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Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana 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 Fides et Ratio is the property of Universidad La Salle de Bolivia 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 de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala 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: Human immunodeficiency virus (HIV) infects macrophages, microglia and astrocytes producing inflammation, damage and neuronal death, which can cause HIV-associated neurocognitive disorder. Method: A group of 30 HIV patients with adherence to antiretroviral therapy (ART) underwent a battery of tests to assess attention, memory, visuospatial skills, executive functions (working memory, processing speed, verbal fluency, planning and abstraction), mood (depressive and anxious symptomatology) and daily functioning. results: 30% of patients presented characteristics of asymptomatic neurocognitive impairment, and 10% presented minor neurocognitive disorder. In mood, 83.3% of the patients presented depressive symptomatology and 66.6% presented anxious symptomatology. Negative and positive correlations were found between cognitive abilities and serological variables. Cognitive impairment with subtle failures derived from HIV infection in the central nervous system is present in patients despite adherence to ART. While viral load remains undetectable, mild cognitive impairment is possible. When there is a decrease in CD4 cells, impairment may also occur. The presence of depressive and anxious symptomatology is frequent in HIV, so a neuropsychological intervention focused on mood is important in these patients. conclusions: We emphasize the need for comprehensive care in patients with HIV that favors adherence to ART, neuropsychological and mood assessment, and intervention. [ABSTRACT FROM AUTHOR]

An investigation of direct therapeutic interaction is presented, aiming to elucidate the mechanism of progressive shaping and the contingencies implemented by the therapist as a possible mechanism of therapeutic change. Using a single-case design with concurrent baselines, three individuals with distinct psychological issues participated in an 8-session intervention. A system of observation, recording and classification (SCAFIT) of verbal responses, aligning with the principles of Functional Analytic Psychotherapy, was used. This involved a meticulous analysis of clinically relevant client behaviors and therapist-administered reinforcement/punishment consequences. The results showed a verbal shaping effect, reducing inappropriate behaviours (CCR1) and a simultaneous progression in appropriate behaviours (CCR1 and 2). Observer reliability, assessed through Kappa between 0.56 and 0.65, indicated high agreement. Furthermore, strong correlations between the client’s and the therapist’s behaviours (between r = 0.82 and 0.99) were observed. Lag-sequential analysis and Yule’s Q index were significant and high values (between 0.48 and 0.99). The findings confirmed the existence of a progressive shaping process attributed to therapist-applied contingencies. This study introduces a practical analytical tool, applicable for moment-to-moment interactions within therapy sessions. Grounded in Functional Analytic Psychotherapy, it holds promise to broader application across various verbal therapeutic modalities. [ABSTRACT FROM AUTHOR]

The transfer of functions is key to explain the change in behavior resulting from a therapeutic intervention and has traditionally been explained based on operant conditioning processes. This exploratory study sought to find experimental evidence of transfer of functions using classical conditioning procedures. Three conditioned visual stimuli (EC1, EC2 and EC3) and one aversive unconditioned (EI) auditory stimulus were used. EC1 was associated with EC2, EC3 with EI and then verbally paired EC1 with EC3 seeking to transfer the function of the EI to EC2 without ever having been directly associated. Electrodermal activity was measured in four adults and a transfer test was performed. We found only some evidence of transfer of the function of the elicitor EI of electrodermal activity (a chirp) to a visual image (EC2) through the pairing of the previously conditioned words “Antonio” (EC1) and “chirp” (EC3). This exploratory finding tentatively suggests that Pavlovian conditioning could explain some therapeutic processes, related to the effect that the verbal interaction between client and therapist has on the behavior of the former and its control outside the clinic, completing the traditional explanations based on operant conditioning. However, it is insufficient and limitations and suggestions for the continuity of this line of research are discussed. [ABSTRACT FROM AUTHOR]

Instructions are used in clinical practice to facilitate the acquisition of new behaviors and eliminate other problematic ones. Despite various studies on instructions in the experimental field, there is not as much research framed within the clinical realm. Therefore, the objective of this article is to explore therapeutic interaction in relation to instructions. Eleven cases of individual psychotherapy were recorded using an observational methodology and the Acoveo category system. The sample was divided into three groups (success, partial success, and failure) based on their percentage of protherapeutic verbalizations, and the significance and Yule’s Q statistic of three sequential analyses were compared. The relationships studied were: Instruction Follow-up and Positive Reinforcement; Non-Instruction Follow-up and Negative Reinforcement; Instruction Follow-up and Discriminative Stimulus; client and therapist categories, respectively. The results showed that in the second and last relationship in the success group, they were significant unlike the others. In conclusion, in all three groups, therapists reinforced follow-up expressions, but only in the success group were non-follow-up expressions punished, and follow-up affirmed by the client was evaluated significantly. [ABSTRACT FROM AUTHOR]

