Maria Gonzalez

El presente ensayo tiene como meta rescatar, por medio de cuatro secciones, algunos de los problemas teóricos y prácticos que se dan en el campo de la Biología. En una primera parte y a modo de introducción, analizamos la vigencia científica del espíritu de Darwin a través de los trabajos de etología que han sido llevados a cabo durante este siglo. A continuación, hacemos una incursión histórica, creemos que a todas luces necesaria, con el fin de examinar los errores y los logros pre y postdarvinistas obtenidos en la Biología y de este modo, en un tercer apartado, situar la aparición de la Sociobiología y entender sus implicaciones epistemológicas. En el ínterin ha sido necesario hablar de cuestiones tales como género, sexualidad, procreación... Finalmente, en el último apartado, el dedicado a la clonación, intentamos desbrozar los riesgos que proceden abusivamente de cierto hacer científico.

ResumenEste artículo estudia desde una perspectiva sociolingüística una muestra de 14 novelas rosa inglesas que están ambientadas total o parcialmente en las islas Canarias (España). Las obras, que pertenecen a un corpus más amplio, están salpicadas, en mayor o menor medida, de palabras y expresiones en español, ya que algunos personajes son de habla hispana. El objetivo principal del trabajo es mostrar la conciencia sociolingüística de las autoras, mediante la identificación de los mecanismos que estas utilizan para recrear el contexto bilingüe de las novelas y construir la identidad lingüística de los personajes. Tras un análisis cuantitativo y cualitativo de los textos, los datos obtenidos parecen confirmar la existencia de una conciencia sociolingüística que se expresa por medio de estrategias de representación, que incluyen el uso del metalenguaje y del cambio de código. Además, con los hispanismos recopilados aquí iniciaremos las labores de elaboración de un futuro glosario, lo que nos llevará a plantearnos el posible papel de este tipo de textos como canales para la difusión internacional del vocabulario español, dado su gran número de lectores en todo el mundo.

Esta investigación ha sido motivada con la intención de analizar las ejecuciones morfológicas en dos grupos de niños procedentes de dos ambientes sociales y educativos diferentes. Concretamente, un grupo de niños-as procede de un ambiente socioeducativa de clase media (n=33) y otro grupo con desventaja medioambiental, de un ambiente social de clase baja (n=34), estando sus edades comprendidas entre 7 años y 6 meses, y 9 años. Los niños-as respondieron a un conjunto de subpruebas morfológicas, unas inventadas y otras reales: las primeras estaban destinadas a medir la capacidad para aplicar reglas morfológicas inventadas sin carga léxicosemántica específica, no estando mediatizadas por aprendizajes anteriores;…

Adolescence is the period of growth between childhood and adulthood. This period of development, which goes from 13 to 18 years, is usually presented as critical, due to the profound modifications of physiological and psychological order in this research we worked with a sample of 60 students, from Secondary School No. 8, morning and evening shift. An instrument was made with 45 variables, 5 of them signalytic: age, gender, an average of the previous cycle, performing some extracurricular activity, and shift. The information was processed in the SPSS and STATISTIC programs. The conclusions showed that the student, by showing a need to learn, is able to develop different academic skills through different factors, such as motivation, thus improving their school performance. Thus proposes the development of an intervention model, for training teachers, on motivation methods in the classroom; As well as conferences on the importance of the topic of adolescent motivation and the factors involved in improving academic performance, teachers and parents will be taught and publicity will be developed on the importance of school motivation in adolescents and how it intervenes from home, at school and how this influences academic results.

[No hay resumen disponible, se incluyen los primerso párrafos del texto] Hace ya mucho tiempo algunos amigos de alrededor de treinta años comenzamos a estudiar filosofía bajo la dirección de Gregorio Klimovsky. Muy pronto uno de nosotros se destacó por su capacidad creadora y su curiosidad filosófica: era Juan Larreta. Es así que, a pesar de haber iniciado tarde su formación, descolló como filósofo de mérito tanto en la Argentina como en el exterior. Presidente de la Sociedad Argentina de Análisis Filosófico (SADAF) durante dos períodos, obtuvo el Diploma al M érito en Filosofía de la Fundación Konex en el 2006 y fue nombrado miembro honorario de la Sociedad Española de Filosofía Analítica (SEFA) en 2010. Organizó seminarios y dictó conferencias en centros de estudios filosóficos y en universidades argentinas y extranjeras, en cuyas publicaciones escribió numerosos artículos de singular valía, todos ellos caracterizados por su originalidad, su irreverente desafío al sentido común y sus ingeniosos experimentos mentales (thought experiments). Esta despedida dolorosa se empeña en acercar a la memoria recuerdos queridos de circunstancias compartidas con este amigo excepcional. fue nuestro centro: en su casa organizó, durante muchos años, seminarios de filosofía, de economía y, junto con María Elisa, esas reuniones cinéfilas de divertidas, sorprendentes y variadas interpretaciones...

