Characterisation and traceability of extra virgin olive oil and table olive of Azapa variety marketed in Chile using Microsatellite Molecular Markers / Caracterización y trazabilidad de aceite de oliva virgen extra y aceituna de mesa de la variedad Azapa comercializados en Chile mediante marcadores moleculares microsatélites

Chile has two certified origin olive products: Extra-Virgin Olive Oil (EVOO) from Huasco valley and the Azapa variety table olive from the Azapa valley. However, efficient methodologies are needed to determine the varieties and raw materials involved in the end products. In this study, we assessed the size of alleles from ten microsatellites in 20 EVOOs and in leaves and fruits of 16 olive varieties cultivated in Chile to authenticate their origins. The identification of varieties relied on specific allele sizes derived from microsatellites markers UDO99-011 and DCA18-M found in leaves and fruit mesocarp. While most Chilean single-variety EVOOs matched the variety declared on the label, inconsistencies were observed in single-variety EVOOs containing multiple varieties. Our findings confirm that microsatellites serve as a valuable as diagnostic tools for ensuring the quality control of Geographical Indication certification for Azapa olives and EVOO with Designation of Origin from Huasco.

Chile cuenta con dos productos de oliva de origen certificado: El aceite de oliva virgen extra (AOVE) del valle del Huasco y la aceituna de mesa de la variedad Azapa del valle de Azapa. Sin embargo, se necesitan metodologías eficientes para determinar las variedades y materias primas involucradas en los productos finales. En este estudio, evaluamos el tamaño de los alelos de diez microsatélites en 20 AOVEs y en hojas y frutos de 16 variedades de aceituna cultivadas en Chile para autentificar sus orígenes. La identificación de las variedades se basó en los tamaños alélicos específicos derivados de los marcadores microsatélites UDO99-011 y DCA18-M encontrados en las hojas y el mesocarpio de los frutos. Aunque la mayoría de los AOVEs chilenos monovarietales coincidían con la variedad declarada en la etiqueta, se observaron incoherencias en los AOVEs monovarietales que contenían múltiples variedades. Nuestros hallazgos confirman que los microsatélites sirven como valiosas herramientas de diagnóstico para asegurar el control de calidad de la certificación de Indicación Geográfica para aceitunas de Azapa y AOVE con Denominación de Origen de Huasco.

Efeitos do ensino remoto de emparelhamento auditivo-visual com letras na nomeação de letras em crianças com Síndrome de Down e Autismo / Effects of remote teaching of auditory-visual matching with letters on letter naming in children with Down Syndrome and Autism / Efectos de enseñar a distancia del emparejamiento auditivo-visual com letras para nombrar las letras em niños con Síndrome de Down y Autismo

Este artigo realizou uma replicação sistemática do estudo de Hayashi et al. (2013) e teve como objetivo ava-liar a emergência de nomeação de letras a partir do ensino de emparelhamento auditivo-visual, no contexto do ensino remoto, diante da pandemia de Covid-19. Participaram da pesquisa quatro alunos, de ambos os gêneros, com idades entre 5 e 10 anos, três deles com síndrome de Down e uma participante com Transtorno do Espectro Autista. A coleta de dados realizou-se por meio da plataforma Zoom, individualmente, e utilizou um software específico para programação e registro das respostas. O ensino constituiu na seleção da letra maiúscula impressa, apresentada na tela do computador simultaneamente com as demais letras impressas do conjunto, diante do nome da letra ditado. Na avaliação, a criança deveria nomear a letra. Foi empregado um delineamento de múltiplas sondagens entre conjuntos de letras. Os resultados mostraram que os quatros participantes apresentaram aumento da nomeação correta das letras após as sessões de ensino para a maio-ria dos conjuntos. Os dados indicaram que o procedimento de ensino pode ser uma alternativa viável para estabelecer o reconhecimento e nomeação de letras com pessoas público-alvo da educação especial, suple-mentando o ensino da escola regular e podendo ser conduzido por professores e familiares

This study aimed to replicate the study of Hayashi et al. (2013) and to assess the emergence of letter naming from the teaching of auditory-visual pairing, in the context of remote teaching, in view of the Covid-19 pandemic. Four students, of both genders, aged five to ten years, three of them with Down syndrome and one participant with Autistic Spectrum Disorder participated in the research. Data collection was performed using the Zoom platform, individually. Teaching consisted of the selection of the printed capital letter, presented on the computer screen simultaneously the printed letters of the set, and the letter name dictated. In the evaluation, the child named the letter. A design of multiple probes between sets of letters was used. The results showed that all four participants showed an increase in correct letter naming after the teaching sessions for most letter sets. The data indicated that the teaching procedure can be a viable alternative to establish the recognition and naming of letters with people who are the target audience of Special Education, supplementing regular school teaching and can be conducted by teachers and family members

Esta investigación tuvo como objetivo replicar el estudio de Hayashi et al. (2013) y evaluar el surgimiento de la denominación de letras desde la enseñanza del binomio auditivo-visual, en el contexto de la enseñanza remota, frente a la pandemia del Covid-19. Participaron en la investigación cuatro estudiantes, de ambos sexos, con edades entre 5 y 10 años, tres de ellos con síndrome de Down y uno con Trastorno del Espectro Autista. La colecta de datos se realizó a través de la plataforma Zoom, de forma individual. El proceso de enseñanza consistió en la selección de la letra mayúscula impresa presentada en la pantalla de la compu-tadora simultáneamente a las letras impresas del conjunto frente al nombre de la letra dictada. En la eva-luación, el niño nombró la letra. Se utilizó un diseño de sonorización múltiple entre conjuntos de letras. Los resultados mostraron que los cuatro participantes tuvieron un aumento en la denominación correcta de las letras después de las sesiones de enseñanza para la mayoría de los conjuntos de letras. Los datos indicaron que el procedimiento de enseñanza puede ser una alternativa viable para las personas que requieren de educación especial al establecer el reconocimiento y el nombramiento de las letras, este método puede ser un suplemento de la escolarización y puede llevarse a cabo por profesores y familiares.

