The cognitive neuroscience of self-awareness: Current framework, clinical implications, and future research directions.

Self-awareness, the ability to take oneself as the object of awareness, has been an enigma for our species, with different answers to this question being provided by religion, philosophy, and, more recently, science. The current review aims to discuss the neurocognitive mechanisms underlying self-awareness. The multidimensional nature of self-awareness will be explored, suggesting how it can be thought of as an emergent property observed in different cognitive complexity levels, within a predictive coding approach. A presentation of alterations of self-awareness in neuropsychiatric conditions will ground a discussion on alternative frameworks to understand this phenomenon, in health and psychopathology, with future research directions being indicated to fill current gaps in the literature. This article is categorized under: Philosophy > Consciousness Psychology > Brain Function and Dysfunction Neuroscience > Cognition.

Detección temprana y seguimiento de la parálisis cerebral / Early detection and follow-up of cerebral palsy

La parálisis cerebral es la discapacidad física más común en la niñez y ocurre en 1 de cada 500 nacidos vivos. Históricamente, el diagnóstico se ha realizado entre los 12 y los 24 meses de edad, aunque actualmente se puede realizar antes de los 6 meses de edad corregida. El diagnóstico temprano comienza con un cuidadoso historial médico e implica la utilización de neuroimágenes, evaluaciones neurológicas y motoras estandarizadas que indican hallazgos indicativos de parálisis cerebral. Para ello, en la presente revisión se desarrolla un procedimiento que ha sido propuesto en la literatura. El seguimiento y el control de la evolución de la condición se deben hacer desde múltiples especialidades. Los médicos deben comprender la importancia de la pronta derivación a una intervención temprana específica de diagnóstico y del seguimiento adecuado de la condición para optimizar la plasticidad motora y cognitiva del niño, prevenir complicaciones secundarias y mejorar el bienestar del paciente y entorno familiar(AU)

Cerebral palsy is the most common physical disability in childhood, occurring in 1 of 500 live births. historically, the diagnosis has been made between 12 and 24 months of age, but now it can be made before 6 months of corrected age. Early diagnosis begins with a judicious medical history and involves neuroimaging, standardized neurological, and motor assessments that indicate abnormal findings indicative of cerebral palsy. In the present review, the authors propose a process widely developed in the medical literature. Monitoring during growth and control of the condition must be done from multiple specialties. Clinicians should understand the importance of prompt referral to an early diagnostic-specific intervention to optimize infant motor and cognitive plasticity, prevent secondary complications, and enhance caregiver well-being(AU)

Translating advances in developmental social neuroscience into greater access to early diagnosis in autism spectrum disorder.

Early identification and diagnosis of autism spectrum disorder (ASD) is necessary to promote access to early treatment, a critical factor in optimizing children's lifetime outcomes. And yet, diagnosis is often late, delaying interventions to a time in which symptoms have aggravated and communication skills already show impairing differences. This review illustrates progress in developmental social neuroscience that shows promise in generating novel tools for objective and cost-effective early diagnosis of ASD. We focus on research of social visual engagement, which is the way infants and toddlers look at and learn from their social environment. Moment-by-moment quantification of social visual engagement is yielding measures that are beginning to approximate best-practice procedures used by experienced clinicians in the assessment of young children. This progress and potential solutions have public health import ance because experienced clinicians are limited in number, and specialized clinical assessment services tend to be lengthy, costly, and plagued by extended wait time, all of which contributing to limited access, particularly in the case of low-resource families. The research reviewed here illustrates a wider effort to advance biomarker-based measurements intended to develop better and more efficient tools and procedures for screening, diagnosing and monitoring treatment response in children with ASD. The advent of such tools could increase access to early diagnostic services and promote efficiencies in early treatment delivery, with the ultimate goal of ensuring that children with ASD are afforded the services they need to thrive.