El testimonio histórico que se desprende de los textos coloniales, escritos por los hombres de la conquista, no registró el papel fundacional de las mujeres en la sociedad, sino que enunció, tácita y recíprocamente vinculados, los conceptos de nación y masculinidad. La institucionalización de la supremacía masculina constituye una de las razones por las cuales las mujeres figuran como el sector de la población más desposeído y violentado de la sociedad centroamericana actual. Como veremos en el siguiente análisis, el arte textil maya representa un lugar de la memoria colectiva que resiste los sistemas de dominación masculina.

Analizaremos las características de los cinco poliedros regulares convexos que Platón describe en el Timeo y esclareceremos los siguientes problemas: primero, mientras los poliedros regulares son cinco, los elementos naturales son solo cuatro; segundo, la transformación de unos elementos en otros; tercero, las proporciones que rigen las mezclas de los elementos, y cuarto, las consecuencias de la propuesta platónica en dos problemas científico filosóficos de ese momento: la causa del movimiento y la existencia o no del vacío.

Este trabajo forma parte de una investigación que, en el cruce entre materialidades estéticas latinoamericanas contemporáneas y reflexiones de diversas corrientes materialistas posthumanas, indaga las figuras que adquieren la materia humana y no humana, sus modos de existencia y sus interacciones posibles. El libro La memoria de las cosas (2015) de Gabriela Jáuregui articula, en ese sentido, un espacio de percepción y de sensibilidad ante la materia capaz de tensionar los binomios jerárquicos que rigen las distribuciones de lo existente: humanidad/no humanidad, naturaleza/cultura, cuerpo/mente, inerte/agente, entre otros. La pregunta por la escritura, que retoma las relaciones entre materia y discurso, la naturaleza de significación y las concepciones de las prácticas estéticas, memoriales y de conocimiento, habilita una lectura de los textos literarios en tanto materialidades intra-actuantes, que conforman ensamblajes humanos-no humanos y participan de los devenires en curso del mundo.

Since the mid-20th century, the study of Self-Regulated Learning has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation, regulatory teaching, and metacognitive study control strategies. Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation /non-regulation /dysregulation ]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.

The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales. Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths, reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.

Scarcity acts as a mental burden that disrupts how people process information and make decisions (Mullainathan and Shafir in Scarcity: Why having too little means so much. Macmillan, Basingstoke, 2013; Mani et al. Science 342:976–980, 2013). In this study, we replicated Mani et al.’s (Science 342:976–980, 2013) experimental design to explore whether scarcity also taxes Colombian high school students’ mental bandwidth. In a lab-in-the-field experiment, we tested how 417 high school students from high and low socioeconomic status (SES) in Bogotá, Colombia, responded to different scarcity situations. Students were first presented with hypothetical scenarios of harsh or soft scarcity. Next, participants had to solve a series of tasks that measured higher cognitive functions (i.e. Raven’s Progressive Matrices, Cognitive Reflection Task and questions to assess their Delay Discounting value) and had to explain how they would solve the scarcity situation. As opposed to Mani et al. (Science 342:976–980, 2013), we did not find that scarcity taxed individuals’ mental bandwidth, neither their cognitive nor executive functions. We found that low-SES individuals, under the harsh scarcity condition, displayed more empathic attributes than high-SES individuals. Taken together, the results of this study show the importance of replication in different cultures and environments.