Engajamento Escolar e Preditores Cognitivos da Leitura: um Estudo Longitudinal / School Engagement and Cognitive Predictors of Reading: a Longitudinal Study / Implicación Escolar y los Predictores Cognitivos de la Lectura: un Estudio Longitudinal

O presente estudo investigou a relação dos preditores cognitivos da leitura e do engajamento escolar com a habilidade de leitura. Participaram dessa pesquisa 74 crianças falantes do português brasileiro. As crianças eram de uma escola pública e tinham uma idade aproximada de 10 anos no início da pesquisa. Avaliou-se a consciência morfológica, a consciência fonológica, a memória de trabalho fonológica, a nomeação seriada rápida, a inteligência, o engajamento escolar e a leitura dos participantes em dois momentos: no final do 4º ano do Ensino Fundamental e no meio do 5º ano do Ensino Fundamental. Os resultados de análises de regressão evidenciaram que as variáveis cognitivas são as mais importantes na predição da leitura. Identificou-se uma relação causal da precisão de leitura para a consciência fonológica e uma relação recíproca entre a nomeação seriada rápida e a fluência de leitura. A consciência morfológica foi importante para a compreensão de leitura, juntamente com o engajamento comportamental. Esses resultados reforçam a importância de se estimular os preditores cognitivos da leitura e de se incentivar o envolvimento dos alunos na escola durante a aprendizagem da leitura. (AU)

The present study investigated the relationship of cognitive predictors of reading and school engagement with reading ability. Seventy-four Brazilian Portuguese speaking children participated in this research. The children were from a public school and had, at the beginning of the study, 10 years old approximately. Morphological awareness, phonological awareness, phonological working memory, rapid automatized naming, intelligence, school engagement, and reading were evaluated in the participants in two moments: at the end of the 4th year of elementary school and in the middle of the 5th year of elementary school. The results of regression analysis showed that cognitive variables are the most important in predicting reading. A causal relationship between reading accuracy and phonological awareness and a reciprocal relationship between rapid serial naming and reading fluency were identified. Morphological awareness was important for reading comprehension, along with behavioral engagement. These results reinforce the importance of stimulating cognitive predictors of reading and school engagement throughout the entire process of learning to read. (AU)

El presente estudio investigó la relación entre los predictores cognitivos de la lectura y de la implicación escolar y habilidades de lectura. Participaran desta investigación setenta y cuatro estudiantes brasileños hablantes del portugués. Los estudiantes eran de una escuela pública y tenían una edad aproximada de 10 años al inicio de la investigación. Se evalúo la Consciencia Morfológica, Consciencia Fonológica, Memoria de Trabajo Fonológica, Denominación Automatizada Rápida, Inteligencia, Implicación Escolar y Lectura en dos momentos: en final de 4º año escolar e en medio de 5º año escolar. Los resultados de Analisis de Regression evidenciaron que las variables cognitivas son las más importantes en la explicación de la Lectura. Se identificó una relación de causalidad de la precisión de Lectura para la Consciencia Fonológica y una relación reciproca entre la Denominación Automatizada Rápida y la fluidez de Lectura. La Conciencia Morfológica fue importante para la comprensión de Lectura, juntamente con el compromiso conductual Estos resultados refuerzan la importancia de estimular los predictores cognitivos de la lectura y de incentivas la implicación de los alumnos en la escuela durante el aprendizaje de la lectura. (AU)

Denominación de objetos y acciones en un contexto oracional en personas con enfermedad de Parkinson sin demencia / Object and action naming in a sentence context in people with Parkinson’s disease free of dementia

Introducción: Se han descrito dificultades con el lenguaje de acción (por ejemplo, verbos) en personas con enfermedad de Parkinson (EP). El enfoque de la cognición corpórea ha atribuido esta dificultad al proceso degenerativo motor. Se ha sugerido también que la disfunción frontoestriada podría implicar problemas ejecutivos en el proceso de selección léxica, más demandante en general para verbos. Desde este punto de vista, las dificultades deberían disminuir en un contexto facilitador. Sujetos y métodos: Se evaluó a 21 personas con EP sin demencia y a 16 sujetos control en una tarea de denominación de objetos y acciones precedidos de un contexto oracional que podía ser predictivo o no de la palabra que se debía denominar (por ejemplo, ‘Sonó la música y la pareja empezó a…’, ‘bailar’). Se manipuló también el grado de movilidad de las acciones y el grado de manipulabilidad de los objetos. Resultados: Los pacientes con EP mostraron mayor latencia de respuestas para verbos que el grupo control. En línea con el enfoque de la cognición corpórea, las acciones que implicaban mayor grado de movilidad resultaron más difíciles para el grupo de personas con EP. Asimismo, los pacientes con EP se beneficiaron má s del contexto predictivo tanto para objetos como para acciones.Conclusiones: Los resultados apuntan a que tanto una disrupción a nivel de la representación semántica de la acción como una disfunción ejecutiva sutil contribuyen a dificultar el acceso léxico en personas con EP, aun en ausencia de deterioro cognitivo.(AU)

Introduction: Difficulties in action language processing (e.g. verbs) have been described in Parkinson’s disease (PD). The embodied cognition approach links this difficulty to degenerative motor process. It has also been suggested that frontostriatal dysfunction could involve executive problems for lexical selection, which is generally more demanding for verbs. From this point of view, difficulties should diminish in a supportive context. Subjects and methods: 21 non demented people with PD and 16 control subjects were evaluated in an object and action naming task preceded by a sentence context that could be predictive or not of the target word (e.g. ‘When the music started the couple began to…’ ‘dance’). The mobility of actions and the manipulability of objects were also manipulated. Results: PD patients showed longer response latencies for verbs than the control group. In line with the embodied cognition approach, actions that implied higher mobility were more difficult for the group of people with PD. Moreover, PD patients benefited more from the predictive context for naming objects and actions. Conclusions: Results suggest that both a disruption at the level of action semantics and a subtle executive dysfunction contribute to lexical access difficulties in people with PD, even in the absence of overt cognitive impairment.(AU)

