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Resumen Se presentan los orígenes de la psicología evolucionista cuyos fundamentos se remontan a las obras de Charles R. Darwin (1859, 1871, 1872). En sus principales libros se encuentran referencias a la mente, el comportamiento y la cognición de los seres humanos y de animales no humanos. Darwin afirmaba que la teoría de la evolución contribuiría a entender mejor a la especie humana y su comportamiento y que la psicología podría estudiarse bajo una "nueva luz". Más adelante aparece la sociobiología de Wilson (1975) y, posteriormente, la psicología evolucionista (Buss, 1999; Cosmides & Tooby, 1992, 2005, 2017; Barkow, et aL, 1992), la cual propone respuestas frente a las limitaciones de la sociobiología. La psicología evolucionista es uno de los campos de investigación y teorización de mayor relevancia en las ciencias del comportamiento en estas primeras décadas del siglo XXI. El presente artículo analiza los orígenes de la psicología evolucionista, su desarrollo, sus logros, sus limitaciones y las críticas que ha recibido. Abstract In this article, the origins of evolutionary psychology are presented beginning with Charles R. Darwin's main works (1859, 1871, 1872). In his books, Darwin wrote about the mind, the behavior, and the cognition of human and non-human animals. He stated that the theory of evolution could contribute to a better understanding of the human species and its behavior and that psychology could be studied in a "new light". Many years later, Wilson (1975) introduced sociobiology as a discipline, and later, other authors set the fundamentals of evolutionary psychology (Buss, 1999; Cosmides & Tooby, 1992, 2005, 2017; Barkow, et aL, 1992). Evolutionary psychology has been one of the most relevant research and theorizing fields in behavioral sciences in the first decades of the 21st Century. The present paper analyzes the origins of evolutionary psychology, its development, achievements, and the criticism it has received.

El conductismo fue un enfoque psicológico influyente en el siglo XX. Esta investigación indagasobre la circulación en dos revistas de reconocida trayectoria en América, donde se analizaronsociobibliométricamente la totalidad de sus artículos originales publicados en sus primeras cuatrodécadas. 22,7% de artículos de la RIP y 43,5% de la RLP tuvieron menciones al conductismo; losautores e instituciones más productivos provenían de América Latina y el Caribe (ALyC), con unaimportante conformación de colegios invisibles; destacaron publicaciones sobre la conducta verbal,modificación de conducta y conducta social en ambas revistas. En cuanto a las referencias destacanautores y producciones del análisis experimental del comportamiento, modificación de la conducta einterconductismo. En la RIP dominaron referencias anglosajonas, mientras que en la RLP se encontróun nivel medio de bibliografía proveniente de ALyC. Se concluye que hubo una importante y diversacirculación, producción y promoción del conductismo en ambas revistas. Behaviorism was an influential psychological approach in the 20th century. This research investigates the circulation in two magazines of recognized trajectory in America, where the totality of their original articles published in their first four decades were analyzed sociobibliometrically. The most productive authors and institutions came from Latin America and the Caribbean (LAyC), with a significant number of invisible schools. Publications on verbal behavior, behavior modification and social behavior were highlighted in both journals. In the analysis of references, authors and productions of the experimental analysis of behavior, behavior modification and interbehavior stand out. In the RIP, Anglo-Saxon references dominated, while in the RLP an average level of bibliography from ALyC was found. It is concluded that there was a high and diverse circulation, production and promotion of behaviorism in both journals. Fil: Polanco, Fernando Andrés. Universidad Nacional de San Luis. Facultad de Ciencias Físico Matemáticas y Naturales. Departamento de Informática. Laboratorio Investigación y Desarrollo en Inteligencia Computacional; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis; Argentina Fil: Béria, Josiane Sueli. Universidad Nacional de San Luis. Facultad de Psicología. Departamento de Formación Profesional; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis; Argentina Fil: Klappenbach, Hugo Alberto Arturo. Universidad Nacional de San Luis. Facultad de Psicología. Instituto de Ciencias Computacionales, Cognitivas, Psicológicas y Sociales; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis; Argentina Fil: Ardila, Rubén. Universidad Nacional de Colombia; Colombia

Lesbian, gay, bisexual, transgender and queer or questioning psychology (LGBTQ psychology) is a branch of psychology that promotes inclusiveness in theory and practice across the science of psychology, affirming the lives of people with different sexual orientations and forms of gender expression in a non-heterosexist and non-genderist perspective. This article highlights the historical development of LGBTQ psychology in the context of different realities for LGBTQ people in five different countries (Russia, Greece, Colombia, South Africa and the province of Quebec, Canada). Key experts on LGBTQ concerns report distinctive challenges they have faced when promoting LGBTQ rights and developing LGBTQ psychology (e.g., the pathologization and criminalization of sexual diversity, neglect on the part of authorities, and rejection from religious groups). Human and mental health sciences have played an important role in the blossoming of LGBTQ psychology. Cross-cultural narratives show that the recognition of lesbian and gay rights comes before the recognition of the rights of bi, trans, queer and questioning people. Various forms of homonegativity and transphobia still coexist even in countries that have established protections and rights recognition for LGBTQ people. We provide 15 strategies to help psychological organizations and psychologists around the world promote the development of LGBTQ psychology.

