Parental executive functions and motivations unveil variations in young children's screen media use.

BACKGROUND: The increased screen media use among children aged 3 to 5, particularly in the post-COVID era, is concerning. Despite several organizations' recommendation of a one-hour screen limit for young children, actual usage often exceeds this guideline. OBJECTIVE: This study explored the influence of parental characteristics such as self-efficacy, motivation, socioeconomic status, and cognitive abilities on children's screen time habits. METHODS: Employing a feature selection model, 251 caregivers answered an online survey, presenting data from themselves and on-screen usage for 126 girls and 125 boys. We found that the caregiver's executive functions, including cognitive flexibility, initiation, task monitoring, and material organization, significantly impact children's screen time. RESULTS: Our analysis highlighted the vital role of caregivers' self-efficacy in moderating children's screen usage. Family net income, children's age and gender, and motivations related to children's desires and behavioral control were also significant contributors to usage patterns. CONCLUSION: This study offers insights into interventions and effective parenting strategies in the digital age, highlighting the importance of addressing socio-demographic factors in understanding this complex issue.

Parental executive functions and motivations unveil variations in young children's screen media use

Abstract Background The increased screen media use among children aged 3 to 5, particularly in the post-COVID era, is concerning. Despite several organizations' recommendation of a one-hour screen limit for young children, actual usage often exceeds this guideline. Objective: This study explored the influence of parental characteristics such as self-efficacy, motivation, socioeconomic status, and cognitive abilities on children's screen time habits. Methods Employing a feature selection model, 251 caregivers answered an online survey, presenting data from themselves and on-screen usage for 126 girls and 125 boys. We found that the caregiver's executive functions, including cognitive flexibility, initiation, task monitoring, and material organization, significantly impact children's screen time. Results: Our analysis highlighted the vital role of caregivers' self-efficacy in moderating children's screen usage. Family net income, children's age and gender, and motivations related to children's desires and behavioral control were also significant contributors to usage patterns. Conclusion This study offers insights into interventions and effective parenting strategies in the digital age, highlighting the importance of addressing socio-demographic factors in understanding this complex issue.

Effects of acute maternal stress induced by predator cues on spatial learning and memory of offspring in the subterranean rodent Ctenomys talarum.

One of the main selection pressures to which animals are exposed in nature is predation, which affects a wide variety of biological traits. When the mother experiences this stressor during pregnancy and/or lactation, behavioral and physiological responses may be triggered in the offspring as well. Thus, in order to broaden and deepen knowledge on the transgenerational effects of predation stress, we evaluated how maternal stress experienced during pregnancy and/or lactation affects the spatial abilities of progeny at the onset of adulthood in the subterranean rodent Ctenomys talarum. The results showed that, contrary to what was observed in other rodent species, maternal exposure to predator cues during pregnancy and lactation did not negatively affect the spatial abilities of the offspring, even registering some minor positive effects. Concomitantly, no effects of predatory cues on physiological parameters associated with stress were observed in the progeny. This difference in results between the present study and previous works on maternal stress highlights the importance of considering the species to be evaluated (strain, age and origin-wild or captive-) and the type of stressor used (artificial or natural, intensity of exposure) in the evaluation of the possible transgenerational effects of maternal stress.

Prenatal and childhood chlordecone exposure, cognitive abilities and problem behaviors in 7-year-old children: the TIMOUN mother-child cohort in Guadeloupe.

BACKGROUND: Chlordecone is a highly persistent organochlorine insecticide that was intensively used in banana fields in the French West Indies, resulting in a widespread contamination. Neurotoxicity of acute exposures in adults is well recognized, and empirical data suggests that prenatal exposure affects visual and fine motor developments during infancy and childhood, with greater susceptibility in boys. OBJECTIVE: To assess the associations between pre- and postnatal exposures to chlordecone and cognitive and behavioral functions in school-aged children from Guadeloupe. METHODS: We examined 576 children from the TIMOUN mother-child cohort in Guadeloupe at 7 years of age. Concentrations of chlordecone and other environmental contaminants were measured in cord- and children's blood at age 7 years. Cognitive abilities of children were assessed with the Wechsler Intelligence Scale for Children-IV (WISC-IV), and externalizing and internalizing problem behaviors documented with the Strengths and Difficulties Questionnaire (SDQ) completed by the child's mother. We estimated covariate-adjusted associations between cord- and 7-years chlordecone concentrations and child outcomes using structural equations modeling, and tested effect modification by sex. RESULTS: Geometric means of blood chlordecone concentrations were 0.13 µg/L in cord blood and 0.06 µg/L in children's blood at age 7 years. A twofold increase in cord blood concentrations was associated with 0.05 standard deviation (SD) (95% Confidence Interval [CI]: 0.0, 0.10) higher internalizing problem scores, whereas 7-years chlordecone concentrations were associated with lower Full-Scale IQ scores (FSIQ) and greater externalized behavioral problem scores. A twofold increase in 7-year chlordecone concentrations was associated with a decrease of 0.67 point (95% CI: -1.13, -0.22) on FSIQ and an increase of 0.04 SD (95% CI: 0.0, 0.07) on externalizing problems. These associations with Cognitive abilities were driven by decreases in perceptive reasoning, working memory and verbal comprehension. Associations between 7-year exposure and perceptive reasoning, working memory, and the FSIQ were stronger in boys, whereas cord blood and child blood associations with internalizing problems were stronger in girls. CONCLUSIONS: These results suggests that cognitive abilities and externalizing behavior problems at school age are impaired by childhood, but not in utero, exposure to chlordecone, and that prenatal exposure is related to greater internalizing behavioral problems.

