A comparison of multidimensional qualities discriminant of selection in elite adolescent Australian basketball athletes.

PURPOSE: The aims of this study were to (1) quantify the multidimensional attributes of male and female basketball athletes under 16 years of age (U16) and under 18 years of age (U18), and (2) identify attributes that distinguish selection into a talent pathway according to sex and age group. METHODS: 67 male and 71 female athletes competing in U16 and U18 selection trials for a state based Australian basketball talent pathway completed a multidimensional testing battery. The test battery consisted of anthropometric, physical (20- linear sprint, countermovement jump height, Yo-Yo Intermittent Recovery Test Level 2), technical (Basketball Jump Shooting Accuracy Test), tactical (video decision making), and psychological (Sports Orientation Questionnaire, Psychological Performance Inventory-Alternative) assessments. Mean differences and independent t-tests were used to assess comparative differences between selected and non-selected athletes within each age and sex cohort. Stepwise discriminant analyses were used to identify attributes that were the strongest discriminators of selection in each group (male U16, male U18, female U16, and female U18). RESULTS: The discrimminant models showed for male U16 athletes smaller height (ES = -0.18) and greater shooting accuracy (ES = 0.52) was most discriminant of selection. Results were largely homogenous for male U18 athletes with lower visualisation score (ES = -0.62) most discriminant of selection. In female cohorts, faster 20-m sprint time (ES = -0.66) and taller height (ES = 0.58) was most discriminant of selection in U16 athletes while greater shooting accuracy (ES = 0.67), countermovement jump height (ES = 1.04), and height (ES = 0.65) was most discriminant of selection in U18 athletes. CONCLUSIONS: These results emphasise the differing selection priorities within adolescent basketball cohorts according to sex and age group. The testing of anthropometric, physical and technical attributes may hold particular utility in adolescent female basketball given their identified importance to selection across U16 and U18 cohorts.

La habilidad para el manejo de la información científica en estudiantes de estomatología. Curso 2018-2019 / The ability for managing scientific information in Dentistry students. 2018-2019 school year

RESUMEN Introducción: las habilidades investigativas constituyen un aspecto esencial durante el proceso de formación del profesional de la Estomatología. Objetivo: diagnosticar el desarrollo de la habilidad para el manejo de la información científica en estudiantes de ciclo básico de la carrera de Estomatología. Materiales y Método: se realizó un estudio descriptivo de corte trasversal en el que participaron 43 estudiantes de primer y segundo año de la carrera de Estomatología curso (2018-2019) seleccionados a través de un muestreo intencional. Se empleó la revisión de documentos y un cuestionario sobre la percepción del dominio de la habilidad. Se evaluaron tres dimensiones fundamentales: cognitiva, valorativa y ejecutiva. Resultados: los estudiantes perciben tener mayor dominio de las acciones: consultar de fuentes de información, resumir, exponer ideas esenciales y emplear recursos informáticos. Las acciones menos dominadas resultaron ser el empleo de citas y referencias de acuerdo a las normas de Vancouver, la confección del informe final de revisión bibliográfica y la identificación de fuentes de información científica. Existe diversidad temática en las revisiones bibliográficas realizadas por los estudiantes y las principales vías de divulgación de la información son el trabajo de curso y las jornadas científicas estudiantiles, aunque menos de la mitad de los estudiantes valora de forma positiva la experiencia en la realización de investigaciones. Conclusión: se evidencia un adecuado dominio de la habilidad en correspondencia con los objetivos declarados en el Plan de estudio. No obstante, resulta necesario generar acciones educativas que contribuyan a satisfacer las necesidades de aprendizaje que persisten y a enriquecer las experiencias investigativas estudiantiles (AU).

SUMMARY Introduction: research abilities are an essential aspect during the training of the Dentistry professional. Objective: to diagnose the development of the ability to handle scientific information in students of the basic cycle of the Dentistry specialty. Materials and method: a descriptive cross-sectional study was carried out with the participation of 43 first and second year students of the Dentistry specialty in the 2018-2019 school year, chosen through an intentional sampling. Document reviewing and a questionnaire on the perception of the ability domain. Three main dimensions were assessed: cognitive, evaluative and executive. Results: the students perceive to have bigger mastery of the actions: consulting information sources, summarizing; presenting essential ideas and using computing resources. The less mastered actions turned out to be the use of citations and references according to Vancouver standards, writing the final bibliographic review report up and the identification of scientific information sources. There is thematic diversity in the bibliographic reviews carried out by students and the main ways of disseminating information are course work and student scientific conferences, although less than half of the students positively values the experience in conducting research. Conclusions: An adequate mastery of the ability is evidenced in correspondence with the objectives stated in the curriculum. However, it is necessary to generate educational actions contributing to satisfying the persisting learning needs and increasing the students' research experiences (AU).