Verbal reinforcement stands as a pivotal procedure implicated in behavioral change across various therapeutic modalities. It constitutes a fundamental tenet of behavioral principles, yet its verbal manifestation in clinical contexts remains relatively underexplored. This study aims to comprehensively examine this phenomenon and contribute insights into how therapists employ positive verbal reinforcement throughout different phases of psychological interventions. An analysis of 60 clinical sessions in behavioral therapy employs a systematic categorization of therapist and client verbal behavior designed to scrutinize therapeutic interaction. The findings suggest that therapists employ verbal reinforcement by expressing nuanced levels of approval contingent on the nature of client verbalizations. This research underscores the efficacy of observational methodology in probing processes that elucidate clinical change, shedding light on the role of verbal reinforcement procedures and their interplay with other potential functions of therapist verbal behavior. [ABSTRACT FROM AUTHOR]

In this work we expose the need to promote process research as the most appropriate way to understand and explain the therapeutic process while questioning the methodology used in results research, currently predominant for the study of clinical intervention: comparison of groups, random assignment of subjects or classification with diagnostic labels that make it difficult to study the therapeutic process and identify the elements that make a treatment have a certain effect. Against this type of research, a series of studies are presented that defend the use of observational methodology for the identification of the learning processes that would be responsible for change in therapy, as well as the analysis of therapeutic interaction from a functional perspective: taking into account that psychological therapy is fundamentally spoken, it is proposed that the optimal way to analyze it is based on the study of the verbal interaction between client and therapist. Therefore, we present a coding system of verbal interaction that we propose as a tool to identify the functions of the therapist’s verbal behavior during the clinical intervention process. In addition, in the different works, an analysis has been carried out on the role played by instructions, the processes of reinforcement and discriminative control, the transfer of functions through pairings and language as a collaborative process. [ABSTRACT FROM AUTHOR]

Autism spectrum disorders affect social communication with the presence of stereotyped interests, behaviors or language and sensory abnormalities that begin in early childhood and continue throughout life. The prevalence of ASD is 1-2%, with a boy to girl ratio of 3:1. 50-70% of patients with ASD have comorbidity with ADHD, 40% with anxiety disorders, 11% with tics and 10% with depressive disorders. It is also essential to consider the possibility of a person with ASD suffering from a depressive disorder and to be alert to symptoms that may be included in this disorder, bearing in mind that people with ASD have difficulties in detecting and expressing their emotions. It is essential not to consider that everything expressed behaviorally and cognitively is directly related to autism. Depression may not manifest itself in the same way as in people with typical development. Tics are repetitive, non-rhythmic, stereotyped movements resulting from sudden, abrupt, involuntary, non-purposive muscle contractions. The DSM-5 includes tic disorders within neurodevelopmental disorders and integrates them into motor disorders. The presence of chronic tics has been described in 9% of children with ASD, while their association with Tourette Syndrome occurs in 4.8% of cases. In many cases, tics coexist with other involuntary movements or behaviors. Patients with ASD and tics may meet the diagnostic criteria for TS, which can make their differential diagnosis considerably more difficult. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala 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.)

The articles in this thematic special issue of Boletín de Filología (Universidad de Chile), "Human actors in language policies and planning. Agency, ideology and practices", underscore how language policy and planning practices are shaped and being shaped by various social actors involving policymakers, a range of policy implementors - parents, educators, students and other members of the civil society for whom the language policies are designed. Drawing on situated case studies from both sides of the Atlantic (Latin America and Europe), this special issue documents the role human actors as de facto policymakers on the ground. Their under-the-radar participation in the language policy regime may appear extremely intermittent and ad hoc, but their individual language management and practice, taken together, can have a significant impact in their immediate society's language behavior. The collection has emerged in the wake of the international conference on Challenging borders, challenging categorizations: From/between borders 2021 (11-13 November 2021, Bern, Switzerland). [ABSTRACT FROM AUTHOR]

The objective of this field work was to describe and analyze the verbal performance with ineffective motor behaviors or motor patterns in a group of children attending schools of pedagogical risk, in the southern zone of the province of Buenos Aires with the subsequent purpose of cognitive stimulation and strengthening programs. motor. The design was descriptive-correlational and cross-sectional. The selection of the sample was intentional, not probabilistic; it was composed of 507 children between 4 and 7 years of age from four public schools in the Province of Buenos Aires, Argentina, from the Initial and Primary levels. The intellectual level, the types of gait and the achievements obtained according to age and sex were studied. The results showed that the degree of difficulty in the jumping and balance tests exceeded 50%, being 79% at the age of 7 years. Existing also at this age, primacy of motor clumsiness. In general, the intellectual level detected was borderline normal and slow, and few expected linguistic achievements for age. In summary, there would be a relationship between motor clumsiness, motor development and intellectual level. The results obtained require the implementation of cognitive and motor stimulation programs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de la Imagen is the property of Common Ground Research Networks 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 de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala 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.)