La identificación y el diagnóstico temprano del trastorno del espectro autista (TEA) son necesarios para promover el acceso al tratamiento temprano, un factor crítico para optimizar los resultados de por vida de los niños. Y, sin embargo, el diagnóstico suele llegar tarde, lo que retrasa las intervenciones hasta un momento en el que los síntomas se han agravado y las habilidades de comunicación ya muestran diferencias perjudiciales. Esta revisión ilustra el progreso en la neurociencia social del desarrollo que se muestra prometedora en la generación de herramientas novedosas para el diagnóstico temprano objetivo y rentable de los TEA. Hacemos énfasis en la investigación del compromiso visual social, que es la forma en que los bebés y los niños pequeños miran y aprenden de su entorno social. La cuantificación momento a momento del compromiso visual social está generando medidas que comienzan a aproximarse a los procedimientos de mejores prácticas utilizados por médicos experimentados en la evaluación de niños pequeños. Este progreso y las posibles soluciones tienen importancia para la salud pública porque los médicos con experiencia son limitados en número y los servicios de evaluación clínica especializados tienden a ser largos, costosos y están plagados de tiempo de espera prolongado, todo lo cual contribuye a un acceso limitado, particularmente en el caso de familias con bajos recursos. La investigación revisada aquí ilustra un esfuerzo más amplio para avanzar en las mediciones basadas en biomarcadores destinadas a desarrollar herramientas y procedimientos mejores y más eficientes para la detección, el diagnóstico y el seguimiento de la respuesta al tratamiento en niños con TEA. El advenimiento de tales herramientas podría aumentar el acceso a los servicios de diagnóstico temprano y promover la eficiencia en la entrega del tratamiento temprano, con el objetivo final de garantizar que los niños con TEA reciban los servicios que necesitan para prosperar.

Formação em psicologia escolar: implicações para a prática em equipe multiprofissional / The school psychology formation: implications for the practice in multidisciplinary team / Formación en psicología escolar: implicaciones para la práctica en equipo multiprofesional

O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)

The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)

Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)

Spirituality and Cognitive Neurosciences / Espiritualidad y neurociencias cognitivas

Spirituality is a word derived from Greek and is composed of the voice spiritus mean-ing breath, ­alis, which refers to that which relates to and the suffix ­lity indicating quality. Spirituality is the knowledge, acceptance, or cultivation of one's essence. For Aristotle, it is the highest form of activity of the spirit, thinking about thinking, the pleasure of theorizing... Spirituality is the inner life. Expressions and practices of spirituality are personal; it is how you understand the world and the universe within yourself.

Espiritualidad es una palabra derivada del griego y se compone de la voz spiritus, que significa aliento, -alis, que se refiere a aquello con lo que se relaciona, y el sufijo -lity, que indica cualidad. La espiritualidad es el conocimiento, la aceptación o el cultivo de la propia esencia. Para Aristóteles, es la forma más elevada de actividad del espíritu, el pensar sobre el pensar, el placer de teorizar... La espiritualidad es la vida interior. Las expresiones y prácticas de la espiritualidad son personales; es cómo entiendes el mundo y el universo dentro de ti mismo.

[The deveolpment of cognitive neuroscience in Chile]. / Aportes históricos de la neurociencia cognitiva y su emergencia en Chile.

Very little has been written about the national pioneer investigators and the formal institutions and channels of knowledge that have contributed to the consolidation of cognitive neuroscience in Chile. This article is a review based on scientific publications, magazine articles and interviews with neuroscientists that were key to the development of cognitive neuroscience in Chile. In particular, the review incorporates information about the different Chilean investigators, the universities where they completed their doctoral studies, and the institutions where they settled afterwards. The objective of this article is to describe the way in which neuroscientific knowledge extended in Chile and to give recognition to pioneering scientists. The information retrieved was processed through the reconstruction of an interaction network between local and foreign neuroscientists, as well as their universities and institutions of origin, that contributed to the development of cognitive neuroscience in Chile. A visual representation of these networks was elaborated. In addition, the scientists' academic training in Chile and abroad is summarized in a table. This analysis allows for a deeper comprehension of the socio-historical context in which cognitive neuroscience emerges and encourages a critical perspective of its development in Chile.

Aportes históricos de la neurociencia cognitiva y su emergencia en Chile / The deveolpment of cognitive neuroscience in Chile

Very little has been written about the national pioneer investigators and the formal institutions and channels of knowledge that have contributed to the consolidation of cognitive neuroscience in Chile. This article is a review based on scientific publications, magazine articles and interviews with neuroscientists that were key to the development of cognitive neuroscience in Chile. In particular, the review incorporates information about the different Chilean investigators, the universities where they completed their doctoral studies, and the institutions where they settled afterwards. The objective of this article is to describe the way in which neuroscientific knowledge extended in Chile and to give recognition to pioneering scientists. The information retrieved was processed through the reconstruction of an interaction network between local and foreign neuroscientists, as well as their universities and institutions of origin, that contributed to the development of cognitive neuroscience in Chile. A visual representation of these networks was elaborated. In addition, the scientists' academic training in Chile and abroad is summarized in a table. This analysis allows for a deeper comprehension of the socio-historical context in which cognitive neuroscience emerges and encourages a critical perspective of its development in Chile.