The changing role of personal resources in perceived employability of young people in different labor conditions / El rol cambiante de los recursos personales en la empleabilidad percibida de los jóvenes en diferentes condiciones del mercado de trabajo

Personal resources and labor market are factors that contribute to perceived employability. However, how changing labor market conditions affect the relationship between personal resources like career enhancing strategies, personal initiative, and career passivity with self-perceived employability remains unclear. Recent events in Spain give an opportunity to examine if personal resources predict perceived employability differently during normal and harsh labor conditions. Two representative samples of young people were surveyed during a normal labor condition (in 2008, before the big recession, n = 1,992) and a harsh condition (in 2011, with 46% young unemployment rate, n = 1,208). We carried out a multi-group regression in AMOS, and regression coefficient comparisons. Results showed no difference in how career-enhancing strategies predict employability in both conditions. Personal initiative predicts perceived employability only in a normal condition, whereas career passivity increase its predictive strength on employability during a harsh labor condition. Findings can be useful for career services in offering more targeted support to young people when labor conditions become challenging

Los recursos personales y las condiciones del mercado de trabajo son factores que contribuyen a la empleabilidad percibida. Sin embargo, no está claro cómo afectan las cambiantes condiciones del mercado de trabajo a la relación entre recursos personales como las estrategias de mejora de carrera, la iniciativa personal o la pasividad de carrera y la empleabilidad percibida. Las consecuencias de la crisis económica de la última década en España ofrecen la oportunidad de examinar si los recursos personales predicen la empleabilidad percibida de forma diferente en condiciones normales del mercado y en condiciones muy adversas. A partir de dos muestras representativas de jóvenes encuestados en 2008 (antes de la gran recesión, n = 1,992) y en 2011 (en el momento más duro de la crisis económica, con tasas de desempleo juvenil del 46%, n = 1,208), se realizaron regresiones multi-grupo con AMOS y comparaciones de coeficientes de regresión. Los resultados muestran que no hay diferencia en cómo las estrategias de mejora de carrera predicen la empleabilidad en ambas condiciones, mientras que la iniciativa personal sólo predice la empleabilidad en condiciones más favorables del mercado laboral. La pasividad de carrera, por el contrario, incrementa su capacidad predictiva sobre la empleabilidad durante condiciones más adversas del mercado laboral. Estos resultados resultan de utilidad para los servicios de orientación profesional y de carrera, al ofrecer un apoyo más pormenorizado a los jóvenes en situaciones adversas del mercado laboral

Frequency of occurrence of four- and five-factor WAIS-IV profiles.

Interpretive strategies for the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) include Wechsler's four-factor structure and the five-factor Cattell-Horn-Carroll (CHC) model. The frequency of profile occurrence and the contribution of demographic- and ability-related variables to their incidence are unknown. Current participants were 291 referrals (males = 134; female = 157) for neuropsychological evaluation with mean years for age and education of 34.94 (SD = 13.53) and 12.74 (SD = 2.46), respectively. Lichtenberger and Kaufman's guidelines for selecting each model were applied. Of the total, 67.3% were four-factor and 32.6% were five-factor profiles. The same pattern emerged when participants were subdivided by gender, education, ethnicity, IQ, and diagnosis. A noteworthy association between IQ and profile type emerged. When IQ increased, four-factor profiles declined and five-factors increased. A logistic regression, using demographics, IQ, and diagnosis as predictors, correctly classified 64.8% of participants. The average subtest intercorrelations and g saturations in the four-factor group were substantially larger than those for five-factor participants. These findings were consistent with Spearman's differentiation by ability hypothesis.

Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks.

This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (Mage = 15; 64.1% girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms.

Work ability and productivity in patients with diabetic foot.