Julgamentos metacognitivos e o desempenho de idosos em tarefas de memória / Metacognitive judgments and the performance of the elderly in memory tasks / Juicios metacognitivos y el desempeño de los ancianos en tareas de memoria

O estudo objetivou investigar o monitoramento metacognitivo de idosos por meio da análise de relações entre o desempenho estimado por eles e seus reais desempenhos em tarefas de memória de curto prazo. Participaram 30 idosos não acamados, sem sinais relatados de demência ou indicados por meio do Miniexame do Estado Mental, de ambos os sexos, com idade entre 65 e 90 anos, além de uma pessoa próxima a cada um deles, totalizando 60 participantes. O contato com a amostra foi realizado por meio da estratégia de Snowball Sampling Aproach. Os materiais apresentados aos participantes idosos foram o Miniexame do Estado Mental, os subtestes Aritmética, Dígitos e Sequência de Números e Letras do WAIS III, e o Registro de Julgamentos Metacognitivos. Para os participantes que eram figuras próximas de cada idoso foi apresentado o Questionário para Informantes Múltiplos sobre o Desempenho de Idosos em Tarefas de Memória. Os resultados dos subtestes Aritmética, Dígitos e Sequência de Números e Letras do WAIS III foram correlacionados aos julgamentos dos idosos e das pessoas próximas quanto ao desempenho dos idosos nos subtestes. Foram encontradas correlações fortes e significativas entre os julgamentos e o desempenho real para os três subtestes e correlações moderadas e significativas entre julgamentos de pessoas próximas e o desempenho real dos idosos nos subtestes. Os resultados indicaram que idosos sem sinais de prejuízo cognitivo e seus cuidadores/familiares podem julgar adequadamente os desempenhos em tarefas de memória

The study aimed to investigate the metacognitive monitoring of elderly people by analyzing the relationships between their estimated performance and their actual performance in short-term memory tasks. Thirty elderly individuals who were not bedridden, with no reported signs of dementia or indicated through the Mini Mental State Examination, of both genders, aged between 65 and 90 years, in addition to a person close to each of them participated, totaling 60 participants. Contact with the sample was performed using the Snowball Sam-pling Aproach strategy. The materials presented to the elderly participants were the Mini Mental State Examination, the WAIS III Arithmetic, Digits and Sequence of Numbers and Letters subtests, the Metacognitive Judgments Registry. For participants who were figures close to each elderly person, the Questionnaire for Multiple Informers on the Performance of Elderly Persons in Memory Tasks was presented. The results of the WAIS III Arithmetic, Digits and Sequence of Numbers and Letters subtests were correlated to the judgments of the elderly and those close to them regarding the performance of the elderly in the subtests. Strong and significant correlations were found between judgments and actual performance for the three subtests and moderate and significant correlations were found between judgments of close people and the actual performance of the elderly in the subtests. The results indicated that the elderly, caregivers/family members can properly judge performance in memory tasks

El estudio tuvo como objetivo investigar el seguimiento metacognitivo de las personas mayores mediante el análisis de las relaciones entre su rendimiento estimado y su rendimiento real en tareas de memória a corto plazo. Participaron 30 ancianos que nos se encontraban postrados en cama, sin signos reportados de demencia o índicados a través del Mini Examen del Estado Mental, de ambos sexos, con edades entre 65 y 90 años, además de una persona cercana a cada uno de ellos, totalizando 60 participantes. El contacto con la muestra se realizó mediante la estrategia Snowball Sampling Aproach. Los materiales presentados a los participantes mayores fueron el Mini Examen del Estado Mental, las subpruebas de Aritmética, Dígitos y Secuencia de Números y Letras WAIS III, el Registro de Juicios Metacognitivos. Para los participantes que eran figuras cercanas a cada anciano, se presentó el Cuestionario para Informantes Múltiples sobre el Desempeño de las Personas Mayores en Tareas de Memória. Los resultados de las subpruebas de Aritmética, Dígitos y Secuencia de Números y Letras WAIS III se correlacionaron con los juicios de los ancianos y sus allegados sobre el desempeño de los ancianos en las subpruebas. Se encontraron correlaciones fuertes y significativas entre los juicios y el desempeño real para las tres subpruebas y se encontraron correlaciones moderadas y significativas entre los juicios de personas cercanas y el desempeño real de los ancianos en las subpruebas. Los resultados indicaron que los ancianos, los cuidadores / miembros de la familia pueden juzgar adecuadamente el desempeño en las tareas de memória

Investigating the psychological and physiological responses to isolation and confinement using the THOR space analog simulation / Investigando las respuestas psicológicas y fisiológicas al aislamiento y confinamiento utilizando la simulación análoga espacial THOR

This research investigates astronaut performance under simulated space conditions, using THOR, an analog astronaut training protocol, during a week-long confinement in an Analog Astronaut Training Center in Poland. Materials and Five participants, including four military and one civilian, underwent a week of isolation. Tests were conducted to assess heart rate variability ­HRV­, psychological health, and sleep patterns. Data collection and analysis were standardized, with an alpha level of p < 0.05 and power of 80%. The study found reductions in fat percentage and weight, while muscle mass and water content remained stable. HRV showed significant changes. Increased sleep and state anxiety levels were noted, along with decreased cognitive abilities. Personality traits exhibited heightened hostility and social anxiety, culminating in psychological discomfort. HRV values were normal with variations likely due to stress. A significant correlation was found between mental performance and HRV, indicating potential influence of sleep on cognitive function during isolation. The study highlights the need for more research on the psycho-logical and physiological implications of long-duration space missions and similar high-demand environments.