Linguistic Competence in Early Childhood Education as a Predictor of Verbal Naming Speed / La Competencia Lingüística en Educación Infantil Como Predictor de la Velocidad de Denominación Verbal

Background: This study determined the predictive value of linguistic competence in children in Early Childhood Education for verbal naming speed. Method: The participants were 86 pupils in the second Early Childhood Education cycle. They were evaluated with WPPSI-IV Wechsler Preschool & Primary Scale of Intelligence (Verbal Comprehension, VC) and Vocabulary Acquisition, VA; Childish Vocabulary Test (Vavel) and the Rapid and Automatic Naming Test. Results: Children who had high scores in the Verbal Comprehension Index and Vocabulary Acquisition spent less time doing the verbal naming task. Linguistic competence predicted verbal naming speed, with Vavel having the strongest correlation. Conclusions: Linguistic competence of children in Early Childhood Education allows us to predict their aptitude for verbal naming. Lexical-semantic knowledge was linguistic competence dimension with the highest predictive value for the Verbal Naming Task. Automatic Naming and Verbal Comprehension depend on the same cerebral area, Wernicke’s area. (AU)

Antecedentes: el presente estudio determinó el valor predictivo de la competencia lingüística de niños/as de Educación Infantil en la velocidad de denominación verbal. Método: participaron 86 alumnos de segundo ciclo de Educación Infantil, quienes fueron evaluados con los Índices de Comprensión Verbal (ICV) y Adquisición de Vocabulario (AV) de WPPSI-IV; Vavel Infantil y el Test de Denominación Verbal (TDV). Resultados: alumnos/as que obtuvieron una puntuación elevada en el ICV y en AV precisaron de menos tiempo en el TDV. La competencia lingüística predijo la velocidad de denominación, siendo Vavel Infantil la tarea que obtuvo una mayor correlación. Conclusiones: la competencia lingüística de niños/as de Educación Infantil permite predecir su aptitud para denominación verbal. El conocimiento léxico-semántico fue la dimensión de competencia lingüística con mayor valor predictivo para el TDV. Las tareas propuestas dependen de la misma base anatómica. Las tareas de denominación y comprensión léxica están ligadas al lóbulo temporal y, más concretamente, al área de Wernicke. (AU)

PAPDI: Prueba Argentina Psicolingüística de Denominación de Imágenes.: Segunda parte: Estudio de sus propiedades psicométricas / PAPDI: Argentinean Psycholinguistic Image Naming Test.: Second part: Study of psychometric properties

En el presente trabajo se detallan los análisis realizados con el fin de estudiar las propiedades psicométricas la Prueba Argentina Psicolingüística de Denominación de Imágenes (PAPDI). La misma cuenta con dos cualidades que representan un valor agregado frente a las pruebas actualmente disponibles en nuestro país: a) los estímulos fueron seleccionados controlando las variables que afectan las etapas de análisis visual y de representación conceptual de la imagen del objeto y se manipularon las variables que afectan la selección y recuperación de la etiqueta léxica, en base a valores normativos de población argentina; y b) las claves semánticas se elaboraron de acuerdo con normas de producción de atributos semánticos también recolectadas en nuestro país. En este trabajo se analizaron las propiedades psicométricas mediante el estudio de pacientes con demencia tipo Alzheimer, con lesiones cerebrales focales y participantes sin patología neurológica. Se buscaron evidencias de validez de criterio mediante el análisis de grupos contrastados y la correlación con el test de Boston. A su vez, se estudió la confiabilidad de las puntuaciones por dos métodos: consistencia interna y test-retest. También se analizó la capacidad de discriminación entre pacientes con y sin anomia mediante curvas ROC. Se estudiaron además los efectos de las variables manipuladas, se realizó un análisis cualitativo de los errores y se examinó el desempeño en función del uso de las claves. Los resultados de los análisis aportan evidencia de que presenta cualidades psicométricas sumamente aceptables para su uso en nuestra población.

In the current paper we present the psychometric analysis of the Argentinean Psycholinguistic Image Naming Test (PAPDI). This test has two characteristics that makes it different from those currently available in our country: a) the stimuli has been chosen and ordered controlling certain psycholinguistic variables proven to have influence on this task, such as Visual Complexity, Image Agreement, Image Variability, Familiarity, Name Agreement, Age of Acquisition and Frequency of Use, following Argentinean normative data base; and b) semantic cues were elaborated according to semantic feature production norms also from Argentina. We present here the psychometric analysis of its properties. There were analyzed through the study of patients with Alzheimer Disease (n = 25) and focal brain lesions (n = 27) and healthy partici-pants (n = 125). On the first place, in order to study criteria validity a group comparison analysis was carried out. On the one hand Alzheimer Disease patients were compared with healthy participants. On the other hand, two focal brain damaged patients were compared: with and without aphasia. Convergent validity was also studied through the correlation with Boston naming test. In the third place, scores reliability was studied through two methods: internal consistency analysis, for Alzheimer, focal and healthy groups, and test-retest for focal brain damage group. Forth, it was analyzed the capacity to discriminate between patient with and without aphasia through ROC curves analysis. The respective sensitivity and specificity values to detect anomia were established. Fifth, the demographic variables´ influence was analyzed through a regression analysis. Moreover, there were analyzed the effects of two psycholinguistic variables that were taken into account to order the images but were not normalized: Lexical Frequency and Age of Acquisition. Finally, type of errors and response to cues were studied for focal brain damaged patients. The results indicated that the PAPDI presents acceptable psychometric properties to be used as a tool in neuropsychological assessment. It showed evidence of internal and external validity and it was observed scores reliability through internal consistency and test-retest. A suggested cutting point was established to detect anomia. Furthermore a main influence of educational level was reported. There were also detected effects of Lexical Frequency and Age of Acquisition which were observed for Alzheimer and aphasic patients groups. Moreover it was illustrated the response profile analysis for aphasic and nonaphasic focal brain damaged patients regarding a proposed taxonomy of error types. It was also studied the response to semantic and phonological cues and it was observed that both contributed to improve patients´ performance.