OBJECTIVE: To assess work ability and productivity in patients with diabetic foot. METHODS: This investigation was a cross-sectional controlled study. A total of 117 individuals were selected from March to June 2014 and allocated to group A (patients without diabetes, n=43), group B (diabetes patients without foot ulcers, n=43), or group C (patients with diabetic foot, n=31). Two validated instruments, the Work Limitations Questionnaire (WLQ) and the Work Productivity and Activity Impairment Questionnaire General Health v2.0 (WPAI-GH), were used to assess work ability and productivity. RESULTS: The groups were homogeneous regarding age and sex; however, patients in group C had a lower education level than the other participants (p=0.006). The median WLQ scores for groups A, B, and C were 0.0121, 0.0146, and 0.0852, respectively (p<0.0001). The WPAI-GH scores revealed a mean productivity loss of 20% for groups A and B and 100% for group C (p<0.0001). CONCLUSIONS: Patients with diabetic foot showed decreased work ability and productivity.

Work ability and productivity in patients with diabetic foot

OBJECTIVE: To assess work ability and productivity in patients with diabetic foot. METHODS: This investigation was a cross-sectional controlled study. A total of 117 individuals were selected from March to June 2014 and allocated to group A (patients without diabetes, n=43), group B (diabetes patients without foot ulcers, n=43), or group C (patients with diabetic foot, n=31). Two validated instruments, the Work Limitations Questionnaire (WLQ) and the Work Productivity and Activity Impairment Questionnaire General Health v2.0 (WPAI-GH), were used to assess work ability and productivity. RESULTS: The groups were homogeneous regarding age and sex; however, patients in group C had a lower education level than the other participants (p=0.006). The median WLQ scores for groups A, B, and C were 0.0121, 0.0146, and 0.0852, respectively (p<0.0001). The WPAI-GH scores revealed a mean productivity loss of 20% for groups A and B and 100% for group C (p<0.0001). CONCLUSIONS: Patients with diabetic foot showed decreased work ability and productivity.

Treinta métodos para destruir la creatividad de los candidatos a psicoanalistas / Thirty ways to destroy the creativity of psychoanalytic candidates / Trente méthodes pour détruire la créativité des candidats a psychanalystes

El autor examina aspectos formales de la formación psicoanalítica que provienen de fomentar o inhibir la creatividad en el trabajo de los candidatos. Cita treinta características de los institutos psicoanalíticos que inhiben la creatividad de los candidatos en su trabajo y que, indirectamente, arrojan luz sobre problemas de la formación psicoanalítica que requieren nuestra atención. Tales características incluyen el hacer, sistemáticamente, más lento el progreso institucional de los candidatos; la enseñanza repetitiva e incuestionable de los artículos clave de Freud; tendencias monolíticas en cuanto a los enfoques teóricos; aislamiento de los candidatos respecto de las actividades profesionales y científicas de la sociedad psicoanalítica; incremento de las relaciones jerárquicas entre los docentes del psicoanálisis; rituales de graduación; desánimo de contribuciones originales por parte de los candidatos; aislamiento intelectual de los institutos; falta de presentación de trabajos clínicos por los miembros docentes de más experiencia; descuido del estudio de las controversias relativas a la técnica psicoanalítica; características «paranoiagénicas » de la relación entre docentes respecto de los requisitos exigidos a los candidatos; el sistema «convoy» (de superprotección); descuido del estudio de los límites científicos y culturales y de las aplicaciones del psicoanálisis y efectos de los conflictos institucionales sobre la admisión de analistas en formación

The author examines formal aspects of psychoanalytic training relevant to the fostering or inhibiting of creativity in the work of candidates. He refers to thirty features of psychoanalytic institutes that inhibit candidates' creativity and, by implication, illustrate problems in psychoanalytic education that require our attention. These features include systematic slowing clown of institutional progression of candidates, repetitive and unquestioning teaching of key papers by Freud, monolithic tendencies regarding theoretical approaches, isolation of candidates from the professional and scientific activities of the psychoanalytic society, accentuation of the hieratical relations among the psychoanalytic faculty, graduation rituals, discouragement of original contributions by candidates, intellectual isolation of institutes, lack of full presentation of clinical work by senior members of the faculty, neglect of studies of controversies regarding psychoanalytic technique, "paranoiagenic" features of the relationship among faculty and rega.rding requirements far candidates, the "convoy" system, neglect of explorat1on of the sc1ent1fic and cultural boundaries and applications of psychoanalysis and the eff ects of institutional conflicts around the appointment of training analysts

