The Integration Of Neuro-Linguistic Programming For Optimal Soccer Performance In Portugal

The subject of this article is integrating neuro-linguistic programming (NLP) approaches to improve football play in Portugal. The research aims to determine the integration of neuro-linguistic programming for optimal soccer performance in Portugal. The psychological discipline of NLP, which emphasises the relationship between language, behaviour patterns, and goal achievement, provides practical methods for improving players' mental toughness and all-around on-field performance. The research was based on primary data analysis to determine the data using SPSS software and generate results, including descriptive statistics, correlation coefficient analysis, chi-square analysis and regression analysis. Neuro-linguistic programming is the main independent variable, and optimal soccer performance is the main dependent variable. Using visualization, anchoring, language patterns, goal planning, and stress management strategies, athletes may cultivate a strong mental structure that facilitates optimal abilities. Coaches greatly aid NLP techniques and offer direction and encouragement to enable players to reach their greatest potential. Portuguese football teams can gain a competitive edge by adopting NLP, which promotes a positive culture, efficient communication, and a sense of shared objectives among players. Overall, the research found a positive and significant relationship between them. The possibility of incorporating NLP into football training and performance in Portugal is highlighted in this research, which might help build well-rounded athletes who possess exceptional physical and psychological qualities. (AU)

Voice and Communication Training Program Improves Performance of University Students in Oral Presentations. / Programa de Treinamento em Voz e Comunicação Melhora o Desempenho de Universitários em Apresentações Orais.

PURPOSE: To investigate the effect of a voice and communication training program for oral presentations on higher education students. METHODS: The proposed training program was based on the areas of social skills, voice projection techniques, and neurolinguistic programming. Thirty-eight students participated in the training with active learning methodologies at the university. Before and after the intervention, the participants recorded a short oral presentation on a topic of their choice. The recording was presented to the other participants and to a panel formed by three examiners (two articulation therapists and a psychologist), who evaluated the oral presentation performances. Moreover, each individual self-assessed their communication. The evaluation criteria covered the linguistic aspects, formal and non-formal, verbal and non-verbal communication, planning, and elaboration of the presentation. RESULTS: All participants improved their performance in oral presentations regarding verbal and para-verbal aspects, ability to keep the audience, emotional control, planning, objective, content, approach, organization, visual resource, form of presentation, language, and general elements (general presentation). CONCLUSION: The proposed training program is effective in improving the performance of university students in oral presentations.

OBJETIVO: Investigar o efeito de um programa de treinamento em voz e comunicação para apresentações orais em estudantes de ensino superior. MÉTODO: O programa de treinamento proposto foi baseado nas áreas das habilidades sociais, técnicas de projeção vocal e expressividade e a programação neurolinguística, sendo composto de dez sessões com duração média de duas horas cada. Trinta e oito estudantes participaram do treinamento com metodologias ativas de aprendizagem na própria universidade. Antes e após a intervenção, os participantes realizaram uma apresentação oral sobre um tópico da própria escolha, apresentada aos demais participantes e para uma banca formada por três juízes (dois fonoaudiólogos e um psicólogo), que avaliaram o desempenho nas apresentações orais. As apresentações foram gravadas para que cada indivíduo pudesse realizar a autoavaliação da sua comunicação. Os critérios de avaliação foram os aspectos linguísticos formais e não formais, verbais e não verbais, planejamento e elaboração da apresentação. RESULTADOS: todos os participantes obtiveram melhora de desempenho nas apresentações orais, quanto aos aspectos verbais, não verbais, capacidade de manter a audiência, controle emocional, planejamento, objetivo, conteúdo, abordagem, organização, recurso visual, forma de apresentar, linguagem e geral (apresentação geral). CONCLUSÃO: o programa de treinamento apresentado é efetivo para melhorar o desempenho de universitários durante apresentações orais.

Eye movements in response to different cognitive activities measured by eyetracking: a prospective study on some of the neurolinguistics programming theories.