Esta investigación examina el rendimiento de los astronautas análogos bajo condiciones espaciales simuladas durante una semana de confina-miento en un Centro de Entrenamiento de Astronautas Análogos en Polonia. Cinco participantes, incluyendo cuatro militares y un civil, fueron sometidos a una semana de aislamiento. Se realizaron pruebas para evaluar la variabilidad de la frecuencia cardíaca ­HRV­, la salud psicológica y los patrones de sueño. La recolección y análisis de datos fueron estandarizados, con un nivel alfa de p < 0.05 y una potencia del 80%. El estudio encontró reducciones en el porcentaje de grasa y peso, mientras que la masa muscular y el contenido de agua permanecieron estables. La HRV mostró cambios significativos. Se observaron niveles elevados de sueño y ansiedad estado, junto con disminuciones en las habilidades cognitivas. Los rasgos de personalidad mostraron una hostilidad y ansiedad social aumentada, culminando en incomodidad psicológica. Los valores de HRV fueron normales con variaciones probablemente debidas al estrés. Se encontró una correlación significativa entre el rendimiento mental y la HRV, indicando la posible influencia del sueño en la función cognitiva durante el aislamiento. El estudio resalta la necesidad de más investigaciones sobre las implicaciones psicológicas y fisiológicas de las misiones espaciales de larga duración y entornos similares de alta demanda.

Maternal Nutrition and Neurodevelopment: A Scoping Review.

In this scoping review, we examined the association between maternal nutrition during pregnancy and neurodevelopment in offspring. We searched the Pubmed and ScienceDirect databases for articles published from 2000 to 2020 on inadequate intake of vitamins (B12, folate, vitamin D, vitamin A, vitamin E, vitamin K), micronutrients (cooper, iron, creatine, choline, zinc, iodine), macronutrients (fatty acids, proteins), high fat diets, ketogenic diets, hypercaloric diets, and maternal undernutrition. Some older relevant articles were included. The search produced a total of 3590 articles, and 84 studies were included in the qualitative synthesis. Data were extracted and analyzed using charts and the frequency of terms used. We concluded that inadequate nutrient intake during pregnancy was associated with brain defects (diminished cerebral volume, spina bifida, alteration of hypothalamic and hippocampal pathways), an increased risk of abnormal behavior, neuropsychiatric disorders (ASD, ADHD, schizophrenia, anxiety, depression), altered cognition, visual impairment, and motor deficits. Future studies should establish and quantify the benefits of maternal nutrition during pregnancy on neurodevelopment and recommend adequate supplementation.

Effects of the Herbicide Glyphosate on Honey Bee Sensory and Cognitive Abilities: Individual Impairments with Implications for the Hive.

The honeybee Apis mellifera is an important pollinator in both undisturbed and agricultural ecosystems. Its great versatility as an experimental model makes it an excellent proxy to evaluate the environmental impact of agrochemicals using current methodologies and procedures in environmental toxicology. The increase in agrochemical use, including those that do not target insects directly, can have deleterious effects if carried out indiscriminately. This seems to be the case of the herbicide glyphosate (GLY), the most widely used agrochemical worldwide. Its presence in honey has been reported in samples obtained from different environments. Hence, to understand its current and potential risks for this pollinator it has become essential to not only study the effects on honeybee colonies located in agricultural settings, but also its effects under laboratory conditions. Subtle deleterious effects can be detected using experimental approaches. GLY negatively affects associative learning processes of foragers, cognitive and sensory abilities of young hive bees and promotes delays in brood development. An integrated approach that considers behavior, physiology, and development allows not only to determine the effects of this agrochemical on this eusocial insect from an experimental perspective, but also to infer putative effects in disturbed environments where it is omnipresent.

Jogo de cartas como estratégia para o ensino de doenças autoimunes na graduação médica / Card game as strategy for the teaching of autoimmune diseases in medical graduation / Juego de cartas como estrategia para la enseñanza de enfermedades autoinmunes en la graduación médica

A experiência relatada neste artigo envolveu a elaboração e aplicação do ImunoDAI, um jogo de cartas desenvolvido por alunos e professores do curso de Medicina para abordar o conteúdo técnico de vinte Doenças Autoimunes (DAI). As DAI compreendem numerosas doenças com diferentes apresentações clínicas que compartilham uma etiologia complexa, porém comum, representada pela resposta imunológica contra autoantígenos. O ImunoDAI trata-se de um jogo produzido coletivamente que, enquanto recurso pedagógico, possibilitou o trabalho com as DAI por meio da elaboração de quatro cartas contendo informações sobre as principais causas da doença; imunopatogênese; sinais e sintomas; diagnóstico e tratamento. A utilização do jogo facilitou a fixação dos conteúdos e favoreceu o processo de ensino-aprendizagem ao permitir múltiplas interações, promover a aprendizagem dos conteúdos, desenvolver autonomia, criatividade, cooperação mútua, discussões e tomadas de decisões, habilidades indispensáveis aos futuros médicos.

The experience reported in this article involved the development and application of ImmunoDAI, a card game developed by students and professors of the medical course to address the technical content of twenty autoimmune diseases (DAI). The DAI comprise numerous diseases with different clinical presentations that share a complex but common etiology represented by the immune response against autoantigens. The ImunoDAI is a collectively produced game that, as a pedagogical resource, made possible the work with the DAI through the elaboration of four letters containing information about the main causes of the disease; immunopathogenesis; signals and symptoms; diagnosis and treatment. The use of the game facilitated the fixing of contents and favored the teaching-learning process by allowing multiple interactions, promoting content learning, developing autonomy, creativity, cooperation, discussions and decision making, skills that are indispensable for future doctors.