El interes en los problemas que hoy llamamos psicologicos se encuentra en todas las grandes civilizaciones. En America existieron importantes ideas psicologicas en los Mayas, Aztecas, Incas y en los pobladores de la actual Colombia. La psicologia en su conceptualizacion moderna comienza en 1879 con la fundacion del primer Laboratorio de Psicologia Experimental en la Universidad de Leipzig por obra de W. Wundt. Hoy la psicologia como disciplina es tanto una ciencia como una profesion, y tanto una ciencia natural como una ciencia social. En el contexto colombiano el origen esta ligado a la fundacion del Instituto de Psicologia Aplicada de la Universidad Nacional de Colombia, el 20 de noviembre de 1947, con el cual comienzan los estudios profesionales de psicologia en Colombia y en el resto de Latinoamerica. En este articulo se analiza el estado de la psicologia como disciplina, como campo de investigacion y como area de aplicacion profesional. Se concluye que es necesario enfatizar mas los aspectos cientificos, ademas de los profesionales y trabajar en contextos multi e interdisciplinarios, con otros profesionales de las ciencias naturales y sociales.

As part of the project, “Study of the Latin-American Intelligence” (SLATINT), this study was conducted in six Latin American cities (Rosario-Argentina, Belo Horizonte-Brazil, Santiago-Chile, Bogota-Colombia, Mexico City-Mexico and Lima-Peru) and one European city (Madrid-Spain). The goal was to verify the effect of school performance on fluid intelligence and vice versa after controlling the socioeconomic variables. Students ( N = 3724) between the ages of 14 and 15 years (51% females) that were enrolled in 66 schools from different socioeconomic levels, participated in this study. The Raven Standard Progressive Matrices test (SPM, fluid intelligence measure), the 2003 PISA test (school performance measure) and a short socioeconomic questionnaire were administered. Diverse multilevel analyses were conducted. The results were: 1) a positive relationship between PISA and SPM, although a stronger correlation was observed as aggregated ( r = .89), rather than individual scores ( r = .58) were used; 2) after controlling social variables, the PISA scores could vary up to 7.79 times due to variation in SPM scores; 3) after controlling social variables, the SPM scores could vary up to 1.4 due to variation in PISA scores; 4) the socioeconomic status of schools exerted a greater influence on PISA scores than on SPM scores; and 5) there was a variability among schools regarding school performance (35.2%) and intelligence (6.3%) which was not explained by the covariates and random effects. The impact of these results for education policies is discussed.

Three studies analyzed the effect of education and social variables on intelligence (represented by one cognitive measure and at the g level) using samples from the SLATINT Project. The results indicated that intelligence, as measured by one measure (e.g., the SPM or IR test), was slightly influenced by education or the SES of schools. However, when intelligence was represented at the latent level (or g factor), the influence of social variables decreased. On the other hand, school performance was primarily influenced by cognitive differences, and secondly by the SES of schools.

In this chapter, notions of psychometric intelligence and cognitive psychology were used to analyze individual differences in the ability to execute cognitive processes. Specifically, the performance of good and poor problem solvers through the analysis of the types of errors in the SPM test were studied. Additionally, the relationship between creativity and intelligence was analyzed in middle-low and high cognitive performers.

This introductory chapter presents a panoramic vision of psychology in Latin America. It includes historical and conceptual aspects of the training at the undergraduate and graduate level. It affirms that psychology in Latin America has been previously characterized by scientific orientation, dependency, lack of sufficient originality, a conflict between social relevance and political activism, emphasis on applied issues, and emphasis on work with human beings. Latin-American psychology as a science and as a profession has been isolated from international developments during the larger part of its history. Psychology in Latin America is a discipline with many active research centers, university training programs at the undergraduate and graduate level, journals, practical applications, professional developments, social impact, and original work carried out in many of the countries of the region. The first psychology training programs in Latin America began in 1946 (Chile) and in 1947 (Colombia) and a few year latter in other countries. However, Latin-American psychology has been isolated, with scarce participation in International Congresses of Psychology (IUPsyS), International Association of Applied Psychology (IAAP), APA conventions, etc. Few international psychological events have been held in the region. Reasons will be presented to explain that isolation and possible solutions will be suggested.