The eyes are in constant movement to optimize the interpretation of the visual scene by the brain. Eye movements are controlled by complex neural networks that interact with the rest of the brain. The direction of our eye movements could thus be influenced by our cognitive activity (imagination, internal dialogue, memory, etc.). A given cognitive activity could then cause the gaze to move in a specific direction (a brief movement that would be instinctive and unconscious). Neuro Linguistic Programming (NLP), which was developed in the 1970s by Richard Bandler and John Grinder (psychologist and linguist respectively), issued a comprehensive theory associating gaze directions with specific mental tasks. According to this theory, depending on the visual path observed, one could go back to the participant's thoughts and cognitive processes. Although NLP is widely used in many disciplines (communication, psychology, psychotherapy, marketing, etc), to date, few scientific studies have examined the validity of this theory. Using eye tracking, this study explores one of the hypotheses of this theory, which is one of the pillars of NLP on visual language. We created a protocol based on a series of questions of different types (supposed to engage different brain areas) and we recorded by eye tracking the gaze movements at the end of each question while the participants were thinking and elaborating on the answer. Our results show that 1) complex questions elicit significantly more eye movements than control questions that necessitate little reflection, 2) the movements are not random but are oriented in selected directions, according to the different question types, 3) the orientations observed are not those predicted by the NLP theory. This pilot experiment paves the way for further investigations to decipher the close links between eye movements and neural network activities in the brain.

Canales dominantes de percepción del conocimiento. Influencia en la evaluación del aprendizaje de la inmunología / Knowledge Perception Dominant Channels. Influence of the Evaluation of Immunology Learning

Introducción: Los estilos de aprendizaje según canales de percepción dominante del conocimiento de los estudiantes influyen en su aprendizaje. Su uso por los docentes puede favorecer o no a estudiantes con un canal específico. Objetivo: Describir la ubicación según los canales de percepción dominante del conocimiento de los estudiantes de medicina y la relación de estos con el resultado de las evaluaciones frecuentes en la asignatura Sangre y Sistema Inmune. Métodos: Se realizó una investigación en 234 estudiantes y 30 profesores de la carrera de medicina en los cursos 2020-2021 y 2022. Los estudiantes se clasificaron según los resultados de un cuestionario para identificar el predominio del canal de percepción (visuales-auditivos-kinestésicos) y a los profesores se les realizó una encuesta para determinar su percepción sobre el uso de estrategias de enseñanza diferenciales para cada canal. El procesamiento se realizó en programa SPSS 25, a través de números, porcentaje y prueba de ji al cuadrado. Resultados: Predominó el canal visual con el 48 por ciento. Existió asociación con el sexo con p = 0,0016; en varones prevaleció el canal auditivo y en hembras el visual. La relación entre los canales de percepción dominante y el rendimiento académico fue significativa con p = 0,000. Conclusiones: Prevaleció el canal de percepción dominante visual. La distribución de cada canal se asoció con el sexo y el rendimiento académico; así se lograron mejores resultados por los estudiantes con percepción dominante visual. Esto último estuvo relacionado con el predominio de acciones por parte de los docentes que potencian este canal de percepción(AU)

Introduction: Learning styles according to dominant perception channels of students' knowledge influence their learning. Their use by professors may or may not favor students with a specific channel. Objective: To describe the location according to the dominant knowledge perception channels of medical students and their relationship with the results of frequent evaluations in the subject Blood and Immune System. Methods: A research was conducted with 234 students and 30 professors of the Medicine major during the academic years 2020-2021 and 2022. The students were classified according to the results of a questionnaire to identify the perception channel predominance (visual-auditory-kinesthetic), while the professors were surveyed to determine their perception on the use of differential teaching strategies for each channel. Processing was performed in SPSS 25, using numbers, percentages and the chi-squared test. Results: The visual channel predominated, accounting for 48 percent. There was an association with sex (p=0.0016); the auditory channel prevailed among males, while the visual channel prevailed among females. The relationship between dominant perception channels and academic performance was significant (p=0.000). Conclusions: The visual dominant perception channel prevailed. The distribution of each channel was associated with sex and academic performance; thus, better results were achieved by students with visual dominant perception. The latter was related to the predominance of actions by professors that enhance this perception channel(AU)

SOphrology Intervention to Improve WELL-Being in Hospital Staff (SO-WELL): Protocol for a Randomized Controlled Trial Study.