A experiencia relatada en este artículo involucró la elaboración y aplicación del ImunoDAI, un juego de cartas desarrollado por alumnos y profesores del curso de Medicina para abordar el contenido técnico de veinte Enfermedades autoinmunes (DAI). Las DAI comprenden numerosas enfermedades con diferentes presentaciones clínicas que comparten una etiología compleja, pero común, representada por la respuesta inmunológica contra autoantígenos. El ImunoDAI es un juego producido colectivamente que, en cuanto recurso pedagógico, posibilitó el trabajo con las DAI por medio de la elaboración de cuatro cartas conteniendo informaciones sobre las principales causas de la enfermedad; inmunopatogenia; signos y síntomas; diagnóstico y tratamiento. La utilización del juego facilitó la fijación de los contenidos y favoreció el proceso de enseñanza-aprendizaje al permitir múltiples interacciones, promover el aprendizaje de los contenidos, desarrollar autonomía, creatividad, cooperación, discusiones y tomas de decisiones, habilidades indispensables para los futuros médicos.

Importancia del vínculo de apego en el proceso de aprendizaje y el desarrollo de las capacidades cognitivas, desde las películas Manos milagrosas y Todos los niños son especiales / Importance of the bond of attachment in the learning process and the development of cognitive abilities, from the movies Miracle hands and All children are special

Este artículo se propone establecer la importancia del vínculo de apego en el proceso de aprendizaje y el desarrollo de las capacidades cognitivas a partir del análisis de dos películas: Manos milagrosas y Todos los niños son especiales, de los directores Aamir Kan y Thomas Carter, respectivamente. Inicialmente, se conceptualizan el vínculo de apego y sus categorías: Apego Evitativo, Apego Ambivalente, Apego Seguro y Apego Desorganizado. Se evidenció que las categorías dependen de la eficiencia de la figura vincular (si cumple o no la función de base segura), potenciando la exploración y reinstalando la seguridad y la cognición de la capacidad que adquiere la criatura para hacer que la figura vincular permanezca en su mente, aunque dicha figura no esté presente; este aspecto es determinante para que se forme el aprendizaje y para que se desarrollen las capacidades cognitivas. Se pudo concluir que el desarrollo del vínculo de apego, a pesar de que tiende a permanecer generacionalmente, no siempre se transmite de manera intacta, porque depende de la comprensión de la criatura, y en ocasiones, los saltos evolutivos, la supervivencia y la permanencia de la identidad, obligan transformaciones o adaptaciones en las estrategias del vínculo.

This article aims to establish the importance of the attachment in the learning process and the development of cognitive abilities with the analysis of the films: Miraculous hands and All children are special directed by Aamir Kan and Thomas Carter, respectively. Initially the bond of attachment and its categories is conceptualized: Avoidance Attachment, Ambivalent Attachment, Secure Attachment and Disorganized Attachment. It was evidenced that the categories depend on the efficiency of the attachment figure (if it comply or not the function of a secure base), enhancing the exploration and restoring the security and cognition of the capacity that the creature acquires to make the attachment figure remain in his mind, even if that figure is not present; this aspect is crucial for the formation of learning and for the development of cognitive abilities. It can be concluded that the development of the bond of attachment, despite the tendency to be generationally, is not always transmitted intact, because the loss of understanding of the creature, and sometimes, evolutionary leaps, survival and permanence of the identity, force transformations or adaptations in the strategies of attachment.

Estatus personal en la discapacidad intelectual: considerando las capacidades cognitivas / Personal Status in Intellectual Disability: Considering Cognitive Abilities / Status pessoal na deficiência intelectual: considerando habilidades cognitivas

Resumen Algunos enfoques bioéticos consideran central la racionalidad en la noción de persona. Jeff McMahan supedita la condición personal a las capacidades cognitivas, por consecuencia quien presenta discapacidad intelectual no es considerado persona. La noción de persona es central en la Bioética general y medular en la fundamentación de tratados y convenciones. El modelo considerado influye en la bioética clínica, ya que la práctica biomédica deduce normas a partir de reflexiones teóricas. El artículo examina el criterio de las capacidades cognitivas para determinar la condición personal en la discapacidad intelectual empleando la crítica a la teoría ideal. A tal fin, se parte de las críticas a la teoría ideal identificando problemas en la idealización de capacidades. Posteriormente se describe la discapacidad intelectual y cómo esta es contrastada por las conceptualizaciones de Jeff McMahan. Seguidamente se realiza un análisis de cuatro limitaciones del criterio de las capacidades cognitivas para establecer la condición personal. Por último, se argumenta que la corporeidad complementa los modelos que en Bioética describen la persona humana. El criterio de las capacidades cognitivas no debe considerarse normativo puesto que la corporeidad condiciona la pérdida de nuestras capacidades y expone a la discapacidad misma.

Abstract Some bioethical approaches consider rationality as central to the notion of person. Jeff McMahan subordinates the personal condition to cognitive abilities; consequently, an individual having an intellectual disability is not considered a person. The notion of person is key to general bioethics and to upholding treaties and conventions. The model considered influences clinical bioethics because biomedical practice deduces rules from theoretical reflections. The article examines the cognitive abilities criterion to determine the personal status in intellectual disability using criticism to the ideal theory, based on which we identified problems in the idealization of abilities. Subsequently, we describe intellectual disability and how it is confirmed by Jeff McMahan's conceptualizations and analyze four main limitations of the cognitive abilities criterion to establish personal condition. Finally, it is argued that corporeality complements the models that describe the human person in bioethics. The cognitive abilities criterion should not be considered normative since corporeality determines the loss of our abilities and exposes us to disability itself.