Intelligence research has shown that human cognitive capital is associated with the development of nations. This chapter summarizes the results presented in previous chapters in order to analyze the quality of the human capital available in the Latin American region compared to the existing human capital in a developed country (in this case Spain). Additionally, challenges and future prospects are discussed.

One century of intelligence research, generally performed on samples from developed countries, has shown the existence of a general model of intelligence (or g factor). In our study, we tested this model using data from the SLATINT Project. A positive manifold of correlations was found and results from SEM modeling (Structural Equation Modeling), using the total sample and each Latin American sample, indicated that a single-factor model (or g factor) fit the data adequately, i.e., a general cognitive ability influenced performance on a set of cognitive ability measures.

Introduction: Inferential reasoning (IR) is a major component of intelligence, which comprises many different cognitive processes such as perception, memory, and logic. Many studies have proposed that socioeconomic status (SES) has a negligible association with IR, but more recent findings suggest that they may have a higher association when evaluating group instead of individual SES. Objective: The aim of this study is to test the effects of both individual (students) and group (schools) socioeconomic status on IR, comparing different countries of Latin America. Method. The sample was composed of 2 358 students aged 14 and 15 years from 52 different schools (44% public) of five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). Participants took part in an inferential reasoning test and answered a socioeconomic questionnaire. Results: SES student showed a small positive correlation with IR (r = .10, p < .001), while SES school had a more pronounced effect on IR (F [2, 1944] = 74.68, p < .001, ηp2 = .07), with higher IR at schools with higher SES. A significant difference of IR between countries (F [4, 1976] = 20.68, p < .001, ηp2 = .04), was also found with Peru showing the highest mean. Peru was the country with the higher percentage of private schools in the present study. A multilevel model was fitted using individual and group SES as predictors. Discussion and conclusion: Our findings showed that group SES have a higher predictive value of IR when compared to individual SES. This result suggests that individuals with low SES can benefit from studying on higher SES schools. Future research and the importance of public policies are discussed. Fil: Flores Mendoza, Carmen. Universidade Federal de Minas Gerais; Brasil Fil: Saraiva, Renan Benigno. University of Portsmouth; Reino Unido Fil: Câmara, Gislene Clemente Vilela. Pontificia Universidade Catolica de Minas Gerais; Fil: Lopes, Wilma M. Guimarães. Pontificia Universidade Catolica de Minas Gerais; . Universidade FUMEC; Brasil Fil: Passos, Ana P. Carvalho Pereira. Pontificia Universidade Catolica de Minas Gerais; Fil: Gama, Ana Maria Valladão Pires. Pontificia Universidade Catolica de Minas Gerais; Fil: Baumgartl, Viviane de Oliveira. Pontificia Universidade Catolica de Minas Gerais; Fil: Rodrigues, Larissa Assunção. Universidade Federal de Minas Gerais; Brasil Fil: Ardila, Ruben. Universidad Nacional de Colombia; Colombia Fil: Rosas, Ricardo. Pontificia Universidad Católica de Chile; Chile Fil: Gallegos de San Vicente, Miguel Omar. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina Fil: Reategui, Norma. Universidad San Ignacio de Loyola; Perú

Hans Eysenck´s works have had a substantial influence on the study of psychology in Latin America. His personality characteristics (sometimes dogmatic and incisive) and high intelligence (shrewd critic, a rigorous methodologist)were noted in the few visits that hemade to the Latin America region (one of those visits called as "The Eysenck Affairs"). Considered as one of the most important scientists of psychology, Eysenck arrived into Latin American academic establishment in an epoch dominated by psychoanalysis, and showed us one of the strongest personality paradigms that the psychology has given to our times. The Latin-America psychology is returning to the investigation of personality traits from a psychometric approach. Certainly, underlying this returning, the Eysenck´s PEN model is the principal driver. This tribute shows how the Eysenck´s ideas arrived in the Latin American region and the potential of his influence in the future. Fil: Flores Mendoza, Carmen. Universidade Federal do Minas Gerais; Brasil Fil: Ardila, Rubén. Universidad Nacional de Colombia; Colombia Fil: Gallegos de San Vicente, Miguel Omar. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educacion; Argentina Fil: Sampaio Braga, Luciana. Universidade Federal do Minas Gerais; Brasil Fil: Santiago, Bruna Miranda. Universidade Federal do Minas Gerais; Brasil Fil: Andrade, Daniel Marcos. Universidade Federal do Minas Gerais; Brasil

Las relaciones entre nivel socioeconómico (NSE) y capacidad cognitiva general han sido complejas y multivariadas. Se presentan los hallazgos investigativos en el contexto de las sociedades que se encuentran en la transición desde un modelo tradicional a un modelo contemporáneo globalizado. Los problemas asociados con el ascenso social, la búsqueda de oportunidades y la filosofía de la equidad se analizan desde la perspectiva psicológica. Se presentan ejemplos procedentes de las sociedades en vías de desarrollo. El papel de la educación, de la estratificación social y del desarrollo de habilidades específicas se analiza en detalle.