INTRODUCTION: Stress at work and psychosocial risks are a major public health problem. Sophrology and neurolinguistic programming (NLP) have demonstrated benefits in terms of mental, physical and social health, both in the general population and in patients, and both in and out of hospital settings. However, these approaches have never been provided at the hospital for the benefit of health professionals at risk of suffering at work. In general, we aim to demonstrate the effectiveness of a hospital sophrology/NLP intervention for health care professionals at risk of stress-related disorders. The secondary objectives are to study (i) within-group, and (ii) between-group): (1) effects on mental, physical, and social health; (2) persistence of effect; (3) relationships between job perception and mental, physical, and social health; (4) intervention success factors (personality and job perception, attendance and practice, other); (5) effects on other stress biomarkers (other measures of autonomic nervous system activity, DHEAS, cortisol, etc.). METHODS: Our study will be a randomized controlled prospective study (research involving the human person of type 2). The study will be proposed to any health-care workers (HCW) or any non-HCW (NHCW) from a healthcare institution (such as CHU of Clermont-Ferrand, other hospitals, clinics, retirement homes). Participants will benefit from NLP and sophrology interventions at the hospital. For both groups: (i) heart rate variability, skin conductance and saliva biomarkers will be assessed once a week during the intervention period (6 to 8 sophrology sessions) and once by month for the rest of the time; (ii) the short questionnaire will be collected once a week during the whole protocol (1-2 min); (iii) the long questionnaire will be assessed only 5 times: at baseline (M0), month 1 (M1), month 3 (M3), month 5 (M5) and end of the protocol (M7). ETHICS AND DISSEMINATION: The protocol, information and consent form had received the favorable opinion from the Ethics Committee. Notification of the approval of the Ethics Committee was sent to the study sponsor and the competent authority (ANSM). The study is registered in ClinicalTrials.gov under the identification number NCT05425511 after the French Ethics Committee's approval. The results will be reported according to the CONSORT guidelines. STRENGTHS AND LIMITATIONS OF THIS STUDY: The psychological questionnaires in this study are self-assessed. It is also possible that responses suffer from variation. For the study, participants need to attend 6 to 8 sophrology sessions and one visit per month for 7 months, which might seem demanding. Therefore, to make sure that participants will complete the protocol, two persons will be fully in charge of the participants' follow-up.

Programación Neurolingüística

A set of models of how communication impacts and is impacted by subjective experience. Techniques are generated from these models by sequencing of various aspects of the models in order to change someone's internal representations. Neurolinguistic programming is concerned with the patterns or programming created by the interactions among the brain, language, and the body, that produce both effective and ineffective behavior.

Conjunto de modelos para conocer cómo impacta la comunicación y cómo ella es impactada por la experiencia subjetiva. Las técnicas se generan a partir de estos modelos por el secuenciamiento de varios aspectos de los modelos con el fin de cambiar las representaciones internas de alguien. La programación neurolinguística se encarga de los patrones o programas creados por las interacciones entre el cerebro, el lenguaje, y el cuerpo, que producen comportamientos efectivos e inefectivos.

Conjunto de modelos sobre o impacto da comunicação na experiência subjetiva e sobre o impacto desta na comunicação. Através do sequenciamento de vários aspectos dos modelos são geradas técnicas que têm o objetivo de modificar as representações internas de alguém. A programação neurolinguística está voltada para os padrões ou programação criados pelas interações entre o cérebro, a linguagem, e o corpo, que produzem tanto comportamentos eficazes como ineficazes.

Programa de Treinamento em Voz e Comunicação Melhora o Desempenho de Universitários em Apresentações Orais / Voice and Communication Training Program Improves Performance of University Students in Oral Presentations

Resumo Objetivo Investigar o efeito de um programa de treinamento em voz e comunicação para apresentações orais em estudantes de ensino superior. Método O programa de treinamento proposto foi baseado nas áreas das habilidades sociais, técnicas de projeção vocal e expressividade e a programação neurolinguística, sendo composto de dez sessões com duração média de duas horas cada. Trinta e oito estudantes participaram do treinamento com metodologias ativas de aprendizagem na própria universidade. Antes e após a intervenção, os participantes realizaram uma apresentação oral sobre um tópico da própria escolha, apresentada aos demais participantes e para uma banca formada por três juízes (dois fonoaudiólogos e um psicólogo), que avaliaram o desempenho nas apresentações orais. As apresentações foram gravadas para que cada indivíduo pudesse realizar a autoavaliação da sua comunicação. Os critérios de avaliação foram os aspectos linguísticos formais e não formais, verbais e não verbais, planejamento e elaboração da apresentação. Resultados todos os participantes obtiveram melhora de desempenho nas apresentações orais, quanto aos aspectos verbais, não verbais, capacidade de manter a audiência, controle emocional, planejamento, objetivo, conteúdo, abordagem, organização, recurso visual, forma de apresentar, linguagem e geral (apresentação geral). Conclusão o programa de treinamento apresentado é efetivo para melhorar o desempenho de universitários durante apresentações orais.