Resumo Algumas abordagens bioéticas consideram a racionalidade como central para a noção de pessoa. Jeff McMahan subordina a condição pessoal às habilidades cognitivas; consequentemente, quem apresenta deficiência intelectual não é considerado uma pessoa. A noção de pessoa é central para a bioética geral e para a fundação de tratados e convenções. O modelo considerado influencia a bioética clínica, uma vez que a prática biomédica deduz normas de reflexões teóricas. Este artigo examina o critério das habilidades cognitivas para determinar a condição pessoal na deficiência intelectual usando a crítica à teoria ideal. Para tanto, parte da crítica à teoria ideal ao identificar problemas na idealização de capacidades. Posteriormente, a deficiência intelectual é descrita e como ela é contrastada pelas conceituações de Jeff McMahan. Em seguida, faz-se uma análise das quatro principais limitações do critério das habilidades cognitivas para estabelecer a condição pessoal. Por fim, argumenta-se que a corporeidade complementa os modelos que, na bioética, descrevem a pessoa humana. O critério de habilidades cognitivas não deve ser considerado normativo, uma vez que a corporalidade pode determinar a perda de nossas habilidades e expor a própria incapacidade.

Early motor development and cognitive abilities among Mexican preschoolers.

Psychomotricity plays a very important role in children's development, especially for learning involving reading-writing and mathematical calculations. Evaluate motor development in children 3 years old and its relationship with their cognitive abilities at the age of 5 years. Based on a cohort study, we analyzed the information about motor performance evaluated at 3 years old by Peabody Motor Scale and cognitive abilities at 5 years old. The association was estimated using linear regression models adjusted by mother's intelligence quotient, sex, Bayley mental development index at 18 months, and quality of the environment at home (HOME scale). 148 children whose motor performance was determined at age 3 and was evaluated later at age 5 to determine their cognitive abilities. Cognitive abilities (verbal, quantitative, and memory) measured by McCarthy Scales. Significant positive associations were observed between stationary balance at age 3 with verbal abilities (ß = 0.67, p = .04) and memory (ß = 0.81, p = .02) at 5 years. Grasping and visual-motor integration were significant and positively associated with quantitative abilities (ß = 0.74, p = .005; ß = 0.61, p = .01) and memory (ß = 2.11, p = .001; ß = 1.74, p = .004). The results suggest that early motor performance contributes to the establishment of cognitive abilities at 5 years. Evaluation and early motor stimulation before the child is faced with formal learning likely helps to create neuronal networks that facilitate the acquisition of academic knowledge.

Psychopathology and behavior problems in children and adolescents with Williams syndrome: Distinctive relationships with cognition.

Several studies have documented the high prevalence of psychopathology and behavior problems in Williams syndrome (WS). However, the links between cognitive development and such symptoms need further clarification. Our study aims to expand current knowledge on levels of behavior problems and its links to cognition in a sample of Brazilian individuals with WS. A total of 25 children and adolescents with WS and their parents participated in this study. The participants' IQs were assessed with the Wechsler Scales of Intelligence (for children or adults) and parental reports of psychopathology/behavior problems were collected using the Child Behavior Checklist (CBCL). The presence of clinically significant attention problems was a main feature in our sample of children and adolescents with WS. In the children, higher IQ scores were found to be significantly associated with less externalizing problems, while in the adolescents cognitive abilities were found to be associated with less internalizing symptoms. These results provide further insight into the links between psychopathology and behavior problems and cognitive abilities in WS, and suggest the need to take age into consideration when analyzing such relationships.

Escala de avaliação de inteligência para crianças deficientes visuais – versão professor: estudo de validade de conteúdo / Intelligence assessment scale for visually impaired children – school version: content validity study

Considerando a escassez de instrumentos psicológicos voltados para avaliação dainteligência de crianças com deficiência visual, este estudo teve como objetivo abusca por evidências de validade de conteúdo, através da avaliação daadequação dos itens que compõem a Escala de Avaliação de Inteligência paracrianças deficientes visuais – Versão Professor. Para isso, cinco estudantes depós-graduação atuaram como juízes, classificando os 40 itens do instrumento emcinco fatores (raciocino verbal, memória, raciocínio lógico, raciocínio numérico ecriatividade). Os resultados demonstraram a adequação dos itens, tendo amaioria deles apresentado índices de concordância acima de 80% (n=31) e entre60 e 80% (n=5). Apenas quatro itens apresentaram concordância inferior a 50%,sugerindo a necessidade de reformulações ou realocação em outro fator. As análises dos coeficientes Kappa evidenciaram índices entre 0,49 e 0,87. De forma geral, os resultados apontaram a adequação dos itens da escala aos conteúdos do modelo teórico adotado. Estudos futuros serão conduzidos com a finalidade de verificar se os mesmos fatores teóricos serão encontrados a partir de dados empíricos em amostra brasileira (AU)

Considering the shortage about psychological tests to evaluate the intelligence of children with visual impairment, this study investigates the evidence of content validity of the Brazilian version of the Intelligence Assessment Scale for visuallyimpaired children – school version. For this, five students graduate acted asjudges, ranking the 40 items of the instrument in five factors (verbal I reason, memory, logical reasoning, numerical reasoning and creativity). The results demonstrate the suitability of items, and most of them appear concordance rates above 80% (n = 31) and between 60 and 80% (n = 5). Only four items showed agreement less than 50%, suggesting the need for reformulation or relocation inanother factor. The analysis of Kappa coefficients showed rates between 0.49and 0.87. Overall, the results indicated the suitability of the scale items to theadopted theoretical model contents. Future studies will be conducted in order to verify whether the same theoretical factors will be found from empirical data in a Brazilian sample(AU)