The objective of this study is to determine the contribution made by knowledge of letters, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatized naming at the ages of six and seven to the ability of Spanish children to read words at 7 years of age. A total of 116 Spanish-speaking school children took part in the study, from schools located in an average socio-cultural setting, without special educational needs. The reading ability of these pupils was evaluated at the age of seven, and cognitive variables were assessed at 6 and 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were performed. The results show that cognitive variables measured at these ages contribute differently to the ability to read words at 7 years of age. Rapid naming does not seem to influence word reading; knowledge of letters no longer influences word reading as children grow older; and phonological awareness and phonological memory maintain their contribution to the explanation of word reading. These results indicate that reading in Spanish depends on different cognitive variables and that this relationship varies according to age. The findings have key educational implications in terms of teaching reading skills and the prevention of specific learning difficulties in Spanish Primary Education.

One of the measures adopted by the government of Spain during the COVID-19 pandemic has been the elimination of face-to-face classes in all universities, requiring that all teachers had to conduct their classes in an online mode. The objective of this article is to study how this adaptation among university teachers affected their job performance due to the technostress (objective and subjective) that they may have suffered. Based on the person-environment misfit theory (P-E fit theory), the sample consisted of 239 teachers from face-to-face and online universities in Spain who were asked to identify the type of technostress, feelings of technostress, and impact on job performance as a result of online teaching due to the COVID-19 pandemic. Results show that teachers who suffered the most from the negative consequences of technology have been female teachers from face-to-face universities who are older, have more years of experience, and consequently, hold a higher position. Despite previous results none of the above variables have been significant in explaining the decline in job performance during confinement. It was also observed that although the effect on job performance was similar for online teachers as well as face-to-face teachers, the variables that explained this effect were different. For the online teachers, there was a misfit between the demands and resources, which are explained based on the previous theory (P-E fit theory). Teachers from face-to-face universities pointed to the lack of instructions from their organization, along with subjective feelings of techno-inefficacy, as the reasons behind the decline in job performance during the lockdown period. Looking ahead to future research on the incorporation of information and communications technology in teaching work, it is necessary to consider variables associated with technostress, both objective and subjective, in order to increase the effectiveness of integrating emerging technology into teaching work.

The present study had two main aims: to determine whether deaf children show higher rates of key behaviors of ADHD and of Conduct Disorder—CD— than hearing children, also examining whether the frequency of these behaviors in deaf children varied based on cochlear implant use, type of school and level of receptive vocabulary; and to determine whether any behavioral differences between deaf and hearing children could be explained by deficits in inhibitory control. We measured behaviors associated with ADHD and CD in 34 deaf and hearing children aged 9–10 years old, using the revised Spanish version of the Conners scale. We then assessed inhibitory control ability using a computerized Stroop task and a short version of the Attention Network Test for children. To obtain a measure of the level of receptive vocabulary of the deaf children we used a Spanish version of the Carolina Picture Vocabulary Test for Deaf and hearing-impaired children. Deaf children showed significantly higher rates of behaviors associated with ADHD and CD, and over 85% of cases detected with high risk of ADHD-inattentive type in the entire present sample were deaf children. Further, in the group of deaf children a negative correlation was found between receptive vocabulary and frequency of disruptive, aggressive, or antisocial behaviors associated with CD. However, inhibitory control scores did not differ between deaf and hearing children. Our results suggested that the ADHD-related behaviors seen in deaf children were not associated with a deficit in inhibitory control, at least in the interference suppression subcomponent. An alternative explanation could be that these behaviors are reflecting an adaptive strategy that permits deaf children to access information from their environment which is not available to them via audition.

Child-to-parent violence is a growing public health problem with consequences for perpetrators and families. Most research has focused on individual and family risk factors. However, little is known about its links with individual outcomes. The aim of this study was to analyze the relationships between CPV and psychological distress, suicidal ideation, and self-concept in school-aged adolescents, taking into account the gender perspective. A study was conducted with a sample of 8,115 adolescents, aged between 11 and 16 years from the State of Nuevo León, Mexico. A MANOVA 3 × 2 was performed to analyze the data. The results revealed that adolescents involved in CPV showed higher levels of psychological distress and suicidal ideation and lower levels of family and social self-concept. It was also observed that girls with higher levels of CPV scored the lowest levels of psychological distress and suicidal ideation, as well as the lowest levels of family self-concept. The findings highlight that adolescents and especially girls involved in CPV also report internal maladjustment outcomes. Finally, the results and their implications for research and intervention with adolescents involved in CPV are discussed.