Abstract Purpose To investigate the effect of a voice and communication training program for oral presentations on higher education students. Methods The proposed training program was based on the areas of social skills, voice projection techniques, and neurolinguistic programming. Thirty-eight students participated in the training with active learning methodologies at the university. Before and after the intervention, the participants recorded a short oral presentation on a topic of their choice. The recording was presented to the other participants and to a panel formed by three examiners (two articulation therapists and a psychologist), who evaluated the oral presentation performances. Moreover, each individual self-assessed their communication. The evaluation criteria covered the linguistic aspects, formal and non-formal, verbal and non-verbal communication, planning, and elaboration of the presentation. Results All participants improved their performance in oral presentations regarding verbal and para-verbal aspects, ability to keep the audience, emotional control, planning, objective, content, approach, organization, visual resource, form of presentation, language, and general elements (general presentation). Conclusion The proposed training program is effective in improving the performance of university students in oral presentations.

A coisa em psicanálise e o objeto no lísis de Platão / The thing in psychoanalysis and object in Plato's lysis / La cosa en psicoanálisis y el objeto en lisis de Platón

Este artigo propõe o estudo sobre o conceito de outro como semelhante e como objeto. Partindo de textos que interpelam a alteridade na psicanálise e remetendo aos temas do complexo semelhante, da satisfação, da perda, do luto, da negativa, da repetição; avalia o conceito de outro articulando textos de diversos autores. A partir da psicanálise freudiana, estuda o das Ding e a negação, discriminando com estes termos um objeto estruturante na origem do psiquismo. Aborda textos técnicos da psicanálise para delimitar o tema da repetição. Também a recordação e a repetição são vinculadas ao objeto e estudadas na perspectiva da filosofia moderna. São retomados temas do diálogo platônicos para definir o lugar do erótico e da amizade. No fim do presente artigo, propomos o termo clássico grego Oikos com valor equivalente ao da Coisa freudiana e como esta aparece em escritos psicanalíticos.(AU)

This article studies the concept of other as similar and object. It is based on texts that question the alterity in psychoanalysis and refers to the themes of otherness complex, loss, grief, negative, repetition, and evaluates the concept of other, using articles of diverse authors. Based on Freudian psychoanalysis, it studies the Thing and the denial and discriminates a structuring object in the origin of psychism. It approaches technical texts of psychoanalysis to delimitate the theme of repetition. The recordation and repetition are also linked to the object and studied from the perspective of modern philosophy. Themes of the platonic dialogues are resumed to define the place of the erotic and the friendship. In the end of the article, we propose the greek classic term Oikos, with equal value to the Freudian Thing, as this one appears in psychoanalytic writings.(AU)

Este artículo estudia el concepto Otro como semejante y como objeto. A partir de textos que interpelan la alteridad en psicoanálisis y que se refieren a temas del complejo semejante, de la satisfacción, de la pérdida, del duelo, de la negación, de la repetición, se evalúa el concepto de Otro articulando textos de diferentes autores. Basado en el psicoanálisis freudiano, se aborda Ding y la negación, discriminando con estos términos un objeto estructurante en el origen de lo psíquico. Se abordan textos técnicos del psicoanálisis para delimitar el tema de la repetición; el recuerdo y la repetición son vinculadas al objeto y estudiadas desde la perspectiva de la filosofía moderna; y se retoman temas de los diálogos platónicos para definir el lugar de lo erótico y la amistad. Al culminar este artículo se propone leer el término griego clásico Oikos con un valor equivalente al de la Cosa freudiana como aparece en los escritos psicoanalíticos.(AU)

Effect of neuro-linguistic programming on COVID-19 fear in kidney transplant patients: A randomized controlled study.