L' auteur examine des aspects formels de la formation psychanalytique venant a promouvoir ou inhiber la créativité dans le travail des candidats. Il cite trente caractéristiques des instituts psychanalytiques qui inhibent la créativité des candidats dans leur travail et qui, indirectement, mettent l' accent sur les problemes de la formation psychanalytique qui exigent notre attention. Ce sont des caractéristiques telles que rendre, systématiquement, plus lent le processus institutionnel des candidats; l' enseigne~e?t répétitif et indiscutable des articles dé de Freud; des tendances monohth1ques en ce qui concerne les approches théoriques; l'isolement des candidats concernant les activités professionnelles et scientifiques de la Société Psychanalytique; l' augmentation des relations hiérarchiques entre les enseignant.s de la psychanalyse; rites de remise de diplomes; découragement de contnbutions originales de la part des candidats; isolement intellectuel des instituts; manque de présentations de travaux cliniques par les Membres enseignants plus expérimentés; négligence de l' étude des différends relatifs a la technique psychanalytique; caractéristiques «parano'iagéniques» de la relation entre les enseignants concernant les requis exigés aux candidats; le systeme «conboy» (de surprotection); négligence de l' étude des limites scientifiques et culturelles et des applications de la psychanalyse; et effets des conflits institutionnels sur l' admission des analystes en formation

Cómo la International Psychoanalytic Studies Organization beneficia la formación y la práctica psicoanalíticas / Comment l'International Psychoanalytic Studies Organization favorise la f ormation et la pratique psychanalytiques / How the International Psychoanalytic Studies Organization benefits psychoanalytic training and practice

Este trabajo intenta mostrar cómo participar en la International Psychoanalytical Studies Organization (IPSO) puede tener un efecto beneficioso sobre la formación y la práctica psicoanalítica de los candidatos. Al nivel de la formación, las tendencias insulares y las dinámicas institucionales locales pueden limitar los candidatos a un rango de pensamiento limitado, combinado con enredos transferenciales, que pueden restringir su libertad intelectual. La amplitud de las diferencias en los planteamientos de la formación a los que IPSO expone a los candidatos y el hecho de que esto sucede fuera de sus Institutos de base y sus jerarquías, es potencialmente un antídoto a esto. Al nivel de la práctica, el psicoanálisis es una profesión gratificante pero también ardua, que expone a sus profesionales a muchas adversidades, el alcance de las cuales a veces es minimizado o negado. IPSO encarna un espíritu que une un intenso interés intelectual por el psicoanálisis con una actitud entusiasta de disfrutar con colegas. El autor plantea que esta investidura libidinal es primordial para sobrevivir a nuestro trabajo y estar a gusto con ello. Además, en una profesión tan intangible como la nuestra, los lazos personales positivos con colegas son esenciales para poder comunicar eficazmente nuestro pensamiento. IPSO también ofrece un lugar donde relaciones fraternas naturales se establecen a medida que la formación se desarrolla

This paper shows how participating in the International Psychoanalytic Studies Organization (IPSO) can have a beneficial effect on candidates' psychoanalytic training and practice. In terms of training, insular tendencies and local institutional dynamics can restrict candidates to a limited range of thinking, combined with transf eren ce entanglements, which may curtail their intellectual freedom. The breadth of differences in approaches to training to which IPSO candidates are exposed, and the fact that this takes place outside its foundational institutes and related organisations, is potentially an antidote to this. In terms of practice, psychoanalysis is a rewarding but challenging profession, which exposes its professionals to many adversities, the extent of which is at times underplayed or negated. The IPSO embodies a spirit that unites an intense intellectual focus on psychoanalysis with a wholehearted attitude of collegial conviviality. The author suggests that this libidinal investment is fundamental to survival, and enjoyment, in our work. Additionally, positive personal connections with colleagues are essential to the ability to effectively communicate our thought. The IPSO off ers a place where natural fraternal relationships are established as training progresses