Mental fatigue and ball sports: a narrative review focused on physical, technical, and tactical performance

Abstract Aim: This narrative review aimed to explore the effect of mental fatigue on physical, technical, and tactical performance in ball sports. Methods: Three Databases, PUBMED, SCOPUS, and SCIELO, were used to search for a scientific publication. The criterions adopted were: a) published in a peer-reviewed journal; b) adopted at least one manipulation check related to mental fatigue; c) mental fatigue induced by a cognitive task before the outcome task, and d) study participants were ball sports athletes. Result: The quality of this narrative review was rated at 11 (SANRA scale 0-12), and the papers analyzed were published between 2015 and 2022. Twenty-one experimental studies were included in this review. Most studies were in invasion sports (n = 13; 72%), and non-ecological tasks were used to induce mental fatigue (n = 15; 83%). Regarding performance in endurance tests, mentally fatigued athletes had performance impaired. However, when assessed during a small-sided or simulated game, data were inconclusive within the literature. Moreover, athletes presented attenuated perceptual skills (e.g., visual field). Consequently, this worsened motor skills, technical-tactical performances, and tactical behavior. Conclusions: Cognitively demanding tasks should be avoided before training and sports competitions because they can lead the athlete to mental fatigue and impair performance. This impairment is identified in physical performance (endurance tasks) and technical and tactical performance. Finally, it is recommended that athletes do not perform tasks that cause mental fatigue 2 h before the sports event.

Dispositional mindfulness, emotional regulation and perceived stress among nursing students / Mindfulness disposicional, regulación emocional y estrés percibido en estudiantes de enfermería / Atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem

ABSTRACT Objective: To investigate the correlation between dispositional mindfulness, emotional regulation and perceived stress and to verify factors associated with dispositional mindfulness among nursing students. Method: A correlational, cross-sectional study with public undergraduate students. The following instruments were used: Mindful Attention Awareness Scale, Emotional Regulation Questionnaire and Perceived Stress Scale. Analyzes were performed using t tests, Pearson's correlation and multiple linear regression. Results: The study included 330 students. There was no correlation between dispositional mindfulness and general emotional regulation score and/or perceived stress and a weak correlation with the emotional regulation dimension emotional suppression. Being in psychological treatment and psychoactive substance use were associated with decreased dispositional mindfulness. Age, sufficient sleep hours and emotional suppression were associated with an increase in this variable. Conclusion: There was a relationship between dispositional mindfulness only with emotional suppression, in addition to the connection of this variable with the perception of sufficient sleep hours, age, use of alcohol or psychoactive substances, undergoing psychological/psychiatric follow-up and emotional suppression.

RESUMEN Objetivo: Investigar la correlación entre mindfulness disposicional, regulación emocional y estrés percibido y verificar factores asociados al mindfulness disposicional en estudiantes de enfermería. Método: Estudio transversal, correlacional con estudiantes de universidades públicas. Los instrumentos fueron utilizados: Mindful Attention Awareness Scale, Emotional Regulation Questionnaire y Perceived Stress Scale. Los análisis se realizaron mediante pruebas t, correlación de Pearson y regresión lineal múltiple. Resultados: Participaron 330 estudiantes. No hubo correlación entre mindfulness disposicional y puntuación general de regulación emocional y/o estrés percibido y una débil correlación con la dimensión de regulación emocional supresión de emociones. Estar en tratamiento psicológico y el consumo de sustancias psicoactivas se asociaron con una disminución del mindfulness disposicional. La edad, la suficiencia de horas de sueño y la supresión emocional se asociaron con un aumento de esta variable. Conclusión: Hubo relación entre el mindfulness disposicional solo con la supresión de emociones, además de la conexión de esta variable con la percepción de suficientes horas de sueño, edad, consumo de alcohol o sustancias psicoactivas, estar en seguimiento psicológico/psiquiátrico y supresión emocional.