Neuroanatomic Correlates of Anomia: A Scoping Review / Correlatos neuroanatómicos de la anomia: révisions de tema

Abstract Anomia is the inability to access the lexicon of names, it is one of the most common symptoms of aphasia, but it often appears as a symptom of other disorders and diseases such as Alzheimer's. There are several studies on the anatomical bases of anomie, but they are not conclusive. The objective of this study is to identify, compile and analyze investigations that relate neuroanatomical areas with anomie. We conducted a scoping review and we selected ten articles from scientific databases (EBSCOhost and Science Direct) published during the period 2009 - 2016. It was found that there are different areas related to the denomination processes according to the phase of presentation of the anomie: before and after an intervention. 1n the previous moment there are the temporary and frontal gyrus in the left hemisphere, while after intervention they find activation in the temporal gyrus, precuneus, supramarginal gyrus of the right hemisphere.

Resumen La anomia es la incapacidad para acceder al léxico de nombres, es uno de los síntomas más comunes de las afasias, pero muchas veces se presenta como síntoma de otros trastornos y enfermedades como el Alzheimer. Existen diversos estudios sobre las bases anatómicas de la anomia, pero no son concluyentes. El objetivo de este estudio es identificar, compilar y analizar investigaciones que relacionen las áreas neuroanatómicas con la anomia. Realizamos un estudio de revisión focalizada (scoping review) y seleccionados diez artículos de bases de datos científicas (EBSCOhost y Science Direct) publicados durante el periodo 2009-2016. Se encontró que hay diferentes áreas relacionadas a los procesos de denominación de acuerdo a la fase de presentación de la anomia: antes y después de una intervención. En el momento previo se encuentran los giros temporales y frontales en el hemisferio izquierdo, mientras que después de una intervención se encuentra activación de los giros temporales, el precuneus, y el giro supramarginal en el hemisferio derecho.

Prueba Argentina Psicolingüística de Denominación de Imágenes (PAPDI): Construcción y desarrollo (Primera parte)* / Argentinean Psycholinguistic Image Naming Test (PAPDI): Design and development (First part)

En la primera parte de este trabajo se presenta la construcción y el desarrollo de la Prueba Argentina Psicolingüística de Denominación de Imágenes (PAPDI). La misma tiene dos características que la diferencian de las pruebas actualmente disponibles en nuestro medio: (a) Los estímulos fueron seleccionados controlando las variables que afectan las etapas de análisis visual y reconocimiento de la imagen (Complejidad visual y Concordancia con la imagen) y el conocimiento conceptual (Variabilidad de la Imagen y Familiaridad) del dibujo del objeto también se manipularon las variables (Frecuencia léxica y Edad de adquisición) que afectan la etapa que busca evaluar la prueba: activación, selección y recuperación de la etiqueta léxica. Los índices que operacionalizan a las variables son dependientes de la cultura y de la lengua de dónde se obtengan, por ello se tomaron sus valores de normas argentinas. (b) Las claves semánticas han sido elaboradas cuidadosamente, siguiendo las normas de producción de atributos semánticos también recolectadas en nuestro país, ya que el uso de las mismas permite generar hipótesis más precisas acerca de la localización del déficit. Por lo tanto, se presenta el proceso de construcción y desarrollo de la prueba mostrando cómo se tuvieron en cuenta estas particularidades, cuáles variables han sido controladas y cuáles manipuladas, y su justificación. Por último, los resultados de la prueba piloto permitieron seleccionar 30 ítems y la constitución de la versión final de la prueba, que es lo suficientemente breve para su uso en la clínica y de libre acceso.

In the current paper, first part, we present the design and development of the Argentinean Psycholinguistic Image Naming Test (PAPDI). This test has two characteristics that make it different from those currently available in our country: (a) the stimuli have been selected by controlling the variables that affect the stages of visual analysis and image recognition (Visual Complexity and Image Agreement) and conceptual knowledge (Image Variability and Familiarity) of the drawing of the object; and the variables (Frequency of Use and Age of Acquisition) that affect the stage that seeks to evaluate the test were manipulated: activation, selection and retrieval of the lexical label (phonological form of the name), to generate a gradient of difficulty in the items of the test. However, the variable Naming Agreement, that also affects this stage, was controlled to selected pictures with only one predominating name. The quantification of these factors by means of specific variables is influenced by the cultural and linguistic context from which they were obtained, consequently we took their values from Argentinean normative data base and (b) semantic cues were elaborated according to semantic feature production norms also from Argentina. The phonological cues corresponded to the first syllable of the object's name. Their use allows to generate more precise hypotheses about the location of the deficit and allows to infer relevant information about the cognitive profile. Therefore, the process of construction and development of the test is presented, showing how these particularities were taken into consideration, which variables were controlled and which were manipulated, and their justification. For the design of the test 62, black and white pictures were originally selected from the 400 pictures taken from Cycowicz's set (of frequent use in Experimental Psychology and Neuropsychology). They correspond to concrete concepts from different semantic categories belonging to both living andnon living domains. The criteria used to include those images were that they were moderately complex (in quantity of lines and details), moderately familiar and that they had a mean image variability value. They had to have a medium to high concordance degree between the mental image and its corresponding representation. Besides, these images had to have a naming agreement superior to 80%. To conform the first version of the test, the 62 images selected were ordered according to the variable Age of Acquisition and each image was assigned its corresponding semantic and phonological cues. The former were extracted from the Argentinean norms considering the most relevant features. The second consisted on the word´s first syllable. A pilot study with healthy population (n = 50), of different ages, both sexes and three educational levels, was carried out through which 30 images were selected that constituted the test´s final version. The deleted items were: figures that did not evokea univocal response, that is, they were easily confused with other objects; figures that had more than one acceptable answer although not all were correct; and items that presented a ceiling effect where the scores accumulated in high scores and did not allow to discriminate the participants' ability to select, retrieve and produce a word (only 25 and 30% of the items were retained). In the test´s final version, the items were reordered according to the Age of Acquisition and Frequency values and their difficulty in naming (following the percentage of successes in the spontaneous response). And images that were contain in another naming tests were deleted. The test is short enough for use in the clinic and freely accessible. The second part of the paper presents the psychometric studies that provide evidence of their relevance and validity.