Escala de avaliação de inteligência para crianças deficientes visuais ­ versão professor: estudo de validade de conteúdo / Intelligence assessment scale for visually impaired children ­ school version: content validity study

Considerando a escassez de instrumentos psicológicos voltados para avaliação da inteligência de crianças com deficiência visual, este estudo teve como objetivo abusca por evidências de validade de conteúdo, através da avaliação da adequação dos itens que compõem a Escala de Avaliação de Inteligência para crianças deficientes visuais ­ Versão Professor. Para isso, cinco estudantes de pós-graduação atuaram como juízes, classificando os 40 itens do instrumento em cinco fatores (raciocino verbal, memória, raciocínio lógico, raciocínio numérico e criatividade). Os resultados demonstraram a adequação dos itens, tendo a maioria deles apresentado índices de concordância acima de 80% (n=31) e entre 60 e 80% (n=5). Apenas quatro itens apresentaram concordância inferior a 50%,sugerindo a necessidade de reformulações ou realocação em outro fator. As análises dos coeficientes Kappa evidenciaram índices entre 0,49 e 0,87. De forma geral, os resultados apontaram a adequação dos itens da escala aos conteúdos do modelo teórico adotado. Estudos futuros serão conduzidos com a finalidade de verificar se os mesmos fatores teóricos serão encontrados a partir de dados empíricos em amostra brasileira

Considering the shortage about psychological tests to evaluate the intelligence of children with visual impairment, this study investigates the evidence of content validity of the Brazilian version of the Intelligence Assessment Scale for visuallyimpaired children ­ school version. For this, five students graduate acted asjudges, ranking the 40 items of the instrument in five factors (verbal I reason, memory, logical reasoning, numerical reasoning and creativity). The results demonstrate the suitability of items, and most of them appear concordance rates above 80% (n = 31) and between 60 and 80% (n = 5). Only four items showed agreement less than 50%, suggesting the need for reformulation or relocation inanother factor. The analysis of Kappa coefficients showed rates between 0.49and 0.87. Overall, the results indicated the suitability of the scale items to theadopted theoretical model contents. Future studies will be conducted in order to verify whether the same theoretical factors will be found from empirical data in a Brazilian sample

Perfil cognitivo dos alunos com dificuldades de aprendizagem na leitura e matemática / Cognitive profile of students with learning difficulties in reading and mathematics / Perfil cognitivo de los alumnos con dificultades de aprendizaje en lectura y matemática

A coocorrência entre as dificuldades na leitura e na matemática é frequente, indicando que as habilidades cognitivas comuns subjacentes a tais dificuldades possam estar deficitárias. A pesquisa aqui descrita analisa as habilidades cognitivas que estão na base das aprendizagens da leitura e da matemática, contribuindo para a prática pedagógica nessas áreas. Trata-se de um estudo transversal de caráter quantitativo em que foram identificadas funções cognitivas de 79 alunos do 3º ao 6º ano do ensino fundamental, divididos em quatro grupos: com dificuldades na leitura, na matemática, nas duas áreas e sem dificuldades. Obtivemos o perfil cognitivo dos grupos com tarefas de processamento fonológico, senso numérico, memória de trabalho e estratégias de contagem e recuperação da memória. Cada grupo apresentou um perfil cognitivo único, indicando necessidades educacionais diversas. Os resultados alertam para a importância da estimulação do processamento fonológico e do senso numérico, habilidades ainda pouco conhecidas pela escola brasileira.

The co-occurrence of difficulties in reading and mathematics is frequent, indicating that common cognitive skills underlying these difficulties may be impaired. The study aims to analyse the cognitive abilities which are in the basis of acquisition of both reading and mathematics skills contributing to the educational practice in these areas. This is a cross-sectional, quantitative study that identified cognitive functions of 79 students from 3rd to 6th grade of elementary school. The students were divided into four groups: difficulties in reading, in mathematics, in both areas and the control group. We assessed the cognitive profile of the students through tasks in volving: phonological processing, number sense, working memory, counting strategies and arithmetic fact retrieval. Each group showed a unique cognitive profile indicating different educational needs. The results urge attention to the importance of the stimulation of phonological processing and number sense, abilities which are still unknown by Brazilian schools.

La co-ocurrencia de dificultades en lectura y matemática son frecuentes, lo que indica que habilidades cognitivas comunes que subyacen a estas dificultades pueden ser deficientes. La investigación descrita aquí examina las habilidades cognitivas que subyacen en el aprendizaje de lectura y matemática, lo que contribuye a la práctica pedagógica en estas áreas. Se trata de un estudio transversal, de carácter cuantitativo, en el que se identificaron las funciones cognitivas de los 79 estudiantes de 3º al 6º año de la escuela primaria, divididos en cuatro grupos: con dificultades en lectura, en matemática, en las dos áreas y sin dificultades. Se ha observado el perfil cognitivo de los grupos con tareas de procesamiento fonológico, sentido numérico, memoria de trabajo y estrategias para contar y recuperación de la memoria. Cada grupo presentó un perfil cognitivo único que indica diversas necesidades educativas. Los resultados ponen de relieve la importancia de la estimulación del procesamiento fonológico y el sentido numérico, habilidades estas aún poco conocidas por la escuela brasileña.