RESUMO Objetivo: Investigar a correlação entre atenção plena disposicional, regulação emocional e estresse percebido e verificar fatores associados à atenção plena disposicional em estudantes de enfermagem. Método: Estudo correlacional, transversal, com estudantes de universidade pública. Foram utilizados os instrumentos: Mindful Attention Awareness Scale, Emotional Regulation Questionnaire e Perceived Stress Scale. Análises foram realizadas por meio de testes t, correlação de Pearson e regressão linear múltipla. Resultados: Participaram 330 estudantes. Identificou-se ausência de correlação entre a atenção plena disposicional e escore geral de regulação emocional e/ou estresse percebido e correlação fraca com a dimensão de regulação emocional supressão das emoções. Estar em tratamento psicológico e uso de substância psicoativas se associou à diminuição da atenção plena disposicional. Já idade, suficiência de horas de sono e supressão emocional se associaram ao aumento desta variável. Conclusão Houve relação entre a atenção plena disposicional apenas com a supressão das emoções, além de ligação desta variável com percepção de horas suficientes de sono, idade, uso de álcool ou substâncias psicoativas, estar em acompanhamento psicológico/psiquiátrico e supressão emocional.

A cross-sectional study of neuromyths among teachers in a Caribbean nation.

BACKGROUND: The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries. METHOD: Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean. RESULTS: Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores. CONCLUSION: Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.

Diferencias en una tarea de teoría de la mente entre mujeres con y sin conducta delictiva / Differences in a theory of mind task between women with and without criminal behavior

Resumen El objetivo de este estudio fue establecer diferencias en las puntuaciones en una tarea de teoría de la mente (ToM) en mujeres con y sin antecedentes de conducta delictiva e indicar el nivel de predicción de la teoría de la mente sobre la conducta antisocial. El estudio resulta de una búsqueda sobre investigaciones en el tema que dan cuenta de la importancia de entender los factores asociados en la conducta antisocial, principalmente el de ToM. Por otro lado, no existe suficiente documentación sobre el funcionamiento de ToM, específicamente en mujeres. El estudio se realizó desde un enfoque empírico analítico, comparativo-predictivo. Muestra: participaron 68 mujeres, 34 con antecedentes penales y 34 sin antecedentes penales. Se aplicó una ficha de caracterización y el Test de las Miradas.: Se encontraron diferencias significativas en la tarea de ToM para los dos grupos (Con antecedentes X̄ = 22.97[SD= 4.75] vs. Sin antecedentes X̄ = 25.50[SD = 3.87]; U = 406,500; P = 0.03). La ToM predice la conducta delictiva (OR = 1,152; IC 95 % [1,017 a 1,306]; P = 0.02). De los hallazgos, se concluye la importancia de la teoría de la mente para la neurociencia cognitiva, dado su valor modulador y predictor de conductas de riesgo.

Abstract It is intended to establish to establish differences in scores on a theory of mind (ToM) task in women with and without a history of criminal behavior and to indicate the level of prediction of the theory of mind on antisocial behavior. The study is the result of a search on research in the field that shows the importance of understanding the factors associated with antisocial behavior, mainly the ToM. On the other hand, there is not enough documentation on the functioning of ToM, specifically in women. The study was conducted from an empirical analytical, comparative-predictive approach. Sample: 68 women participated, 34 with criminal records and 34 without. A characterization card and the Gaze Test were applied. Significant differences were found in the ToM task for the two groups (With criminal record X̄= 22.97 [SD= 4.75] vs Without criminal record X̄ = 25.50 [SD = 3.87]; U = 406,500; P = 0.03). The ToM predicts criminal behavior (OR = 1,152; 95% CI [1,017 to 1,306]; P = 0.02). From the findings, it is concluded the importance of the theory of mind for cognitive neuroscience, given its modulating and predicting value of risk behaviors.

Neuroscience role in the foreign language teaching and learning / O papel da neurociência no ensino e aprendizagem de língua estrangeira

Este artigo pretende estabelecer uma conexão entre a neurociência e o ensino e aprendizagem de uma língua estrangeira; começando por uma introdução do assunto; em seguida apresentando uma visão geral de quais áreas do cérebro estão relacionadas à linguagem, as conceituações da neuroplasticidade e os diferentes conceitos da hipótese do período crítico e sensível. Após, é realizada uma análise de quais contribuições a neurociência fez no campo de ensino e aprendizagem de línguas, bem como de que modo essas contribuições podem ser adaptadas e aplicadas em uma sala de aula de língua estrangeira. Concluiu-se que a neurociência pode ser capaz de apoiar as metodologias do professor, a fim de melhorar suas técnicas e facilitar o aprendizado dos alunos.

