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Aggression is a functional term that refers to behaviour in competitive interactions, such as repelling predators, accessing resources or pursuing other self-serving interests. However, aggression also has a secondary function as a partner control mechanism to extort cooperation and tolerance from others. Both functions are mainly available to high-ranking individuals interacting with lower-ranking opponents, which raises the question of how do lower-ranking individuals achieve their goals? One possibility is by predicting future reactions of uninvolved bystanders and adjusting one’s behaviour accordingly. Here, we investigated how free-ranging sooty mangabeys, a socially tolerant forest dwelling primate, used aggression depending on audience composition. As predicted, high-ranking individuals used aggression universally to displace lower-ranking competitors, but we also found several audience effects for other group members. First, aggression of lower-ranking individuals was significantly augmented in front of high-ranking audiences, often accompanied by vocalisations. Second, individuals generally refrained from severe aggression in front of friends and when audience size was small. We discuss these patterns of audience-dependent aggressive behaviour and conclude that, while mangabeys naturally pursue selfish goals, they also adjust levels and rates of aggression depending on who observes them, consistent with the idea of pursuing longer-term goals of securing cooperation and tolerance.

Animal learning theory has been enormously influential in setting up laws of how individuals gradually learn associations and instrumentation by reinforcement. Yet, the theory rests on data collected from socially isolated laboratory animals, exposed to artificial cause–effect relations without visible agents. We review the primate vocal learning literature and find that animal learning theory performs poorly in accounting for real-life learning and evolutionarily relevant problem-solving. Instead, learning occurs when conspecifics act as event- causing agents, often without direct consequences for learners. We illustrate this with recent field studies, which suggest that the default mode of learning may not be through reinforcement and repeated trials but by acquiring scripts — mental representations of how events typically unfold. Becoming communicatively competent may be more about learning how events unfold than becoming conditioned to stimuli and responses. published

How does intentional communication evolve? Comparative studies can shed light on the evolutionary history of this relevant feature of human language and its distribution before modern humans. The current animal literature on intentional signaling consists mostly of ape gestural studies with evidence of subjects persisting and elaborating with sometimes arbitrary signals toward a desired outcome. Although vocalizations can also have such imperative qualities, they are typically produced in a functionally fixed manner, as if evolved for a specific purpose. Yet, intentionality can sometimes transpire even in functionally fixed calls, for example, if production is adapted to audience composition. In this study, we carried out field experiments to test whether free-ranging sooty mangabeys adjusted snake alarm call production to their audiences. We found a positive relation between alarm call production and naïve individuals arriving, suggesting that callers attempted to influence their behaviors relative to the snake. Subjects called more with smaller audiences, if they had not heard other calls before, and if socially important individuals were in the area. We concluded that sooty mangabeys alarm call production can be explained as an active attempt to refer to an external event, rather than a mere readout of an internal state.

Animal communication has long been thought to be subject to pressures and constraints associated with social relationships. However, our understanding of how the nature and quality of social relationships relates to the use and evolution of communication is limited by a lack of directly comparable methods across multiple levels of analysis. Here, we analysed observational data from 111 wild groups belonging to 26 non-human primate species, to test how vocal communication relates to dominance style (the strictness with which a dominance hierarchy is enforced, ranging from 'despotic' to 'tolerant'). At the individual-level, we found that dominant individuals who were more tolerant vocalized at a higher rate than their despotic counterparts. This indicates that tolerance within a relationship may place pressure on the dominant partner to communicate more during social interactions. At the species-level, however, despotic species exhibited a larger repertoire of hierarchy-related vocalizations than their tolerant counterparts. Findings suggest primate signals are used and evolve in tandem with the nature of interactions that characterize individuals' social relationships. Publisher PDF

En la segunda mitad del siglo XX se llevaron a cabo en diferentes países, estudios sobre la influencia del estilo comunicativo de los padres en el desarrollo del lenguaje en los niños. Dichos estu-dios planteaban posturas diferentes en cuanto a la calidad de los inputs, los cuales podrían ser óptimos o deficientes. El objetivo del estudio fue el de identificar los inputs lingüísticos usados por un grupo de madres de niños con discapacidad intelectual. Se realizó una investigación de tipo documental, donde se analizaron registros audiovisuales de interacciones comunicativas entre madres y niños en situa-ciones naturales. Los niños presentaban un diagnóstico clínico, algunos de síndrome de Down y otros de Parálisis Cerebral, y secundario a estos diagnósticos, discapacidad intelectual. La información se procesó a través de una herramienta de análisis cualitativo. Los resultados muestran un uso variado de inputs lingüísticos con un porcentaje más alto de aquellos en los que se exige acciones o elaboración de enunciados en los niños. Parece demostrarse la postura teórica sobre el input deficiente en los padres, quizá relacionado también con un supuesto acerca de las fuentes de dicha deficiencia, In the second half of the 20th century, studies were developed out in different countries about the influence of the communicative style of parents in the development of language in children. These studies posed different positions regarding the quality of the inputs, which could be optimal or deficient. The objective of the study was to identify the linguistic inputs used by a group of mothers of children with intellectual disabilities. A documentary research was made, analyzing audiovisual records of communicative interactions between mothers and children in natural situations were analyzed. The children presented a clinical diagnosis, some of Down syndrome and others of Cerebral Palsy, and se-condary to these diagnoses, intellectual disability. The information was processed through a qualitative analysis tool.The results show a varied use of linguistic inputs with a higher percentage of those in which actions or elaboration of sentences in children are required. The theoretical position on poor input in parents seems to be demonstrated, perhaps also related to an assumption about the sources of such deficiency