The article "The Linguistics of Love: From the Passion of Words" is a book edited by M.ª Mar Galindo and M.ª del Carmen Méndez that compiles various studies on how affective relationships are constructed through language. Specialists address topics such as the concepts of love and conversation, verbal behavior in seduction rituals, stages of love through the study of voice, the use of metaphors to express love, the language of desire in the LGBTQ+ community, the language of couples, and the differences in sexual lexicon between men and women. It also analyzes how the topic of eroticism is approached in translations of erotic novels and how to address transgender individuals without offending them. The text presents a summary of a book that addresses the topic of love from different perspectives, such as linguistics, psychology, and music. Several chapters are mentioned that explore metaphors about love in songs, translations of romantic relationships in teenage series, the use of dating apps like Tinder, the phenomenon of ghosting, and the lexicon of love in pop and rock songs. It is emphasized that love is not limited to language, but is also expressed through images, gestures, and movements. Additionally, it is mentioned that there are differences in how men and women express love and that gender-related myths related to the topic still persist. It is also noted that the language of love in the LGBTQ+ community remains a taboo topic in society. [Extracted from the article]

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala 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.)

The article analyzes the pragmatic functioning of the performative form of the verb "creer" (to believe), specifically its most frequent function: attenuation. It is based on the analysis of oral corpora and examines the pragmatic readings and generic behavior of this verbal form. The objective is to provide a specific definition of the pragmatics of belief and clarify the general problematic surrounding the description of doxastic verbs. The complexity of understanding these verbal forms and their polysemy and polyfunctionality is highlighted. Additionally, the pragmatic use of the verb "creer" in political discourse and its influence on persuasive communication is analyzed. [Extracted from the article]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta 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 de Investigación Lingüística is the property of Servicio de Publicaciones de la Universidad de Murcia 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.)

In this work we are going to analyze the non-verbal behaviors of teachers and students, there will always be competent didactic resources to improve performance in the classroom. Many of these resources come from the attractive world of illusionism, which, in turn, draws on them to adapt its effects, as we will demonstrate throughout the work. We have reviewed much of the literature that exists on non-verbal communication, focusing especially on that which applies to the classroom context. Some manuals of illusionism, especially those that deal with its incidence in teaching settings, have served to complete a series of key tools for the development of non-verbal behaviors of teachers and students. Following the traditional schemes of proxemics and kinesics studies, we will analyze the main features of non-verbal communication that occur within the classroom, reflecting on the behaviors that provoke negative reactions or, on the contrary, beneficial effects in the teaching process- learning. Illusionism uses many non-verbal communication techniques for application to games and effects. It has been shown that the effects of illusionism in the teaching context are of great relevance, standing as one of the most considerable non-verbal communication tools. Many of the non-verbal skills developed by illusionists are applicable to the classroom with very valuable results. [ABSTRACT FROM AUTHOR]

Children with Down syndrome demonstrate delays in verbal vocal behavior. An effective intervention for the development of different skills is that based on Applied Behavioral Analysis (aba). The purpose of the study was to evaluate an early intervention implemented by parents based on aba on the development of verbal vocal behavior in children with Down syndrome. Participants were two kids 6-10 months old. For each participant an individual functional curriculum was developed. The results suggest that the procedure was effective in the development of verbal vocal behavior in both participants. The results provide further evidence supporting the use of aba to teach verbal skills in children with Down syndrome. [ABSTRACT FROM AUTHOR]

Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion 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 CIVILIZAR: Ciencias Sociales y Humanas is the property of Universidad Sergio Arboleda 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 CIRCULO de Linguistica Aplicada a la Comunicacion 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.)

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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 International Journal of Foreign Languages / Revista Internacional de Lenguas Extranjeras is the property of Universitat Rovira I Virgili 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.)

In spite of the scarce number of papers Coseriu dedicated to problems of functional syntax (Coseriu 1979, 1989), they fully agree with his general conception of semantics, especially grammatical semantics, and Wilhelm von Humboldt‘s notion of ―interior linguistic shape‖. In this paper, Coseriu‘s principles of functional syntax are discussed with regard to publications on ergativity. It is argued that ergative languages are not, first of all, characterized by a specific case marking on nouns, but by a specific behavior of the verb and verbal categories such as voice. Phenomena of syntactical swift in Tupi-Guarani languages will also be described. First and second person pronominal objects in transitive verbal constructions are not allowed. Nominalized existential clauses are used instead. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana 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.)