Habilidades cognitivas ao longo do desenvolvimento: contribuições para o estudo da atenção concentrada / Cognitive skills throughout the development: contributions to concentrated attention study / Las habilidades cognitivas a lo largo del desarrollo: contribuciones a lo estudio de la atención concentrada

A atenção é um construto multidimensional com variações ao longo do desenvolvimento. No Brasil, há carência de instrumentos com características psicométricas adequadas para avaliar tais diferenças. Este trabalho analisou contribuições de diferentes estudos que utilizaram testes de atenção por cancelamento (TAC e AC) para avaliação do desenvolvimento da atenção em uma amostra normativa de crianças (n = 722) e sua comparação em amostra clínica com TDAH (n = 46). Foi realizada uma Anova para avaliar o efeito de idade no TAC, demonstrando diferença significativa para número de acertos e erros. No teste AC, realizou-se uma Anova dos dados de 78 crianças que também apontou aumento significativo de acertos em função da idade. O mesmo padrão ocorreu na comparação com 46 crianças com desatenção e hiperatividade. Os resultados mostram melhor desempenho atencional com a progressão da idade, além da possibilidade de uso desses instrumentos para caracterização de grupos com e sem indicadores compatíveis com TDAH.

Attention is a multidimensional construct with variations throughout development. In Brazil, there is a lack of instruments with adequate psychometric characteristics to evaluate such differences. This study analyzed the contributions of different papers that used attention by cancelling test (ACT and AC) to evaluate development of attention in a normative sample of children (n = 722) and its comparison to clinical sample with ADHD (n = 46). An ANOVA was performed to evaluate the effect of age on ACT, demonstrating a significant difference for correct numbers of responses and of errors. An ANOVA was performed in the ACT to compare data of 78 children, which also showed significantly higher scores based on age. The same pattern occurred in the comparison of 46 children with attention deficit and hyperactivity. The results show improvement on attentional performance with age progression, besides the possibility to use these instruments for characterization of groups with and without indicators compatible with ADHD.

La atención es un constructo multidimensional con variaciones a lo largo del desarrollo. En Brasil hay una falta de instrumentos con características de las psicometrías adecuadas para evaluar tales diferencias. Este estudio analizó las contribuciones de diferentes estudios que utilizaron las pruebas de cancelación de atención (TAC y AC) para evaluar el desarrollo de la atención en una muestra normativa de niños (n = 722) y su comparación con la muestra clínica con TDAH (n = 46). Anova se realizó para evaluar el efecto de la edad en el TAC, demonstrando una diferencia significativa para número de los aciertos y errores. En el teste AC se realizó una Anova de los datos de 78 niños, apuntando también puntuaciones significativamente más altas en base a la edad. El mismo patrón se produjo en la comparación con 46 niños con falta de atención e hiperactividad. Los resultados muestran un mejor rendimiento en la atención con la progresión de la edad y la oportunidad de utilizar estos instrumentos para la caracterización de grupos con y sin indicadores compatibles con TDAH.

Inteligência e desempenho acadêmico: revisão de literatura / Intelligence and academic achievement: literature review / Inteligencia y rendimiento académico: revisión de literatura

A inteligência é um aspecto importante para a compreensão do desempenho acadêmico dos estudantes. Nesse contexto, buscou-se revisar a literatura recente sobre a relação entre a inteligência e o desempenho acadêmico, destacando as variáveis que podem influenciar essa relação. Os artigos revisados foram classificados em nove categorias segundo o conteúdo das variáveis que foram investigadas em relação à inteligência e ao desempenho acadêmico. Essas categorias referem-se às características de personalidade, sexo, cognição, etnia, aspectos positivos, disfuncionais, socioeconômicos, pessoais e aspectos da escola. Os artigos revisados indicam evidências de que as características de personalidade, como responsabilidade e autodisciplina, estão relacionadas, de maneira positiva, ao desempenho acadêmico. Outros aspectos como a criatividade, a motivação e a autopercepção de desempenho também podem explicar o desempenho. A revisão apresenta, ainda, as principais lacunas da literatura científica e as direções para as pesquisas futuras.

Intelligence is an important variable in the pursuit to comprehend academic achievement. The present study aimed to review the literature with regard to the relation between intelligence and academic achievement, highlighting variables that may influence this relation. The reviewed articles were classified into nine categories according to the main variables that have been investigated in relation to intelligence and academic achievement. These categories are related to personality traits, gender, cognition, ethnicity, positive and dysfunctional aspects, socioeconomic status, personal and school aspects. The reviewed articles indicate evidence that personality characteristics such as responsibility and self-discipline are positively associated with academic achievement. Other factors like creativity, motivation, self-perceived performance also seem to explain academic achievement. Furthermore, the main shortcomings of the scientific literature and directions for future research are presented.

La inteligencia es una variable importante para la comprensión del rendimiento de los estudiantes. El presente estudio tuvo como objetivo revisar la literatura reciente sobre la relación entre la inteligencia y el rendimiento académico, destacando las variables que pueden influir en esta relación. Los artículos revisados fueron clasificados en nueve categorías, de acuerdo a las variables que se han investigado en relación con la inteligencia y el rendimiento académico. Estas categorías se refieren a los rasgos de personalidad, sexo, cognición, etnia, aspectos positivos y disfuncionales, socioeconómicos, aspectos personales y de la escuela. Los artículos revisados indican una evidencia de que los rasgos de personalidad, como la responsabilidad y la autodisciplina, se asocian positivamente con el rendimiento académico. Otros factores como la creatividad, la motivación, el rendimiento autopercibida también pueden explicar el rendimiento académico. El estudio también presenta las principales deficiencias de la literatura científica y las direcciones para la investigación futura.