Background and Objective: The profession of speech and language therapy in Colombia has been growing and with it has found new areas of work; one of them, in inclusive education. It is proposed to describe aspects of the work of a group of speech and language therapist in inclusive education in Colombia in the years 2016-2017. Materials and methods: The research was conducted from a qualitative approach, exploratory level and design of field work through semi-structured interview by virtual means. Seventeen speech and language therapist from different regions of the country were interviewed, most of them female, many of them with postgraduate training in areas related to education. Results: It was found that the speech and language therapist interviewed are most linked to the education sector, although some of them also to the health and social sectors, from which they consider that they contribute to inclusive education. They develop their work through a process of income-assessment, workplan curricular-adjustments, indirect intervention with advice and direct intervention with schoolchild inside and outside the classroom. There were also teaching and administrative activities. Conclusions: The scenarios, roles and responsibilities are varied, which invites us to continue rethinking the profession in inclusive education. Keywords: Speech-language therapy; Speech-language pathology; Inclusive education; Task; Role

The accompaniment provided by caregivers of children in their school process is important for their proper learning. This is stated in the General Law 115 of Education in Colombia. The relationship between reading and writing skills with the school process is also very strong. Qualitative and exploratory study; Through a structured interview, a group of 15 caregivers was asked about the accompaniment and follow-up provided to children of 4th grade of primary school in their school process. The sample was selected intentionally, since it was a group of caregivers of previously identified children with difficulties in reading and wrinting. The accompaniment provided by caregivers of children in their school process is important for their proper learning. This is stated in the General Law 115 of Education in Colombia. Therelationship between reading and writing skills with the school process is also very strong. Qualitative and exploratory study; Through a structured interview, a group of 15 caregivers was asked about the accompaniment and follow-up provided to children of 4th grade of primary school in their school process. The sample was selected intentionally, since it was a It was found that these caregivers had a mostly positive perception of children's school performance, in addition to referring optimal study environments and ways of supportingreading and writing. Since for the caregivers both the performance of the children and the conditions of study and accompaniment were good, research should continue on the subject from a deeper investigative point of view.

Introduction: The work of health professionals, such as speech therapists, is permeated in the educational sphere by views or conceptions that can lead to practices of exclusion or inclusion. In Colombia, speech therapists have achieved a space in the education sector, and their role has become relevant in the nascent inclusive education approach. Objective: To know what conceptions some of the speech therapists who work in inclusive education have about what “disability”, “diversity” and “inclusion” are, expressions that are related to their work. Methodology: A qualitative approach was applied with descriptive-transverse design. A semi-structured interview was carried out. For data analysis, open and axial coding was used to identify categories. Results: Some of the speech therapists interviewed showed conceptions about disability that are construed from the medical or rehabilitative model, and conceptions about diversity and inclusion in accordance with unesco’s proposals for education for all. Conclusion: It is important to continue reflecting on the training of future speech therapists within the framework of the World Health Organization and unesco approaches and proposals.

The germ cell-derived tumors account for 20-25% of ovarian tumors, with 3% being malignant. The degeneration occurs in 1-2% of cases. The age of presentation is menopause, around the age 50, and the most common malignant histological types in this context are squamous cell carcinoma and adenocarcinoma. It is important to determine the clinical-pathological characteristics of malignant transformation (although currently not well established), as because early detection and complete surgical resection are important for long-term survival. A case is presented on a peri-menopausal woman with histopathological findings of malignant transformation of a mature cystic teratoma to well-differentiated mucinous cystadenocarcinoma endocervical and intestinal type.

El fonoaudiólogo trabaja por el bienestar comunicativo en diferentes escenarios, uno de ellos el educativo, en donde se presenta una relación más directa y estructurada entre la comunicación y el aprendizaje. El rol del fonoaudiólogo en educación inclusiva fue legitimado por el Decreto 366 de 2009 del Ministerio de Educación Nacional y hasta el año 2017 con el Decreto 1421 de la misma entidad, se reglamentó la atención educativa a la población con discapacidad sin explicitar la participación del profesional de fonoaudiología en el sistema educativo. Objetivo: Estudiar las percepciones de un grupo de fonoaudiólogos de diferentes regiones de Colombia que trabajan en educación inclusiva, sobre su rol profesional y condiciones laborales en este escenario. Método: El estudio fue de enfoque cualitativo, nivel exploratorio, muestreo por conveniencia y trabajo de campo mediante entrevista semiestructurada remota. Resultados: Los entrevistados expresan que el rol es muy poco reconocido, que hay malas condiciones labo ales y que es importante contar con mayor formación en educación inclusiva para poder desempeñarse en dicho escenario. Discusión: Los resultados son coherentes con estudios previos por lo que deben reconocerse pocas transformaciones históricas que invitan a la reflexión de cara a la nueva normativa. Se reconoce la no exhaustividad del estudio y se invita a mantener la reflexión para impulsar el fortalecimiento del rol y reconocimiento del fonoaudiólogo en educación inclusiva.