This study was conducted experimentally to evaluate the effect of neuro-linguistic programming (NLP) on fear of COVID-19 in kidney transplant patients. The study was carried out between June 2021 and October 2021. The Personal Information Form and COVID-19 Fear Scale (FCV-19S) were used to collect data. The obtained data obtained were evaluated using the SPSS 25 software. NLP was found to reduce the fear of COVID-19 in kidney transplant patients. Clinical nurses can use NLP techniques to support patients with fear in similar patient groups. Patients can be provided with access to training programs where they can learn NLP techniques. CLINICALTRIALS.GOV: NCT05115435.

The effect of Neurolinguistic Programming practices on organizational citizenship behaviour of nurses: A randomized controlled study.

AIM: The aim of this study is to evaluate the effect of Neurolinguistic Programming practices on organizational citizenship behavior in nursing. BACKGROUND: Neurolinguistic Programming practices are used for different purposes in many areas, and they can also be used to contribute to the acquisition of organizational citizenship behaviour. METHODS: The research is a randomized controlled trial. The sample of the study consisted of 180 nurses. The data of the study were collected through structured face-to-face interviews conducted with the nurses in the sample group, Neurolinguistic Programming training group, standard training and control groups between January and April 2020 after Neurolinguistic Programming training was received by the researcher. The Chi-squared test and the analysis of variance (ANOVA) were used to analyze the collected data. RESULTS: A statistically significant difference was found in the total score of the organizational citizenship behaviour in the Neurolinguistic Programming training group compared with the standard training group and the control group (p < .05). CONCLUSIONS: The use of Neurolinguistic Programming practices can be an effective method for nurses to gain organizational citizenship behaviour. Neurolinguistic Programming practices can be used to achieve the desired goals, especially for the acquisition of informing and participation, tolerance and conscientiousness behaviours. IMPLICATIONS FOR NURSING MANAGEMENT: Organizational citizenship behaviour exhibited by employees is very important for organisations. With this behaviour, nurses can improve all processes, from the quality of care services they provide to patients, to satisfaction. Findings of this study may be used to increase work satisfaction of nurses and to improve the quality of services received by patients.

Determining the effect of neuro-linguistic programming techniques on the conflict management and interpersonal problem-solving skills of nurse managers: A mixed methods study.

AIM: This study, which used quantitative and qualitative design, was conducted to explore the effect of neuro-linguistic programming techniques on the conflict management and interpersonal problem-solving skills of nurse managers. BACKGROUND: Neuro-linguistic programming is among the methods that can enable managers to achieve the desired results in managing interpersonal problems and conflicts in an organisation. METHODS: The research was carried out with a mixed methods approach. The Personal and Professional Characteristics Information Form, Interpersonal Problem-Solving Inventory and Rahim Organizational Conflict Inventory-II were applied to 41 nurse managers and nurses to collect quantitative data for the study. Semi-structured questionnaires were used to collect qualitative data in focus-group interviews held both before and 6 months after the training. RESULTS: As a result of the content analysis of the qualitative data, the nurse managers in the training group were found to have improved abilities to plan and increased flexibility, positiveness, happiness and motivation when compared to the nurse managers in the control group. Findings supporting these data were obtained in the analyses of interviews with nurses. CONCLUSION: Neuro-linguistic programming training can make a difference in terms of helping nurse managers to develop interpersonal problem- and conflict-solving skills. IMPLICATIONS FOR NURSING MANAGEMENT: Nurse managers can use neuro-linguistic programming techniques for conflict management and interpersonal problem-solving occurring in their organizations. For this purpose, it is recommended that pregraduate and postgraduate neuro-linguistic programming training is provided to nurse managers.

The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners.

Neurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contributing to language learning success. This experimental study was conducted with a pretest-posttest design with the control group in 2021. Sampling was conducted through the multistage cluster random sampling (MCRS) method, and based on the Cambridge placement test (2010), 50 students proved to be at an advanced level and participated in this study. To test the hypotheses, an ANCOVA test was employed. Participants were randomly divided into two control (25 people) and experimental groups (25 people). They were performed on the experimental group during 12 sessions of 90 min of the strategic training in NLP. In the experimental group, the mean and std of critical thinking was 16.24 ± 2.59 in the pretest, which increased to 18.88 ± 2.77 in the posttest; the mean and std of academic achievement was 155.02 ± 15.90 in the pretest, which rose to 171.70 ± 10.83 in the posttest and the mean and std of emotional intelligence was 96.51 ± 12.44 in the pretest, which increased to 118.28 ± 6.18 in the posttest. The results of data analysis by covariance method showed that NLP was practical on learners' academic achievement, emotional intelligence, and critical thinking. Justifications and implications for the study's findings and suggestions for further research are presented.