Research about the nature of psychology, its subject matter, its level of analysis, its scientific laws, its relationship with other disciplines, and its social relevance has been a matter of great concern and interest during the development of psychology. This problem can be analyzed in terms of the dilemmas of the psychological discipline, which have been choice points, crossroads, alternative decisions that bring psychologists face to face with the following issues: (a) the subject matter of psychology: psyche, mind, or behavior?; (b) the role of scientific methodology: is psychology a natural science, a social/behavioral/human science, or a part of the humanities?; (c) the universality or particularity of scientific laws in psychology: are laws universal or culture-bound and contextual?; and (d) the balance between science and profession: is psychology a basic science, a socially relevant profession, or both?

The experimental synthesis of behaviour is a programme for the unification of psychology. The central core of the theory is behaviour analysis, and its aim is to explain the findings of contemporary psychology in behavioural concepts. The experimental synthesis of behaviour is not “eclectic.” Following a post‐Kuhnian description, the author states that psychological schools were analogous to paradigms, and that a state of normal science (in Kuhn's terms) could be reached. The main characteristics of the experimental synthesis of behaviour, as a programme for the unification of psychology, are as follows. (1) A behavioural level of explanation; psychology has its own level, which includes the behaviour of organisms and their varied relations to the environment; behaviour is not reducible, in strict sense, to biology or to social science. (2) The method is experimentation, but in the initial stages importance is given to observational and correlational procedures. (3) Emphasis is on learning: Human behaviou...

Consistent with an emphasis on positive psychology, and on ability rather than deficit, this study of adolescents in 4 communities sought to examine how young people cope with their concerns. Samples of Australian, Colombian, German, and Palestinian students completed the general form of the Adolescent Coping Scale, an 80-item instrument used to measure coping. A comparison of young people's usage of 3 coping styles and 18 coping strategies within these communities indicated that Palestinian youth report greater usage of all but three strategies (namely, physical recreation, relaxation, and tension reduction), and German youth report the least usage of 2/3 of the strategies assessed. Both Palestinian and Colombian youth were noted to utilize more seek to belong, focus on the positive, social action, solving the problem, seeking spiritual support, and worry than were German or Australian adolescents. When the relative usage of coping strategies within national settings was considered, some noticeable differences were apparent. For example it was found that regardless of the national setting young people reported most frequent use of working hard and use of problem solving strategies. When it comes to more culturally determined activities such as physical recreation, the Australian and German students ranked this strategy more highly in their coping repertoires than do the Colombians, and more noticeably, the Palestinian students. For example, although physical recreation is ranked as the second most commonly used strategy for the German sample, it is ranked 16th by the Palestinians. The study demonstrates the importance of identifying coping strategies that are reflective of each community under investigation. Similarity in coping cannot be assumed across different student populations. Consequently caution needs to be exercised when importing coping programs from one community to another.

El libro Verbal Behavior (1957) fue considerado por su autor, B.F. Skinner, como su contribución principal al conocimiento. El lenguaje es la más compleja de las conductas humanas y ha sido estudiado desde muchas perspectivas. El libro Verbal Behavior fue el foco de muchas controversias y dio origen a un gran número de investigaciones. El primer idioma al cual se tradujo este libro fue al español, en 1981. Actualmente el área de la conducta verbal se encuentra en el centro de importantes desarrollos en el análisis del comportamiento, el conductismo radical, y en general la psicología científica.

O livro Verbal Behavior (1957) foi considerado por seu autor, B. F. Skinner, como sua principal contribuição ao conhecimento. A linguagem é o mais complexo dos comportamentos humanos e tem sido estudado por inúmeras perspectivas. O livro Verbal Behavior foi o foco de muitas controvérsias e deu origem a um grande número de investigações. O primeiro idioma para o qual se traduziu este livro foi o espanhol, em 1981. Atualmente, a área do comportamento verbal encontra-se no centro de importantes desenvolvimentos na análise do comportamento, no behaviorismo radical e na psicologia científica em geral.