This paper intends to establish a connection between neuroscience and the teaching and learning of a foreign language. It starts with an introduction of the subject, proceeding to an overview of the brain areas related to language, the conceptualizations of neuroplasticity and the different concepts of the critical period and sensitive period hypothesis. Then, the contributions of neuroscience has made in the language teaching and learning field will be analyzed, as well as how these contributions can be adapted and applied to a foreign language classroom. It was concluded that neuroscience might be able to support the teacher's methodologies in order to improve his/her techniques and facilitate students' learning.

Ludoaprendizaje en anatomía: impacto en las concepciones culturales y el afrontamiento cadavérico desde la neurociencia cognitiva / Playbased learning in anatomy: impact on cultural conceptions and cadaveric affronting from cognitive neuroscience

El jugar fue resignificado por Huizinga como un recurso didáctico y se lo denominó "ludoaprendizaje", "aprendizaje mediado por el juego" o "técnicas lúdicas". Diversos autores estudiaron su aplicación en distintos contextos fue desarrollado como estrategia didáctica por los impulsores de la Escuela Nueva. Distintos autores (Brunner, Frebel, Decroly, Montessori, Cossettini y Freire) han analizado sus proyecciones pedagógicas y resaltaron el valor formativo e impacto en las estrategias cognitivas para la resolución de problemas, desarrollar la atención y memoria, así como elemento motivador y de creatividad. El objetivo es evaluar el impacto de esta intervención didáctica en las concepciones culturales y conceptuales referidas al material cadavérico durante el TP y su afrontamiento. Realizamos un sstudio observacional y transversal mediante una encuesta aplicada a 658 alumnos (año 2016=198; año 2017= 228; año 2018= 232) que incluyó la Escala de ansiedad ante la muerte de Temple -EAM- modificada, preguntas poblacionales (edad, sexo, lugar de nacimiento, situación en la materia, aspectos laborales, estudios previos, motivaciones en relación con la elección de la carrera) y se indagaron términos asociados a los conceptos "material cadavérico" y "pieza anatómica" con la técnica de listados libres de Bernard y la técnica de montones para investigar concepciones culturales e imaginarios y grupos de dimensiones conceptuales. Dado que la arquitectura de la Cátedra divide a los alumnos en 2 salones distintos, para evaluar diferencias con la inclusión de actividades lúdicas en un grupo. Los resultados fueron procesados con pruebas de estadística descriptiva e inferencial (SPSS para dicho análisis y realización de dendogramas), para análisis de los términos Visual Anthropac Freelists versión: 1.0.1.36 y Visual Anthropac Pilesorts versión: 1.0.2.60. El presente trabajo cumple con los reparos ético-legales y normativos vigentes. Observamos que los términos "material cadavérico" y "pieza anatómica" se asociaron con repugnancia, asco, miedo y elemento de estudio, principalmente. En el grupo de alumnos con técnicas lúdicas se objetivó menor cantidad de términos negativos, así como dimensiones conceptuales más relacionadas con el material como recurso instruccional didáctico y no como factor de distrés. En conclusión, la implementación de técnicas lúdicas en la didáctica del proceso enseñanza y aprendizaje con material cadavérico en la materia Anatomía se asoció con un menor impacto negativo en los términos asociados y dimensiones conceptuales referidos al material cadavérico. Dicho impacto tiene injerencia en el contexto de la enseñanza y se asociaría con la disminución de factores negativos en el afrontamiento cadavérico.