Prova de Nomeação Rápida de Figuras para Crianças: Evidências de Validade e Normas Intragrupo / Rapid Automatized Naming of Pictures for Children: Validity Studies and Intra-Group Norms / Prueba de Denominación Rápida de Figuras para niños: Evidencias de Validez y Normas Intragrupo

A nomeação seriada rápida é utilizada para avaliar o acesso lexical. O trabalho relata um estudo de validação e normas para a Prova de Nomeação Rápida, composta por seis figuras que se repetem aleatoriamente em dois cartões (Parte A e Parte B). Uma amostra representativa de alunos do 2o ao 5o ano do Ensino Fundamental de escolas públicas e particulares de São Paulo-SP (N = 728) respondeu à Prova de Nomeação e realizou uma tarefa de leitura de palavras. O tempo de execução e o número de acertos foram computados. Conforme esperado: (1) ocorreu efeito de escolaridade para o tempo de execução e precisão; (2) houve menor precisão e maior tempo de execução para a Parte B; (3) as duas partes apresentaram correlações estatisticamente significantes (p < 0,05); (4) o tempo de execução e a precisão foram preditores da leitura. Os resultados fornecem evidências de validade para a tarefa criada.

Rapid naming tasks evaluate lexical access. We report a validity study and norms for the Rapid Automatized Naming Task, composed of six randomized pictures distributed on two cards (Part A and B). A representative sample of children from 2nd to 5th grades of elementary schools of Sao Paulo City (N = 728) was tested in the task and word recognition. Response time and accuracy were collected. As expected, the following evidences were observed: (1) grade effect for response time and accuracy, (2) response time and error rates were higher for Part B, (3) correlation between Part A and B was significant (p < 0.05), and (4) response time and accuracy predicted decoding ability. The results support different sources of validity evidence for the task.

La denominación en serie rápida es utilizada para evaluar el acceso al léxico. Este trabajo presenta resultados de validez y normas para la Prueba de Denominación Rápida, compuesta por seis figuras que se repiten aleatoriamente en dos tarjetas del test (Parte A y parte B). Una muestra representativa de alumnos de segundo a quinto año de Enseñanza Primaria de escuelas públicas y privadas de San Pablo-SP, fue evaluada (N=728) con las tareas de velocidad de denominación y lectura de palabras. El tiempo de ejecución y total de aciertos fueron computados. Los resultados mostraron: 1) Efecto de la escolaridad para el tiempo de ejecución y precisión de la denominación; 2) Menor precisión y mayor tiempo de ejecución en la Parte B; 3) Correlaciones estadísticamente significativas entre las dos partes del test p < 0,05); 4) el tiempo de ejecución y la precisión fueron predictores de la lectura. Los resultados proporcionan evidencias de validez para la tarea creada.

Prova de nomeação rápida de figuras para crianças: evidências de validade e normas intragrupo / Rapid automatized naming of pictures for children: validity studies and intra-group norms / Prueba de denominación rápida de figuras para niños: evidencias de validez y normas intragrupo

A nomeação seriada rápida é utilizada para avaliar o acesso lexical. O trabalho relata um estudo de validação e normas para a Prova de Nomeação Rápida, composta por seis figuras que se repetem aleatoriamente em dois cartões (Parte A e Parte B). Uma amostra representativa de alunos do 2o ao 5o ano do Ensino Fundamental de escolas públicas e particulares de São Paulo-SP (N = 728) respondeu à Prova de Nomeação e realizou uma tarefa de leitura de palavras. O tempo de execução e o número de acertos foram computados. Conforme esperado: (1) ocorreu efeito de escolaridade para o tempo de execução e precisão; (2) houve menor precisão e maior tempo de execução para a Parte B; (3) as duas partes apresentaram correlações estatisticamente significantes (p < 0,05); (4) o tempo de execução e a precisão foram preditores da leitura. Os resultados fornecem evidências de validade para a tarefa criada.

Rapid naming tasks evaluate lexical access. We report a validity study and norms for the Rapid Automatized Naming Task, composed of six randomized pictures distributed on two cards (Part A and B). A representative sample of children from 2nd to 5th grades of elementary schools of Sao Paulo City (N = 728) was tested in the task and word recognition. Response time and accuracy were collected. As expected, the following evidences were observed: (1) grade effect for response time and accuracy, (2) response time and error rates were higher for Part B, (3) correlation between Part A and B was significant (p < 0.05), and (4) response time and accuracy predicted decoding ability. The results support different sources of validity evidence for the task.

La denominación en serie rápida es utilizada para evaluar el acceso al léxico. Este trabajo presenta resultados de validez y normas para la Prueba de Denominación Rápida, compuesta por seis figuras que se repiten aleatoriamente en dos tarjetas del test (Parte A y parte B). Una muestra representativa de alumnos de segundo a quinto año de Enseñanza Primaria de escuelas públicas y privadas de San Pablo-SP, fue evaluada (N=728) con las tareas de velocidad de denominación y lectura de palabras. El tiempo de ejecución y total de aciertos fueron computados. Los resultados mostraron: 1) Efecto de la escolaridad para el tiempo de ejecución y precisión de la denominación; 2) Menor precisión y mayor tiempo de ejecución en la Parte B; 3) Correlaciones estadísticamente significativas entre las dos partes del test p < 0,05); 4) el tiempo de ejecución y la precisión fueron predictores de la lectura. Los resultados proporcionan evidencias de validez para la tarea creada.

