children develop in an interdisciplinary way is discussed in order to propose tools that promote their optimal cognitive development. [ABSTRACT FROM AUTHOR]

Metacognitive judgments have been epistemologically linked to beliefs about their experiences, knowledge, and learning fluency. Didactics can explore these judgments within the context of specific scientific domains. This study aims to examine metacognitive judgments through content analysis of medical students’ speeches at a public university in Colombia. Using a descriptive qualitative methodology, we investigated metacognitive judgments during clinical simulations of reasoning tasks. The findings reveal two primary types of metacognitive judgments in clinical reasoning: recapitulation judgments and hypothesis-based judgments, along with judgments grounded in ontological beliefs. This study contributes to the development of a taxonomy of domain-specific metacognitive judgments, encompassing both epistemic and ontological beliefs. [ABSTRACT FROM AUTHOR]

The comprehension of academic texts is not reduced to the verbal aspect, but comprises the cognitive trinomial: language, mind and world. The objective was to determine the degree of association of meanings with lexical categories, processing of explicit and implicit information, and the degree of assignment of prototypical images to the lexical category. The methodological approach adopted was qualitative, the design corresponded to the descriptive type and the technique of text analysis was used. In this sense, the levels of confluence between the linguistic expression, the mental process and the representation of the world were established within the framework of the andean sociocultural diversity that influences the teaching-learning processes. The data were collected in three dimensions: the degree of association of meanings to lexical categories, the degree of explicit and implicit information processing, and the degree of assignment of prototypical images to lexical categories. And it was concluded that bilingual university students, in the process of understanding academic texts, mostly associate the meanings with the lexical categories in a partial way, recognize only the explicit information (not the implicit information) and assign prototypical images to the lexical categories in an intermediate degree, which weakens an effective understanding of the textual contents of the specialty. [ABSTRACT FROM AUTHOR]

Copyright of Kranion is the property of Publicidad Permanyer SLU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In occupational health management experiential trainings for the prevention of psychosocial risks in the country are very low despite their benefits for both workers and employers. Objective: To compare over time the degree of preservation of cognitive-emotional content with the insertion of dissuasive phrases (group A) versus persuasive phrases (group B), for compliance with psychosocial health regulations in the workplace of a group of professionals from the Peruvian Amazon. Method: Quasi-experimental design of two groups pre- and post-test, the latter stage of three measurements. Thirty-two professionals (n = 16 per group), ages 22 to 36 years, participated. Training lasted 18 hours spaced over six weeks (December 2018 and January 2019). Results: In group A after reaching 91.4% performance in posttest-1 until 90 days there was a decrease (VP = -8.1%; F2/30 = 14.69; p = .0001); from 30 days to 90 days the decrease tended to stabilise (t = 1.08; p < .345). In group «B» the decrease was greater (VP = -11.1%; F2/30 = 8.29; p = .001). Conclusion: Experiential training with a neurolearning approach can improve the preservation of content with the insertion of dissuasive phrases about psychosocial norms at work over persuasive phrases. [ABSTRACT FROM AUTHOR]

Introduction: The student's cognitiveaffective relationship with the learning of a second language often plays a determining role in the learning process. Objective: To identify elements involved in the cognitiveaffective relationship for learning a second language in three second language students, aged between 19 and 22, who were learning in a face-to-face or autonomous manner. Materials and methods: The methodological approach is ethnographic, structured through three categories: cognitive-affective relationship, second language learning, and mode of study. Information was collected through semi-structured interviews. Results: It was found that language practice can facilitate approaching and learning it, considering the individual, the environment, and the tools used for this purpose. Additionally, employment opportunities were identified as a motivating factor for learning, as well as interactions with others, generating certain meanings of the aspects. Conclusions: Language learning is a multifaceted process influenced by various factors. Active language practice, personal motivation (such as employment opportunities), interaction with native speakers or other students, and the tools used all play a fundamental role in acquiring a new language. Furthermore, it is emphasized that language comprehension can vary significantly from one person to another, depending on their approach, context, and learning resources. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)