A meta-analysis of mental health and coping methods for caregivers based on neuro-linguistic programming / 中国实用护理杂志

Objective:To systematically evaluate the effect of programming-based neuroverbal psychological intervention on the mental health and coping mode of caregivers.Methods:Chinese and English databases such as PubMed, Embase, Cochrane Library, Web of Science, CNKI, WanFang, VIP and literature on the impact of neuro-linguistic programming on nursing mental health and response methods were collected. The retrieval time limit was from self-built library to January 2022.Quality evaluation and data collation of the included literature were conducted. All data were analyzed by Meta-analysis using RevMan5.4, Stata15.0 software.Results:7 literature articles were included, a total of 1 293 nursing staff, the results of Meta-analysis showed that the psychological intervention experimental group applying neuro-linguistic programming was in somatization ( MD = -0.31, 95% CI -0.34 - -0.28, P<0.001), interpersonal relationship sensitive ( MD = -0.36, 95% CI -0.53 - -0.19, P<0.001), depression ( MD = -0.98, 95% CI -1.54 - -0.42, P = 0.006), anxiety ( MD = -0.97, 95% CI -1.43 - -0.51, P<0.001), adversary ( MD = -0.29, 95% CI -0.52 - -0.06, P = 0.010), remorse ( MD = 0.25, 95% CI 0.16 - 0.34, P<0.001), help ( MD = -0.42, 95% CI -0.58 - -0.27, P<0.001), fantasy ( MD = 0.25, 95% CI 0.22 - 0.29, P<0.001), retreat ( MD = 1.06, 95% CI 0.37 - 1.76, P = 0.003) was statistically different when compared to the control groups. Conclusion:Psychological intervention based on neurolinguistic programming has a significant positive effect on mental health and coping style of nursing staff, which can reduce psychological emotions and improve coping ability.

[Structured reporting and artificial intelligence]. / Strukturierte Befundung und künstliche Intelligenz.

BACKGROUND: There are a multitude of application possibilities of artificial intelligence (AI) and structured reporting (SR) in radiology. The number of scientific publications have continuously increased for many years. There is an extensive portfolio of available AI algorithms for, e.g. automatic detection and preselection of pathologic patterns in images or for facilitating the reporting workflows. Even machines already use AI algorithms for improvement of operating comfort. METHOD: The use of SR is essential especially for the extraction of automatically evaluable semantic data from radiology results reports. Regarding eligibility in certification processes, the use of SR is mandatory for the accreditation of the German Cancer Society as an oncological center or outside Germany, such as the European Cancer Center. RESULTS: The data from SR can be automatically evaluated for the purpose of patient care, research and educational purposes and quality assurance. Lack of information and a high degree of variability often hamper the extraction of valid information from free-text reports using neurolinguistic programming (NLP). Against the background of supervised training, AI algorithms or k­nearest neighbors (KNN) require a considerable amount of validated data. The semantic data from SR can also be processed by AI and used for training. CONCLUSION: The AI and SR are separate entities within the field of radiology with mutual dependencies and significant added value. Both have a high potential for profound upcoming changes and further developments in radiology.

The effects of neuro-linguistic programming and guided imagery on the pain and comfort after open-heart surgery.

OBJECTIVE: The present study aims to evaluate the effects of neuro-linguistic programming (NLP) and guided imagery on postoperative pain and comfort after open-heart surgery. METHODS: In the current, prospective, randomized, single-blind clinical study, the participants received NLP with a new behavior formation technique or the guided imagery relaxation technique using an audio compact disc for a duration of 30 min. RESULTS: The patients in the NLP group had significantly lower posttest pain levels, compared to the patients in the guided imagery and control groups. Moreover, the patients in the guided imagery group had significantly higher posttest comfort levels, compared to the patients in the NLP and control groups. CONCLUSION: The application of both NLP and guided imagery interventions resulted in reduced postoperative pain and increased postoperative comfort levels after open-heart surgery.