Ce travail essaie de montrer comment le fait de participer a la Psychoanalytic Studies Organization (IPSO) peut avoir un effet bénéfique sur la formation et la pratique psychanalytique des candidats. Au niveau de la formation, les tendances insulaires y les dynamiques institutionnelles locales peuvent limiter les candidats a un rang de pensée limitée, combinée avec des enchevetrements transf érentíels, qui peuvent restreindre leur liberté intellectuelle. L' amplitude des différences dans les approches de la formation auxquelles l'IPSO expose les candidats, et que cela arrive en dehors de leurs Instituts de base et ses hiérarchies, est potentiellement un antidote contre cela. Au niveau de la pratique, la psychanalyse est une profession gratifiante mais également difficile, qui expose ses professionnels a beaucoup d' adversités, dont la portée est parfois minimisée ou négligée. IPSO incarne un esprit qui réunit un intense intéret intellectuel pour la psychanalyse avec une attitude enthousiaste de prendre plaisir avec les collegues. L'auteur pose que cet investissement libidinal est primordial pour survivre a notre travail et en profiter. De plus, les liens personnels positifs avec les collegues sont essentiels pour pouvoir communiquer efficacement sur notre pensée. IPSO offre un endroit ou les relations fraternelles naturelles s' établissent au fur et a mesure que la formation se développe

Identifying atypical change at the individual level from childhood to adolescence.

Identifying change at the individual level is an important goal for researchers, educators, and clinicians. We present a set of statistical procedures for identifying individuals who depart from a normative change. Using Latent Change Scores models (LCS), we illustrate how the Individual Likelihood computed from a statistical model for change (IL) and from an alternative unrestricted model (ILsat) can be used to identify atypical trajectories in situations with several measurement occasions. Using LCS and linear regression, we also show how the observed and latent change residuals can be used to identify atypical individual change between 2 measurement occasions. We apply these methods to a measure of general verbal ability (from WISC-R), from a large sample of individuals assessed every 2 years from Grade 1 to 9. We demonstrate the efficiency of these techniques, illustrate their use to identify individual change in longitudinal data, and discuss potential applications in developmental research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Talent identification and selection in elite youth football: An Australian context.

We identified the perceptual-cognitive skills and player history variables that differentiate players selected or not selected into an elite youth football (i.e. soccer) programme in Australia. A sample of elite youth male football players (n = 127) completed an adapted participation history questionnaire and video-based assessments of perceptual-cognitive skills. Following data collection, 22 of these players were offered a full-time scholarship for enrolment at an elite player residential programme. Participants selected for the scholarship programme recorded superior performance on the combined perceptual-cognitive skills tests compared to the non-selected group. There were no significant between group differences on the player history variables. Stepwise discriminant function analysis identified four predictor variables that resulted in the best categorization of selected and non-selected players (i.e. recent match-play performance, region, number of other sports participated, combined perceptual-cognitive performance). The effectiveness of the discriminant function is reflected by 93.7% of players being correctly classified, with the four variables accounting for 57.6% of the variance. Our discriminating model for selection may provide a greater understanding of the factors that influence elite youth talent selection and identification.

Funciones ejecutivas y alta capacidad intelectual / Executive functions and high intellectual capacity

Introducción. La alta capacidad intelectual es un proceso en desarrollo en el que las funciones ejecutivas (inhibición, memoria de trabajo y flexibilidad) desempeñan un papel en la manifestación óptima de su potencial. Objetivo. Explorar la eficacia del funcionamiento ejecutivo entre los perfiles de alta capacidad de superdotación y talento (convergente o divergente). Sujetos y métodos. Se estudiaron 78 niños con alta capacidad intelectual de 8-15 años con perfiles de superdotación (n = 21), talento convergente (n = 39) o talento divergente (n = 18). Se administró la batería de aptitudes diferenciales y generales o el Differential Aptitude Test (según la edad) y el test de pensamiento creativo de Torrance, además del test de clasificación de tarjetas de Wisconsin, el test de Corsi y el test go-no go mediante la plataforma Psychology Experiment Building Language. Se realizó un análisis multivariado de la varianza para conocer la relación entre función ejecutiva y perfi l intelectual. Resultados. Se obtienen diferencias significativas entre los perfiles estudiados y las funciones ejecutivas de fl exibilidad e inhibición, pero no en la memoria de trabajo. Conclusión. La memoria de trabajo es similar entre los perfiles estudiados, pero el perfil complejo de superdotación muestra mejor funcionamiento ejecutivo, con mayor flexibilidad e inhibición que el talento, especialmente el convergente (AU)