The act of playing is as ancient as humanity itself, yet Huizinga was the one who re-signified the concept of "ludic" as a didactive resource related to culture. Play-based learning was developed as a didactic strategy by the forerunners of the New School. Several Authors (Brunner, Frebel, Decroly, Montessori, Cossettini and Freire) have analyzed its pedagogy projections and stressed the impact and formative value in the cognitive strategies involved in problem solving tasks, attention and memory development, as well it's motivational and creativity elements. The object of the present work is to evaluate the impact of these didactic interventions in the cultural and conceptual conceptions of the students related to cadaveric material in the course of practical working during anatomy classes. Observational and transversal study through a questionnaire applied to 658 medical students (2016, n = 198; 2017, n= 228; 2018 n=232) which included a Modified Templer Death Anxiety Scale, population questions (age, gender, place of birth, situation regarding the subject, work-related aspects, former studies, motivations related to career choice). Terminology related to "cadaveric material" and "anatomic piece" was investigated with Bernard's free-listing and lot-drawing techniques in order to investigate cultural and imaginary conceptions and groups of conceptual dimensions. The class structure divides the students in two different ckassrooms, in order to evaluate difference with the inclusion of play-based activities in one of them. The results were processed using tests of descriptive and inferencial statistics (SPSS and dendrogram making), to evaluate the terminological analysis, Visual Anthropac Freelists versión: 1.0.1.36 and Visual Anthropac Pilesorts versión: 1.0.2.60. The present research takes into account all current ethical and legal norms. It has been observed that terms such as "cadaveric material" and "anatomic piece" were associated mainly with repugnancy, disgust, fear and study material. It was observed, in the group of student using play based techniques, a lesser number of negative terminology, as well as conceptual dimensions related with the material as a didactic and instructional resource instead of a distress factor. In conclusion the implementation of play-based techniques in the learning process of the Anatomy coursework was positively associated with a lesser negative impact in both associated terminology and in conceptual dimensions related to cadaveric material. Such an impact is of particular importance in the context of teaching and it would relate with the decrease of negative factors in cadaveric affronting.

Neuroimagem e psicopatia: avanços e críticas / Neuroimaging and psychopathy: advances and criticisms

Pesquisas recentes na área de neurociência cognitiva buscam encontrar evidências que confirmem a hipótese de que as bases causais da psicopatia residem na neurobiologia. Contudo, há grande controvérsia nesta área, por exemplo, o neurocientista James Fallon, embora arbitre que a biologia (nature) seja responsável por 80% do comportamento, propõe que a psicopatia pode ser explicada pela epigenética (biossociais). Não há uma conclusão definitiva sobre qual a real causado comportamento psicopático, embora a base neurobiológica desempenhe papel importante. Um dos problemas da associação da psicopatia com a neurobiologia se refere ao uso do neuroimageamento como evidência em favor da posição biológica, pois a neuroimagem aplicada ao estudo do comportamento social possui diversos questionamentos. Neste texto, apresentamos uma discussão sobre o tema e apontamos algumas críticas. A contribuição da neurociência cognitiva nos estudos da mente e do comportamento é inegável, porém há obstáculos a serem considerados, como o emprego de neuroimageamento para identificar bases causais de comportamentos desviantes.

Recent research in cognitive neuroscience seeks to find evidences to support the hypothesis that psychopathy has biological causes. However, there is wide controversy in this area. For example, the neuroscientist James Fallon, contendsthat biology (nature) is responsible for 80% of behavior and proposes that psychopathy may have epigenetic (biossocial) causes. There is no conclusive evidences about the realcause of psychopathic behavior, although the neurobiological basis playsa central role. A problem associated with psychopathy and the neurobiological basis refers to the use of neuroimaging as evidence in favor of the biological position; neuroimaging applied to the study of social behavior raises several questions. In this text we present a discussion about this themeand point out some criticisms. The contribution of cognitive neuroscience to the studies of mind and behavioris undeniable, but there are some issues to be considered as the use of neuroimaging to identify causal bases of deviant behavior.

Ação terapêutica da psicanálise vista desde o paradigma da complexidade / Therapeutic action of psychoanalysis seen from the Complexity paradigm / Acción terapéutica del psicoanálisis vista desde el paradigma de la complejidad

Este texto retoma a questão da natureza terapêutica da psicanálise para levar em conta o novo Paradigma da complexidade, que traz consigo a questão seminal da auto-organização dos seres vivos. Nos anos 40/50 do século XX, ocorre mudança radical na ciência com o aparecimento da cibernética, que leva a uma profunda reconfiguração ao abordar a realidade com ideias de sistema, auto-organização, indeterminação e de não linearidade. Desses fatos podemos reconhecer o surgimento de uma nova epistemologia, uma epistemologia complexa na medida em que não nos aproximamos da realidade de uma maneira reducionista, septada, mas de forma tal que todas as dimensões da realidade sejam vistas como configurando um sistema ser vivo ­ ambiente. Então, o que mudou em psicanálise com a mudança de paradigma? Pensar por um novo vértice não modifica aquilo que é observado, mas seu entendimento. Psicanálise continua a ser Psicanálise e continua dependendo dessa relação bipessoal que ocorre no setting. Como são trazidos argumentos pouco abordados em nosso meio, o autor estende-se na descrição dos trabalhos que evidenciam novas abordagens de realidade e dos novos termos para descrevê-las que foram incorporados recentemente no vocabulário científico (AU)