Despite several decades of studies on attitudes to the environment and the personal and social variables associated to them, environmental education has largely failed to make substantial gains in the adoption of pro-environmental behaviors. Education on rule-governed behavior is proposed as an alternative for reducing the distance between saying and doing behavioral change that suggests pragmatic solutions and promising avenues for future investigation on pro-environmental behavior. A total of 469 participants from different age groups took part of this study. 376 reported the frequencies of following pro-environmental rules through a questionnaire, and 93 categorized different kinds of pro-environmental behaviors in a free sorting procedure and also in relation to consequences and effort associated to these behaviors. Even though results evidence the effects of environmental education in recognizing environmental relevant behaviors they lack in establishing the connection of these behaviors with social and natural consequences. Implications for environmental education are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Nasleđe is the property of University of Kragujevac, Faculty of Philology & Arts 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 Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta 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.)

The sense of humor gives a new perspective of life by turning the person into a spectator of what is happening, being able to laugh at oneself and to what happens to one. Because of that, it is considered that humor allows us to face problematic situations in a different way. Carbelo and Jáuregui (2006) argue that sense of humor is not a mere remedy to prevent or help overcome disease; instead, it has the capacity to promote greater well-being, enjoyment of life, growth towards greater humanity and fulfillment. These same authors add that sense of humor is a unique trait of the human species and it is possessed by all human beings of different cultures (Carbelo y Jáuregui, 2006). While each culture has its own rules about which facts or situations may be the object or cause of humor, "both humor and laughter are universal" (Cassaretto y Martínez, 2009, p. 289). Although humor has been associated with psychological, physical and social well-being, not all research show consistent results. This is because sense of humor does not imply only positive components, but also negative components (Martin, 2003; Cassaretto y Martínez, 2009). In general, the different studies carried out have perceived sense of humor as a positive feature with the potential to generate positive effects. However, there are negative elements of humor that have a negative correlation with psychological well-being (Martin, 2003; Grimshaw, Kirsh, Kuiper y Leite, 2004). Therefore, it is important to be able to consider the sense of humor not as a one-dimensional construct (taking into account only its positive components), but to be able to focus on a multi-dimensional approach capable of considering all the characteristics and consequences -positive and negative- of it. Martin (2003) postulates that humor is a personality trait composed of either healthy or adaptive components and of unhealthy or unadaptable components. This author proposes the following classification: Adaptive humor is formed by affiliative humor (the tendency to say funny things, to make jokes, and spontaneous and witty jokes to amuse other people) and self-enhancing humor (it implies having fun with the incongruities of life even in adversity and using humor as a strategy to face the vicissitudes), and unadaptive humor is formed by aggressive humor (the tendency to use humor for the purpose of criticizing or manipulating others by resorting to sarcasm, bothering with jokes, ridiculing others) and self-defeating humor (people who use this kind of humor are self-deprecating, make or say funny things at the expense of themselves and laugh with others while ridiculing or belittling). The aim of this work is to study the relationship between these two types of humor and physical and verbal aggressive behaviors. We worked with a sample of 100 adolescents from Argentina of both sexes, aged between 16 and 18 years, of the middle socioeconomic strata of Buenos Aires, Argentina. All participants responded to two scales: the questionnaire of physical and Verbal aggression (Caprara y Pastorelli, 1993, Spanish version of Barrio, Moreno Rosset, López Martínez, 2001), and the version adapted to Spanish by Cayssials (2004) of the scale of humor styles (Martin, 2003). The results indicate that aggressive humor positively predicts aggressive behaviors evaluated in a general way, and aggressive behaviors verbal and physical evaluated specifically. On the other hand, personal improvement humor style mitigates general aggressive behaviors and verbal aggression specifically. Finally, aggressive physical behaviors were only predicted by the aggressive humor style. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta 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.)

is article analyzes, from a linguistic-discursive perspective, the language behavior by the Venezuelan political leaders when producing messages in their Twitter accounts. ree hundred and fiy-six tweets were analyzed under a semantic and pragmatic approach and from the sociocognitive perspective of the critical discourse analysis. e results showed that: a) the revocatory referendum against President Nicolás Maduro and his Patria Plan were the most recurring topics, and b) the profusion of negative lexical units as well as linguistic actions of assertion and insult provided the standard of verbal offense defining the political discourse. It is concluded that the communicative intention of the leaders focused mostly on increasing the discursive contention rather than promoting a true peace dialogue in the Venezuelan political context. [ABSTRACT FROM AUTHOR]

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 Clínica Contemporánea: Revista de Diagnóstico Psicológico, Psicoterapia y Salud is the property of Colegio Oficial de Psicologos 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.)