Introduction. High intellectual capacity is a process in development in which the executive functions (inhibition, working memory and fl exibility) play a role in the optimal manifestation of their potential. Aim. To explore the eff ectiveness of executive functioning among the profi les of high capacity giftedness and (convergent or divergent) talent. Subjects and methods. The study examines 78 children with high intellectual capacity aged 8-15 years with profi les of giftedness (n = 21), convergent talent (n = 39) or divergent talent (n = 18). A series of tests were administered including the Battery of Diff erential and General Aptitudes or the Diff erential Aptitude Test (depending on the age) and the Torrance Test of Creative Thinking, as well as the Wisconsin Card Sorting Test, the Corsi Test and the Go-No Go Test by means of the Psychology Experiment Building Language platform. A multivariate analysis of variance was performed to determine the relationship between executive function and intellectual profi le. Results. Signifi cant diff erences are obtained between the profi les studied and the executive functions of fl exibility and inhibition, but not in working memory. Conclusion. Working memory is similar across the profi les studied, but the complex profi le of giftedness displays better executive functioning, with greater fl exibility and inhibition than talent, especially of the convergent type (AU)

Multidimensional performance characteristics in selected and deselected talented soccer players.

The present study examined whether performance characteristics discriminated between selected and deselected players in talent development programmes. This examination was carried out in talented soccer players, aged 16-18 years using objective measurement instruments. Four domains of multidimensional performance characteristics (physiological, technical, tactical and psychological) were assessed by using a test battery consisting of soccer-specific field tests and questionnaires. Multivariate analyses of covariance revealed that the physiological characteristics peak and repeated shuttle sprint, the technical characteristics of peak and repeated shuttle dribble and the tactical characteristic of 'positioning and deciding', significantly differed between the selected (n=76) and deselected players (n=37), with selected players performing better (P<0.05). Discriminant function analysis showed that the combination of the technical characteristic 'peak dribbling', the tactical characteristic 'positioning and deciding' and the physiological characteristic of 'peak sprinting' classified 69% of talented players correctly. In conclusion, the decisions made by the investigated clubs to either select or deselect players in their talent development programme, whom were aged 16-18 years, were mostly discriminated by aspects of the players' technical, tactical and physiological skill performances. Sports research can play an essential role in investigating the club's perception of important performance characteristics in talented players.

The joint effects of risk status, gender, early literacy and cognitive skills on the presence of dyslexia among a group of high-risk Chinese children.

This study sought to examine factors that are predictive of future developmental dyslexia among a group of 5-year-old Chinese children at risk for dyslexia, including 62 children with a sibling who had been previously diagnosed with dyslexia and 52 children who manifested clinical at-risk factors in aspects of language according to testing by paediatricians. The age-5 performances on various literacy and cognitive tasks, gender and group status (familial risk or language delayed) were used to predict developmental dyslexia 2 years later using logistic regression analysis. Results showed that greater risk of dyslexia was related to slower rapid automatized naming, lower scores on morphological awareness, Chinese character recognition and English letter naming, and gender (boys had more risk). Three logistic equations were generated for estimating individual risk of dyslexia. The strongest models were those that included all print-related variables (including speeded number naming, character recognition and letter identification) and gender, with about 70% accuracy or above. Early identification of those Chinese children at risk for dyslexia can facilitate better dyslexia risk management.

Brain activity during a visuospatial working memory task predicts arithmetical performance 2 years later.

Visuospatial working memory (WM) capacity is highly correlated with mathematical reasoning abilities and can predict future development of arithmetical performance. Activity in the intraparietal sulcus (IPS) during visuospatial WM tasks correlates with interindividual differences in WM capacity. This region has also been implicated in numerical representation, and its structure and activity reflect arithmetical performance impairments (e.g., dyscalculia). We collected behavioral (N = 246) and neuroimaging data (N = 46) in a longitudinal sample to test whether IPS activity during a visuospatial WM task could provide more information than psychological testing alone and predict arithmetical performance 2 years later in healthy participants aged 6-16 years. Nonverbal reasoning and verbal and visuospatial WM measures were found to be independent predictors of arithmetical outcome. In addition, WM activation in the left IPS predicted arithmetical outcome independently of behavioral measures. A logistic model including both behavioral and imaging data showed improved sensitivity by correctly classifying more than twice as many children as poor arithmetical performers after 2 years than a model with behavioral measures only. These results demonstrate that neuroimaging data can provide useful information in addition to behavioral assessments and be used to improve the identification of individuals at risk of future low academic performance.