This text retakes the question of the therapeutic nature of psychoanalysis to take into account the new Complexity paradigm, which brings with it the seminal question of the self-organization of living beings. It is a question of including Psychoanalysis in the context of the other human sciences, since we all have the object of the human being in its manifold manifestations. The work of Strachey (1934) was a landmark in its time, translated and reedited several times. It has been very useful for many years, since it is practically the only one to propose an explanation for the way of acting of psychoanalysis. In the 40s/50s of the twentieth century, radical change in science occurs with the emergence of cybernetics that leads to a profound reconfiguration in approaching reality with ideas of system, selforganization, indeterminacy and non-linearity. From these facts we can recognize the emergence of a new epistemology, a complex epistemology insofar as we do not approach reality in a reductionist way, septate, but in such a way that all dimensions of reality are seen as configuring a system living being - environment. So, what has changed in psychoanalysis with the paradigm shift? Thinking about a new vertex does not change what is observed, but its understanding. Psychoanalysis continues to be Psychoanalysis and continues depending on this two-person relationship that occurs in the setting. The arguments brought being little discussed in our midst, the author extends the description of the works that demonstrate new approaches to reality and the new terms to describe them which have recently been incorporated into the scientific vocabulary

Este texto retoma la cuestión de la naturaleza terapéutica del psicoanálisis para tener en cuenta el nuevo Paradigma de la complejidad, que trae consigo la cuestión seminal de la autoorganización de los seres vivos. En los años 40/50 del siglo XX, ocurre un cambio radical en la ciencia con la aparición de la cibernética que lleva a una profunda reconfiguración al abordar la realidad con ideas de sistema, autoorganización, indeterminación y no linealidad. De estos hechos podemos reconocer el surgimiento de una nueva epistemología, una epistemología compleja en la medida en que no nos acercamos a la realidad de una manera reduccionista, septada, sino de forma tal que todas las dimensiones de la realidad sean vistas como configurando un sistema ser vivo - medio ambiente. Entonces, ¿qué cambió en Psicoanálisis con el cambio de paradigma? Pensar por un nuevo vértice no modifica lo que se observa, sino su entendimiento. El psicoanálisis sigue siendo Psicoanálisis y continúa dependiendo de esa relación bi-personal que ocurre en el setting. Como se tratan argumentos poco abordados en nuestro medio, el autor se extiende en la descripción de los trabajos que evidencian nuevos enfoques de realidad y de los nuevos términos para describirlas que fueron incorporados recientemente en el vocabulario científico

Adaptación al español de cuatro instrumentos para evaluar la teoría de la mente en niños y adolescentes / Spanish adaptation of four instruments to asses Theory of Mind in Children and adolescents

Resumen Introducción: La teoría de la mente (ToM) es una de las dimensiones de la Cognición Social más relevantes y de gran interés para la investigación en psicología del desarrollo, psicología cognitiva, neuropsicología y neurociencias sociales, así como en la labor clínica. Esto ha conllevado a la generación de instrumentos validados para la evaluación de esta función; sin embargo, en español son pocos los que hay y aún menos los adaptados para población infantil y adolescente. Objetivo: En el presente trabajo se presenta la adaptación de la Batería de la ToM, el inventario de la ToM, el Test de Paso en Falso y el Test de la Mirada, cuatro instrumentos con tareas clásicas para evaluar la ToM. Método: El proceso de adaptación se hizo en dos fases, una de traducción al español y otra de adaptación cultural. Para verificar los resultados se hizo un pilotaje para todos los instrumentos con 20 participantes en edades entre 4 y 13 años y 20 participantes entre 6 y 17 años. Resultados: Se presentan los cuatro instrumentos adaptados en español con los principales ajustes en cada uno de ellos. Discusión: Se discute sobre la importancia de generar un protocolo de valoración de la ToM haciendo una validación estadística de estos instrumentos.