Estilo de aprendizaje según vía de ingreso de información en residentes de programas de postítulo en otorrinolaringología / Learning styles according to the information entry in otolaryngology post-graduate programs

RESUMEN Introduction Hay diferentes estilos de aprendizaje según vía de ingreso de información, los cuales pueden evaluarse con el modelo de programación neurolingüística o VAK (visual, auditivo o kinestésico). En programas académicos altamente competitivos un estilo específico podría jugar un rol en rendimiento académico, originado desde el docente, pudiendo favorecer estudiantes con un estilo mediante su enseñanza. Objetivo Analizar relación entre estilo de aprendizaje según via de ingreso de información de estudiantes de postítulo en otorrinolaringología y rendimiento académico basado en modelo VAK Material y método Estudio corte transversal en residentes de postítulo en otorrinolaringología de universidades chilenas, cuestionario de estilos de aprendizaje para definir estilo preferente, correlación con calificaciones. Estadística no paramétrica con mediana y RIC, análisis con Mann-Whitney, Kruskall-Wallis y Kendall-Tau. Resultados Participaron 45/50 residentes, 31% mujeres, 69% hombres; 29,4 años edad promedio; 4,3 años promedio desde pregrado. 46,6% predominio estilo de aprendizaje visual, 35,5% kinestésico, 8,8% auditivo; género femenino predominio kinestésico, masculino predominio visual (p <0,05). Sin diferencia significativa entre mediana de calificaciones hombres y mujeres, tampoco calificaciones entre años de egreso. Correlación edad y calificaciones no relevante. Sin diferencia en calificaciones entre estilos de aprendizaje, correlación entre estilos y calificación no relevante. Conclusión Se puede interpretar que el curso evaluado es homogéneo, ya que no favorece un estilo de aprendizaje por sobre otro. Conocer el estilo de aprendizaje es beneficioso tanto para estudiantes como para docentes, pero también para ser un buen tratante.

ABSTRACT Introduction There are different learning styles according to the information entry channel, which can be evaluated with neurolinguistic programming or VAK (visual, auditory or kinesthetic) model. In highly competitive academic programs, a specific style may play a role in academic performance, originated from the teacher, being able to favor students with a style through their teaching. Aim Analyze the relationship between learning styles according to the information entry channel of otolaryngology post-graduate students and their academic performance based on the VAK model. Material and method: Cross section study on Chilean universities otolaryngology post-graduate residents, learning styles questionnaire to define preferred style, correlation with academic grades. Non-parametric statistics with median and interquartile range, analysis with Mann-Whitney Kruskall-Wallis and Kendall-Tau tests. Results: 45/50 residents participation, 31% women, 69% men; 29.4 average years old; 4.3 average years from undergraduate studies. 46.6% visual learning style preferred, 35.5% kinesthetic, 8.8% auditory; kinesthetic style preferred in female genre, visual in male genre (p<0.05). No significant difference between men and women median grades, neither among years from undergraduate studies. Not relevant correlation between age and grades. No difference in grades among learning styles, and not relevant correlation between styles and grades. Conclusion: It can be interpreted as that the evaluated course is homogeneous, because it doesn't favor learning style over another. Knowing the learning style is beneficial for the student and the teacher, but also to be a good physician.

BiLex: A computational approach to the effects of age of acquisition and language exposure on bilingual lexical access.

Lexical access in bilinguals can be modulated by multiple factors in their individual language learning history. We developed the BiLex computational model to examine the effects of L2 age of acquisition, language use and exposure on lexical retrieval in bilingual speakers. Twenty-eight Spanish-English bilinguals and five monolinguals recruited to test and validate the model were evaluated in their picture naming skills in each language and filled out a language use questionnaire. We examined whether BiLex can (i) simulate their naming performance in each language while taking into account their L2 age of acquisition, use and exposure to each language, and (ii) predict naming performance in other participants not used in model training. Our findings showed that BiLex could accurately simulate naming performance in bilinguals, suggesting that differences in L2 age of acquisition, language use and exposure can account for individual differences in bilingual lexical access.