Criterios de valoración de la aptitud según profesiones / Aptitude assessment criteria depending on the profession

La valoración de la aptitud forma parte de la actividad diaria del médico del trabajo. La queja generalizada es que no hay criterios estandarizados para ello. Lo que sí hay son “criterios de exclusión” utilizados en profesiones de gran responsabilidad, en las cuales un error provocaría consecuencias graves para el trabajador o para terceros. Estos criterios son requisitos mínimos exigidos para la incorporación a un puesto de trabajo pero, están pensados desde un punto de vista de selección del personal más que de salud laboral. Objetivos: Conocer la situación actual en cuanto a la valoración de la aptitud para trabajar y comparar criterios de aptitud con criterios de exclusión para puestos de trabajo concretos. Metodología: La búsqueda de las referencias bibliográficas se realizó mediante palabras clave y descriptores DeCS. Se recuperaron 1593 citas. Tras aplicar los criterios de exclusión y realizar un análisis de pertinencia, se pudo conseguir a texto completo 23, encontrándose 7 artículos más relacionados con el tema en la búsqueda manual de la bibliografía. Resultados: Sólo dos artículos tratan el tema de la aptitud a fondo. Los cuadros de exclusión médica se ocupan de prácticamente todos los órganos y aparatos y de la aptitud psíquica, mientras que los artículos revisados tratan únicamente de algunos de estos aspectos. Conclusiones: La tendencia de la mayoría de los autores es prescindir del examen médico pre-empleo siempre que no sea obligatorio, y mantener los exámenes de salud periódicos. Las patologías hasta ahora más estudiadas son la hipertensión arterial y las deficiencias en la agudeza visual. Los profesionales en los cuales se vigila más las capacidades psicofísicas son los conductores y los pilotos de aviación (AU)

The assessment of aptitude is part of the daily activity of occupational health doctors. The general complaint is that there is no standardized criteria to do so. What there exists is “exclusion criteria” used in professions of great responsibility, in which an error would cause serious consequences for the worker or others. These criteria are minimum requirements to carry out a job, but they are designed to select workers rather than for labor health purposes. Objectives: Determine the current situation regarding the assessment of aptitude for work and compare aptitude criteria with exclusion criteria for determined jobs. Methodology: The search for references was carried out using keywords and MeSH descriptors. 1593 citations were found. After applying the exclusion criteria and an analysis of relevance, we obtained 23 full text citations, finding 7 more articles related to the topic in the manual search of the literature. Results: Only two articles deal with the issue of aptitude thoroughly. The tables of medical exclusion deal with every organ or system and with mental aptitude, while the articles reviewed deal with only some of these issues. Conclusions: The tendency of most authors is not to carry out pre-employment medical examinations unless it is mandatory, and maintain regular health examinations. The illnesses most studied so far are hypertension and poor visual acuity. Professionals in which psychophysical capabilities are thoroughly examined are drivers and aircraft pilots (AU)

Correlation between handwriting, drawing skills and dental skills of junior dental students.

UNLABELLED: Learning fine motor skills is a pre-requisite for succeeding in dental practice and it is sometimes challenging for dental students. Most of the methods used in the selection process depend on evaluation of intellectual ability or structured interview while manual competence is not. However, no test on aptitude or manual dexterity is used as criteria. OBJECTIVE: The purpose of the present study intended to evaluate the fine motor skills of beginning dental students which could in turn be used as a method of selection of students for the dental degree admission process. MATERIALS AND METHODS: A study was conducted among 71 second year dental students at College of Dentistry, King Saud University in Riyadh. A test composed of three parts, writing an answer for a question in four lines, drawing a picture of a smile and doing a class 1 amalgam preparation on a plastic molar tooth. The students were evaluated based on their handwriting, basic drawing skills and their skills in performing the tooth preparation by experts in each fields following certain criteria. RESULTS: The results showed a significant correlation between writing and drawing skills and dental skills of the student with p < 0.001. CONCLUSIONS: The results of the current study support the use of the writing or drawing test as one of the test used for the applicants for dental school admission. However, the value given to such test in the selection of students needs further investigations and consensus.