Aportes y limitaciones del Boston naming test: evidencia a partir de controles colombianos / Contributions and limitations of the Boston Naming Test: Evidence from colombian controls

Resumen Introducción: el Boston naming test (Kaplan, Goodglass & Weintraub, 1983, 2001) es una prueba de denominación por confrontación visual que evalúa la capacidad de acceso lexical. La influencia de variables socio-demográficas es significativa en esta tarea y es importante establecer sus características en cada población. Objetivo: analizar las características psicométricas del BNT en una población de controles colombianos, las respuestas erróneas de los mismos y plantear puntos de corte según variables sociodemográficas. Materiales y métodos: se analiza el desempeño de 252 participantes (74 hombres, 178 mujeres, 123 < de 65, 129 > de 65 años, en tres niveles de escolaridad (60 baja, 64 media, 128 alta). Se realizó un estudio descriptivo-comparativo. Se analizó la frecuencia de cada uno de los tipos de errores según los grupos de edad y escolaridad. Se realizó análisis desde la teoría clásica de los test (TCT) y se derivaron puntos de corte. Resultados: se encontró que en personas mayores de 65 años y con nivel bajo de escolaridad son comunes los errores de tipo visual y de no respuesta, mientras que en personas menores de 65 años y con escolaridad alta predominan errores semánticos y visual-semánticos. Se presenta un ordenamiento de los estímulos de menor a mayor dificultad y se identifican las particularidades del desempeño de los controles colombianos estudiados. Conclusión: se resalta la importancia de la prueba en el contexto colombiano, su utilidad, y algunos criterios clínicos ofrecidos por las características de los ítems para diferenciar del envejecimiento patológico.

Summary Introduction: The Boston Naming Test (Kaplan, Goodglass & Weintraub, 1983, 2001) is a test of visual confrontation naming that evaluates the ability of lexical access. The influence of socio-demographic variables is significant in this task and it is important to establish its characteristics in each population. Objective: To analyze the psychometric characteristics of BNT in a Colombian population of controls, analyze error types and raise cutoff points according to sociodemographic variables. Materials and methods: Performance of 252 participants (74 men, 178 women, 123 <65, 129> 65, at three levels of schooling (60 low, 64 medium, 128 high). The study is comparative-descriptive study. Frequency of each of error types according to age groups and schooling was analyzed. Analysis was performed from the Classic Theory of Tests (TCT), and cutoffs were derived. Results: We found that in people over 65 years with low education levels, the more frequent error types are visual and nonresponse, while in people under 65 and education level, semantic and visual-semantic errors predominate. An array of stimuli in increasing difficulty for the Colombian sample is presented and the particular performance of the studied Colombian controls are identified. Conclusion: The importance of the test in the Colombian context, its usefulness, and a highlight of some clinical criteria to differentiate normal from pathological aging are discussed.

Evaluación del grado de buena prescripción médica en 5 Hospitales Universitarios de tercer nivel de la ciudad de La Paz (Bolivia) / Assesment of the degree of a good medical prescriptionin 5 third level University Hospitals in the city of La Paz - Bolivia

OBJETIVO: establecer el grado de cumplimiento de Buenas Prácticas de Prescripción Médica sugeridas por la Organización Mundial de la Salud (OMS) analizando recetas extendidas a pacientes de consulta externa e internados de 5 hospitales universitarios de la ciudad de La Paz (Bolivia), identificando limitaciones y deficiencias en su formulación. MÉTODOS: estudio descriptivo, retrospectivo de evaluación de recetas, según disposiciones de la ley No.1737 (1996) de Bolivia, las Normas Nacionales de Atención Clínica del Ministerio de Salud Boliviano (2013) y el Manual de la Buena Prescripción de la OMS. RESULTADOS: del análisis de 220 recetas se desprende que la proporción de recetas que cumple con la mayoría de parámetros sugeridos por la OMS para una buena prescripción médica es baja. Las recetas que tienen identificación del prescriptor son 37,27%; 66,82%, no señala el origen de la prescripción; 15% incumple con una adecuada filiación del paciente, incluyendo el nombre del paciente, 80,91% no incluían la edad del paciente, 10,91% no estaban con nombre genérico del medicamento; 11,82% estaban con nombre comercial, 5,45% no contaban con nombre completo ni firma del prescriptor; 13,64% no incluía fecha de la prescripción. Un 34,09% tenían letra poco legible y 29.54% letra no legible. Estos datos, entre otros, indican la necesidad de reflexión y actualización sobre este importante tema. CONCLUSIONES: Se registra un elevado índice de incumplimiento de las normas de buena prescripción señaladas por las regulaciones antes mencionadas, identificando la necesidad de re-orientar los hábitos de prescripción facultativa a fin que no repercutan negativamente en la salud y tratamiento de los pacientes y en las acciones del Sistema Nacional de Salud. El formato de receta médica utilizado en los diferentes servicios de salud objeto del estudio es deficiente en cuanto al modelo y guía sugerida por la OMS.

OBJECTIVE: to establish the degree of compliance with good medical prescription practices suggested by the World Health Organization (WHO) analyzing prescriptions issued to outpatients and admitted patients of 5 university hospitals in the city of La Paz (Bolivia), identifying limitations and deficiencies in its formulation. METHODS: descriptive, longitudinal, retrospective study of prescription assesment, according to provisions of Law No.1737 (1996) of Bolivia, the National Standards for Clinical Care Bolivian Ministry of Health (2013) and the Manual of Good Prescription the World Health Organization (WHO). RESULTS: analysis of 220 prescriptions show that the proportion of prescriptions that meet most of the parameters suggested by WHO for a good prescription is down. 37,27% of prescriptions have prescriber identification; 66.82%, do not indicate the origin of the prescription, 15% fail to comply with proper affiliation of the patient, including the patient's name, 80.91% did not have included patient age, 10.91% of prescriptions were not made by generic drug name; 11.82% were prescribed with trade name, 5.45% had no full name or signature of the prescriber; 13.64% did not include prescription date. 36.36% were made legibly a 34.09% with little legibly and 29.54% with no legible. These data, among others, indicate the need for reflection and update on this important topic. CONCLUSIONS: it has been registered a high rate of non-compliance with good prescription for the above mentioned regulations, identifying the need to re-direct professional prescription habits so that no negative impact on the health and treatment of patients and the actions of the National Health System (NHS) is done. The format of prescription used in various health services under study is deficient in terms of model and guide suggested by the WHO.

Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo / Letter learning in preschool children growing in poverty

El trabajo que se informa se propuso explorar las diferencias individuales en las habilidades asociadas al aprendizaje de letras en 50 niños de 5 años de edad y de nivel socioeconómico bajo. Motivó este estudio la evidencia existente acerca de las dificultades que el dominio de las letras representa para parte de los niños en contextos de pobreza. A fin de identificar las variables que diferenciaban a los niños con mayor o menor facilidad para el aprendizaje de letras, se administraron pruebas que evalúan sensibilidad fonológica, memoria visual, memoria fonológica y denominación rápida. A continuación, se llevó adelante una situación experimental de aprendizaje de letras desconocidas, a las que se asignaron pseudo -nombres elaborados en base a las características de los nombres de las letras en español. En dos sesiones se presentaron cuatro letras (dos por sesión) y se evaluó la capacidad de los niños para reconocerlas por su nombre. En función del desempeño en la situación de aprendizaje de letras se dividió al grupo en niños con alto y bajo nivel de desempeño y se comparó a los subgrupos en las restantes habilidades evaluadas. La única tarea en la que se obtuvieron diferencias significativas fue en la prueba de denominación rápida de objetos, tarea que capturaría el componente de asociación visual-verbal del aprendizaje de letras. Se analizan las implicancias educativas de estos hallazgos.

Together with phonological sensitivity, letter knowledge has been shown to be one of the best predictors of reading acquisition (Lerväg, Bratën & Hulme, 2009; Muter, Hulme, Snowling & Stevenson, 2004). But letter learning represents a considerable challenge for many children growing in poverty contexts, as evidenced by studies conducted with both selected and unselected samples of different ages (Diuk, Serrano & Ferroni, 2013; Duncan & Seymour, 2000). Even though letter knowledge has been largely attributed to experiential factors such as learning opportunities provided by a child's home or school, there is growing evidence that individual differences in several cognitive and linguistic variables are related to the ease with which children learn letter names or sounds. This paper aimed at exploring letter learning in 50 Argentine, 5-year-old children growing in poverty. Children were tested towards the end of their kindergarten year. An experimental training situation was adapted from Levin, Shatil-Carmon and Asif-Rave (2006). In this situation children were presented with unknown letters (letters from the Cyrillic alphabet). Pseudonames for these letters were created attending to the characteristics of letter names in Spanish. Training involved a card game consisting of a mixed pile of letter cards and picture cards. In each round of the game, the child uncovered one card after the other from the pile and, when a letter card turned up, he or she was asked to provide the letter's name. Children were presented with four letters, two per session. A point was awarded when the child could accurately name each letter. In order to identify cognitive and linguistic variables which might establish individual differences among children in the ease of acquiring letter names, before the training situation children were given tests evaluating phonological sensitivity (syllable and initial sound recognition), phonological memory (digit span and pseudoword repetition), visual memory and rapid naming (RAN) of objects, colors and digits. Based on the scores in the letter learning situation, two subgroups of children were established. The high- and the low - performing subgroups were then compared on the cognitive and linguistic variables previously examined. No differences between groups were obtained in either phonological sensitivity test, in phonological memory (digit span or pseudoword repetition) or visual memory. Statistically significant differences were only found in the rapid naming of objects (results from the rapid naming of colors and digits tests were excluded from analyses given that a high percentage of the sample could not name all five colors or numbers included in the task). The precise cognitive substrate tapped by rapid naming tasks has given rise to considerable debate in the field of Reading Psychology, but there is a growing consensus that these tasks probably capture the efficiency of basic neural mechanisms participating in the establishment of visual-verbal associations (Lervåg & Hulme, 2009). In terms of educational implications, rapid naming has proven to be hard to improve (de Jong & Vrielink, 2004). However, abilities strongly associated with RAN, such as reading fluency, can be enhanced through practice, even if rapid naming itself doesn't improve. RAN performance could consequently be considered an indication of the intensity of the intervention a child will need to achieve learning. Given that many low-income children have few opportunities for learning letter names and sounds in their communities, the fact that current kindergarten curricula do not include teaching letters may put many children in the situation of having to acquire alphabet knowledge in a short period of time once they enter 1st grade. Individual differences in rapid naming can thus be expected to play a role in the ease with which children learn in such a demanding context.

Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo / Letter learning in preschool children growing in poverty

El trabajo que se informa se propuso explorar las diferencias individuales en las habilidades asociadas al aprendizaje de letras en 50 niños de 5 años de edad y de nivel socioeconómico bajo. Motivó este estudio la evidencia existente acerca de las dificultades que el dominio de las letras representa para parte de los niños en contextos de pobreza. A fin de identificar las variables que diferenciaban a los niños con mayor o menor facilidad para el aprendizaje de letras, se administraron pruebas que evalúan sensibilidad fonológica, memoria visual, memoria fonológica y denominación rápida. A continuación, se llevó adelante una situación experimental de aprendizaje de letras desconocidas, a las que se asignaron pseudo -nombres elaborados en base a las características de los nombres de las letras en español. En dos sesiones se presentaron cuatro letras (dos por sesión) y se evaluó la capacidad de los niños para reconocerlas por su nombre. En función del desempeño en la situación de aprendizaje de letras se dividió al grupo en niños con alto y bajo nivel de desempeño y se comparó a los subgrupos en las restantes habilidades evaluadas. La única tarea en la que se obtuvieron diferencias significativas fue en la prueba de denominación rápida de objetos, tarea que capturaría el componente de asociación visual-verbal del aprendizaje de letras. Se analizan las implicancias educativas de estos hallazgos.(AU)