Inteligência e desempenho acadêmico: revisão de literatura / Intelligence and academic achievement: literature review / Inteligencia y rendimiento académico: revisión de literatura

A inteligência é um aspecto importante para a compreensão do desempenho acadêmico dos estudantes. Nesse contexto, buscou-se revisar a literatura recente sobre a relação entre a inteligência e o desempenho acadêmico, destacando as variáveis que podem influenciar essa relação. Os artigos revisados foram classificados em nove categorias segundo o conteúdo das variáveis que foram investigadas em relação à inteligência e ao desempenho acadêmico. Essas categorias referem-se às características de personalidade, sexo, cognição, etnia, aspectos positivos, disfuncionais, socioeconômicos, pessoais e aspectos da escola. Os artigos revisados indicam evidências de que as características de personalidade, como responsabilidade e autodisciplina, estão relacionadas, de maneira positiva, ao desempenho acadêmico. Outros aspectos como a criatividade, a motivação e a autopercepção de desempenho também podem explicar o desempenho. A revisão apresenta, ainda, as principais lacunas da literatura científica e as direções para as pesquisas futuras.(AU).

Intelligence is an important variable in the pursuit to comprehend academic achievement. The present study aimed to review the literature with regard to the relation between intelligence and academic achievement, highlighting variables that may influence this relation. The reviewed articles were classified into nine categories according to the main variables that have been investigated in relation to intelligence and academic achievement. These categories are related to personality traits, gender, cognition, ethnicity, positive and dysfunctional aspects, socioeconomic status, personal and school aspects. The reviewed articles indicate evidence that personality characteristics such as responsibility and self-discipline are positively associated with academic achievement. Other factors like creativity, motivation, self-perceived performance also seem to explain academic achievement. Furthermore, the main shortcomings of the scientific literature and directions for future research are presented.(AU).

La inteligencia es una variable importante para la comprensión del rendimiento de los estudiantes. El presente estudio tuvo como objetivo revisar la literatura reciente sobre la relación entre la inteligencia y el rendimiento académico, destacando las variables que pueden influir en esta relación. Los artículos revisados fueron clasificados en nueve categorías, de acuerdo a las variables que se han investigado en relación con la inteligencia y el rendimiento académico. Estas categorías se refieren a los rasgos de personalidad, sexo, cognición, etnia, aspectos positivos y disfuncionales, socioeconómicos, aspectos personales y de la escuela. Los artículos revisados indican una evidencia de que los rasgos de personalidad, como la responsabilidad y la autodisciplina, se asocian positivamente con el rendimiento académico. Otros factores como la creatividad, la motivación, el rendimiento autopercibida también pueden explicar el rendimiento académico. El estudio también presenta las principales deficiencias de la literatura científica y las direcciones para la investigación futura.(AU).

Caracterización neuropsicológica en niños con diagnóstico de trastorno específico de aprendizaje en Cali, Colombia / Neuropsychological characteristics of children with specific learning disorders from Cali, Colombia

El objetivo de este estudio fue comparar las funciones cognitivas en niños con antecedente de Trastorno Específico de Aprendizaje (TEA) en colegios privados de la ciudad de Cali, Colombia con un grupo control (GC). La muestra estuvo conformada por 37 sujetos con TEA y 28 sujetos en el grupo control (GC), de estrato socioeconómico medio-alto. La edad promedio fue de 9 años y la escolaridad de 4°. Los instrumentos utilizados para selección de los grupos fueron el Cuestionario de problemas de aprendizaje CEPA, subescalas de la Mini entrevista neuropsiquiátrica internacional para niños y adolescentes (M.I.N.I.- N-A), la Escala de inteligencia de Wechsler para niños WISC-R y subescalas de lectura, escritura y aritmética de la Batería de Evaluación Neuropsicológica Infantil (ENI). Las funciones Cognitivas, fueron evaluadas con subescalas de la ENI. Los resultados muestran diferencias estadísticamente significativas (p≤0.05) entre las medianas de funciones cognitivas de atención, memoria (codificación y evocación), comprensión del lenguaje, habilidades construccionales, espaciales y funciones ejecutivas. En conclusión, los niños con TEA presentan alteraciones neuropsicológicas subyacentes, que interfieren en el desempeño de tareas escolares. Convencionalmente se hacen intervenciones en lectura, escritura y cálculo, y no en sus prerrequisitos, por tanto, los resultados sugieren que se debe orientar la intervención a la estimulación de los procesos cognitivos comprometidos y no al síntoma específico.

The objective of this study was to compare the cognitive functions of children with a background of Specific Learning Disorder (SLD) with a control group (CG) in private schools in the city of Cali, Colombia. The sample consisted of 37 subjects with SLD and 28 subjects in the control group (CG), from medium-high socioeconomic status. The mean age was 9 years old, and the average level of education was 4th grade. The instruments used for selecting the groups were the Learning Difficulties Questionnaire (CEPA), subscales of the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID), Wechsler Intelligence Scale for Children WISC-R, and subscales of reading, writing and arithmetic of the Batería de Evaluación Neuropsicológica Infantil (ENI) [Child neuropsychological assessment battery]. Cognitive functions were assessed with subscales of the ENI. The results show statistically significant differences (p ≤ 0.05) between the medians of cognitive functions of attention, memory (codification and evocation), language comprehension, constructional abilities, spatial and executive functions. In conclusion, children with SLD have underlying neuropsychological alterations that interfere with the performance of homework. Usually, interventions are made in reading, writing and arithmetic and not in their prerequisites, therefore, the results suggest that the intervention should be directed to the stimulation of cognitive processes involved and not the specific symptom.