Programa de intervención psicológica en futbolistas: evaluación de habilidades psicológicas mediante el CPRD / A psychological intervention programme for footballers: an evaluation of psychological skills through the CPRD

El entrenamiento psicológico es una forma más del entrenamiento deportivo que, poco a poco, se ha insertado en el método de trabajo de muchos deportistas y equipos deportivos. Se presenta la realización de un programa de entrenamiento psicológico con el objetivo de que los jugadores aprendieran técnicas y estrategias psicológicas y que las aplicaran para mejorar sus habilidades psicológicas, tanto en entrenamientos como en competición; además se pretendió conocer si se producían diferencias entre las puntuaciones en el CPRD tomadas al inicio de la intervención, y las tomadas al finalizar la misma. La muestra estuvo formada por 22 futbolistas pertenecientes a un club de fútbol profesional, con edades comprendidas entre los 14 y los 18 años que compiten en categoría juvenil y cadete. La intervención psicológica se realizó durante cinco meses, mediante un trabajo individualizado (voluntario) y un trabajo grupal (obligatorio). Los resultados indican que no hay diferencias significativas entre las puntuaciones iniciales y finales en los diferentes factores del CPRD (AU)

Psychological training is a form of sports training that is gradually inserting itself into the work methods of many athletes and sports teams. We present the implementation of a psychological training programme whose goal is for athletes to learn psychological techniques and strategies and apply them to improving their psychological skills, both during training and competition; we also sought to ascertain whether there were any differences between the CPRD scores taken at the start of the intervention and those taken at the end of it. The sample consisted of 22 footballers ages 14 to 18 from a professional football club who compete in the children’s and junior categories. The psychological intervention was conducted for five months through individualised (voluntary) work and group (obligatory) work. The results indicate that there were no significant differences between the initial and final scores on the different factors of the CPRD (AU)

Control de la atención en situaciones de competición con deportistas jóvenes / Control of the attention in situations of competition with young sportsmen

En este trabajo expondremos una muestra de trabajos utilizados con deportistas jóvenes, partiendo de casos reales, destinados a la mejora de rendimiento, dentro del ámbito de la psicología del deporte aplicado. El objetivo del trabajo realizado será mejorar la atención y concentración de los deportistas en competición, partiendo de intervenciones puntuales muy dirigidas, y con el objetivo fundamental de mejorar determinadas situaciones concretas en competición en un tiempo muy breve. Partiendo de las teorías y técnicas de intervención en atención reflejaremos en varios ejemplos, como adaptarlas a situaciones reales de competición y como solucionar diferentes problemáticas, atendiendo a necesidades específicas de cada situación competitiva. Precisamente, la corta edad delos deportistas, en muchos casos, es lo que hace necesario intervenciones muy dirigidas del tipo de las que mostraremos a continuación(AU)

In this work we will expose a sample of works used with young sportsmen, departing from royal cases, destined for the improvement of performance, inside the area of the psychology of the applied sport. The aim of the realized work will be to improve the attention and concentration of the sportsmen in competition, departing from punctual very directed interventions, and with the fundamental aim to improve certain concrete situations in competition in a very brief time. Departing from the theories and technologies of intervention in attention we will reflect in several examples, since adapting them to royal situations of competition and as solving different problematic, attending to specific needs of every competitive situation. Precisely, the short age delos sportsmen, in many cases, is what makes necessary interventions very directed of the type of which we will prove to be later (AU)

La etapa escolar y el alumno con síndrome de Down / School stage and students with Down syndrome

Los cambios que se están produciendo en la escuela para mejorar su calidad e incluir a todo el alumnado están benefi ciando a los alumnos con síndrome de Down. Se valora su rol y se promueve su papel activo y directo en los procesos educativos. No obstante, para que el alumno en situación de inclusión se sienta un alumno capaz, debe construir el conocimiento de sí mismo y las habilidades personales, relacionales y sociales para afrontar los requisitos del entorno en mejores condiciones y de forma normalizada (AU)

The changes in schooling implemented with the object of improving quality and including all students are benefi ting Down syndrome students. Their role is valued and their active and direct participation in the educational process is promoted. However, for these included students to feel they are capable students they must construct their knowledge of themselves and their personal relationship and social skills to face the challenges of the environment in better conditions and in a standard way (AU)