Together with phonological sensitivity, letter knowledge has been shown to be one of the best predictors of reading acquisition (Lervõg, BratÙn & Hulme, 2009; Muter, Hulme, Snowling & Stevenson, 2004). But letter learning represents a considerable challenge for many children growing in poverty contexts, as evidenced by studies conducted with both selected and unselected samples of different ages (Diuk, Serrano & Ferroni, 2013; Duncan & Seymour, 2000). Even though letter knowledge has been largely attributed to experiential factors such as learning opportunities provided by a childs home or school, there is growing evidence that individual differences in several cognitive and linguistic variables are related to the ease with which children learn letter names or sounds. This paper aimed at exploring letter learning in 50 Argentine, 5-year-old children growing in poverty. Children were tested towards the end of their kindergarten year. An experimental training situation was adapted from Levin, Shatil-Carmon and Asif-Rave (2006). In this situation children were presented with unknown letters (letters from the Cyrillic alphabet). Pseudonames for these letters were created attending to the characteristics of letter names in Spanish. Training involved a card game consisting of a mixed pile of letter cards and picture cards. In each round of the game, the child uncovered one card after the other from the pile and, when a letter card turned up, he or she was asked to provide the letters name. Children were presented with four letters, two per session. A point was awarded when the child could accurately name each letter. In order to identify cognitive and linguistic variables which might establish individual differences among children in the ease of acquiring letter names, before the training situation children were given tests evaluating phonological sensitivity (syllable and initial sound recognition), phonological memory (digit span and pseudoword repetition), visual memory and rapid naming (RAN) of objects, colors and digits. Based on the scores in the letter learning situation, two subgroups of children were established. The high- and the low - performing subgroups were then compared on the cognitive and linguistic variables previously examined. No differences between groups were obtained in either phonological sensitivity test, in phonological memory (digit span or pseudoword repetition) or visual memory. Statistically significant differences were only found in the rapid naming of objects (results from the rapid naming of colors and digits tests were excluded from analyses given that a high percentage of the sample could not name all five colors or numbers included in the task). The precise cognitive substrate tapped by rapid naming tasks has given rise to considerable debate in the field of Reading Psychology, but there is a growing consensus that these tasks probably capture the efficiency of basic neural mechanisms participating in the establishment of visual-verbal associations (LervÕg & Hulme, 2009). In terms of educational implications, rapid naming has proven to be hard to improve (de Jong & Vrielink, 2004). However, abilities strongly associated with RAN, such as reading fluency, can be enhanced through practice, even if rapid naming itself doesnt improve. RAN performance could consequently be considered an indication of the intensity of the intervention a child will need to achieve learning. Given that many low-income children have few opportunities for learning letter names and sounds in their communities, the fact that current kindergarten curricula do not include teaching letters may put many children in the situation of having to acquire alphabet knowledge in a short period of time once they enter 1st grade. Individual differences in rapid naming can thus be expected to play a role in the ease with which children learn in such a demanding context.(AU)

A contribuição da consciência fonológica, memória de trabalho e velocidade de nomeação na aquisição inicial da leitura / The contribution of phonological awareness, working memory and naming speed for reading acquisition / La contribución de la consciencia fonológica, la memoria de trabajo y la velocidad de denominación en el proceso de adquisición de la lectura

O presente estudo investiga as relações entre consciência fonológica,memória de trabalho fonológica e velocidade de nomeação e a aquisição inicialda leitura, em amostra de 28 crianças do 1º ano do ensino fundamental. A idademédia no grupo é de 6 anos e 7 meses e todos já haviam começado a ler eescrever. O procedimento consiste na aplicação individual de tarefas de leiturade palavras, identificação de rima e fonema inicial, segmentação de palavrasem sílabas, repetição de dígitos, repetição de pseudopalavras e nomeação defiguras. Os resultados do Teste t de Student, comparando os grupos de bons emaus leitores, mostram que os primeiros obtêm melhores resultados emconsciência fonológica e velocidade de nomeação, enquanto que na memóriade trabalho fonológica a diferença não é significativa. O coeficiente de correlaçãode Pearson permite concluir que o desempenho na leitura inicial está associadocom as três habilidades de processamento, avaliadas: consciência fonológica,memória de trabalho fonológica e velocidade de nomeação. Esses resultadoscontribuem para o avanço na compreensão dos processos que influenciam aaquisição inicial da linguagem escrita, levando em consideração asespecificidades dos idiomas, nos quais as crianças aprendem a ler e a escrever(AU)

The present study investigates the relationship between phonologicalawareness, phonological working memory, naming speed and reading acquisitionin a sample of 28 children in first grade of elementary school. The average group age was 6 years and 7 months and all of them had begun to read and write. Theprocedure consisted in the individual application of the following tasks: wordreading, rhyme and initial phonemes identification, segmenting words into syllables,digits repetition, pseudo-word repetition and naming speed of pictures. The tTestresults, comparing good and poor readers, led us to conclude that goodreaders have better results in phonological awareness and naming speed. Theresults of Pearson correlations allow us to conclude that performance in readingacquisition is associated with the three processing skills assessed: phonologicalawareness, phonological memory and rapid naming. These results contribute toadvances in understanding the processes that influence reading acquisition, takinginto account the specificities of the languages in which children learn to read andwrite(AU)

El presente estudio investiga las relaciones existentes entreconsciencia fonológica, memoria de trabajo fonológica y velocidad dedenominación en la adquisición de la lectura, en una muestra de 28 niños deenseño fundamental, la edad media del grupo es de 6 años y 7 meses, conproceso de lecto-escritura iniciado. El procedimiento consiste en la aplicaciónindividual de tareas de lectura de palabras, identificación de rimas y fonemas,división de palabras en sílabas, repetición de dígitos, repetición de pseudopalabrasy denominación de figuras. Los resultados de la prueba t de Student, muestranque en comparación con los buenos y malos lectores, los primeros obtienenmejores resultados en consciencia fonológica y velocidad de denominación,mientras que, en relación a la memoria de trabajo fonológica la diferencia no essignificativa. Por su parte, los resultados del coeficiente de correlación dePearson, permiten concluir que el desempeño en la lectura inicial está asociadocon las tres habilidades de procesamiento medidas: consciencia fonológica,memorial de trabajo fonológica y velocidad de denominación. Estos resultadoscontribuyen en el avance del entendimiento de los procesos que influyen en laadquisición inicial del lenguaje escrito, considerando las especificidades del idiomaen el que los niños aprenden a leer y escribir(AU)