Introduction: the National Population Council in Mexico reports that in 2015 there were 2,251,731 births of which around 5-12% were preterm, around 188,469 to 337,759 were considered LBW , this is a serious public health problem because of all the cognitive sequelae and IQ complications associated to LBW and prematurity. There is no Mexican data in this issue. Objective: determine the IQ and some neurocognitive problems associated with LBW, VLBW and prematurity in middle and late childhood children (8-13 years old) when academic requirements are bigger. Material and methods: WISC-IV was applied to 31 middle and late childhood children (male and female). Apgar scale was considered ( minute 5). Results: around 33% of LBW, VLBW or preterm children had IQ deficit , it is 8% more than it is reported in the theoretical normal curve, around 13% was extremely low versus 2.2% that is expected. The Apgar scale was not a predictive influence in the results. The verbal comprehensive index was reported with a 29% deficit, the perceptual organization index was reported with a 26% deficit, a 35% of deficit was shown in the working memory index and processing speed index had around 45% deficit ( compared with peers). For some reason these children were bullied by their school mates. Conclusions: we only found a 33% IQ deficit in LBW, VLBW and preterm children, unlike other authors that report around 50 to 71.42% deficit in this population. It is necessary to have further studies as well as determinants of bullying. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana 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 Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Syntactic competence development initiates during preschool age, an important component on this phenomena is active verb utilization, and morphology-semantic-verb acquisition. Recent approximations have outlined the importance of cognitive dependency-interaction during child development, for example the importance of executive control for verb selection (mapping) and efficient verb-utilization; as well as the importance of verb-semantics for cognitive processing; however at the national and the international context, developmental studies on verb-fluency and verb-morphology during verb-fluency paradigms are to date insufficient. In this article a basic review is presented on the characteristics of verb active utilization and verb-fluency in preschoolers and older children, outlining the utility for the field of developmental neuropsychology. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyse the interaction between coaches' verbal behaviour and game actions in a team sport. For this purpose, twenty matches of Senior, Junior and Cadet male handball were analysed. Verbal behaviour provided by coaches was coded using the CAIS (Coach Analysis and Intervention System; Cushion, Harvey, Muir and Nelson, 2012), in which two categories were added: to alert and to provide information. Regarding game actions, 19 actions were coded and grouped into positive and negative. Statistically significant differences were obtained to coaches' verbal behaviour depending on the result (positive or negative) of game actions. After positive actions, coaches provided more general and specific positive feedback, instruction, information, encouragement, and praise. On the other hand, after negative actions coaches provided more general and specific negative feedback, corrective feedback, scold, direct management, and verbal protocol analysis. Knowledge of coaches' verbal behaviour based on game actions is useful for implementing interventions to improve these behaviours in competition. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana 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.)

In this paper we conduct an analysis of the client behavior focusing on the main activity that is performed in session: talking. Using observational methodology we performed a topographical study of clients' verbal behavior through the development of a measuring instrument by our research group: Categorization system of the interaction of client's verbal behavior during the session (SISC-CVC). 92 clinical sessions from 19 cases treated by 9 therapists were observed and recorded. The results show that, in general, the client mainly provides descriptive information relevant to therapy, shows acceptance and understanding to the therapist's verbalizations aiming to inform, motivate or instruct, and expresses more frequently contents related to clinical change compared to contents opposed to the objectives pursued. We can also conclude that the clients' verbal behavior varies depending on the therapeutic activity that is taking place and is independent of the problems treated, the personal characteristics of the client or the clinician's therapeutic style. [ABSTRACT FROM AUTHOR]

This paper presents a first descriptive approach to the study of instructions in therapy as a previous step to a more comprehensive research about the influence of instructions on therapeutic adherence. Two cases treated by two behavioral therapists were analyzed throughout the treatment –one of them was an experienced therapist and the other was inexperienced one. The sessions were observed and registered with a specific coding system and The Observer XT software. Data highlight the differences in frequency and type of instructions depending on the tasks carried out by the therapists, as well as on their experience. Results provide some first hypotheses (to be proved) about the existence of different patterns of therapist instructions during the psychological treatment and allow us to establish some bases for the study of the influence of instructions on therapeutic adherence which may improve the effectiveness of psychological interventions. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) 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 Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana 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 Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana 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.)