Abstract Introduction: Theory of Mind (ToM) is one of the most important dimensions of Social Cognition (SC); it is of great interest for research in Development Psychology, Cognitive Psychology, Neuropsychology, and Social Neuroscience as well as for clinical practice. It has stimulated the creation and validation of instruments to asses this dimension as a cognitive process, but there are few instruments like these in Spanish and less to evaluating children and adolescents. Objective: This paper reports the adaptation into Spanish of four instruments to asses ToM: The Theory of Mind Battery, The Theory of Mind Inventory-2, the Reading the Mind in the Eyes and the Faux Pas Test. Method: The adaptation process was made in two steps first, translation and, second, cultural adaptation. To verify the results a pilot testing was carried out in two groups, one with children between 4 and 13 years old and other with children and adolescents between 6 and 17 years old. Results: Instruments adapted into Spanish are presented as results highlighting the main adjustments made to each tool. Discussion: The importance of creating a protocol with statistical validation to asses ToM are discussed.

Neurociencia y ejercicio: un indicador de salud y aprendizaje en el contexto educativo / Neuroscience and exercise: an indicator of health and learning in the educational context

RESUMEN En los últimos años, la neurociencia ha demostrado los beneficios particulares y globales del ejercicio y de la vida activa en la salud de los escolares, ya que enriquecen las redes neuronales, la plasticidad y producción de neurotransmisores que favorecen distintos dominios del comportamiento y condición humana. En este contexto, el objetivo del ensayo es dialogar en función de la importancia de una vida activa en el contexto educativo y de una disciplina que no solo cumple un rol a nivel cerebral o morfofuncional, sino más bien multidimensional, que emerge desde el nivel molecular, celular, cerebral, sistémico, psicológico y social. Por ello, una de las principales conclusiones tiene que ver con la posibilidad de permitir a los y las estudiantes que sean capaces de comprender y reflexionar en función de sus procesos vitales, que posibilitan sus aprendizajes como un continuo armónico entre la organicidad y la cultura, entre vida y lenguaje.(AU)

ABSTRACT In recent years, neuroscience has shown the particular and global benefits of exercise and active life in the health of students. They enrich neural networks, plasticity and production of neurotransmitters that favour different domains of human behavior and condition. In this context, the objective of this essay is to dialogue based on the importance of an active life in the educational field and a discipline that not only plays a role at the brain or morphofunctional level, but rather multidimensional, which emerges from the molecular level, cellular, cerebral, systemic, psychological and social. Because of this, one of the main conclusions is related to the students' possibility of having the ability to understand and reflect processes that enable learning according their own life, as an harmonic continuum between organicity and culture and between life and language.(AU)

Laboratory of the Neuropsychology and Cognitive Neurosciences Research Center of Universidad Católica del Maule, Chile.

The Laboratory of the Neuropsychology and Cognitive Neurosciences Research Center (CINPSI Neurocog), located in the "Technological Park" building of the Catholic University of Maule (Universidad Católica del Maule, UCM) campus in Talca, Chile, has been established as "Psychology Lab" recently in July, 2016. Our lines of work include basic and applied research. Among the basic research, we study executive functions, decision-making, and spatial cognition. In the applied field, we have studied neuropsychological and neurobehavioral effects of pesticides exposure, among other interests. One of our aims is to develop collaboration both national and internationally. It is important to mention that to date there are only few psychology laboratories and research centers in Chile involved with the fields of neuropsychology and neurosciences. Thus, this scientific effort could be a groundbreaking initiative to develop specific knowledge in this area locally and interculturally through its international collaborations.

Bioética e ampliação moral biotecnológica / Bioethics and biotechnical moral enhancement / Bioética y realce moral biotécnico

Resumen El acelerado desarrollo de la neurociencia abre expectativas para aplicaciones médico-terapéuticas en afecciones neurológicas y conductuales, aún muy incipientes y provisorias. Con más celeridad avanzan propuestas de intervenciones cerebrales para realzar cognición, memoria y aprendizaje. Usos y abusos, así como beneficios y riesgos de tales intervenciones de biorealce son analizados por la neuroética. En la literatura bioética reciente se debate sobre la necesidad urgente de un biorealce moral instrumental, dada la lentitud e insuficiencia de la maduración moral tradicional mediante educación y socialización, peligrosamente rezagada con respecto al desarrollo cognitivo de la tecnociencia por el riesgo de que potentes armas destructivas caigan en manos de personas y grupos dispuestos a generar catástrofes masivas. La bioética latinoamericana debe participar activamente en el debate del realce moral biotécnico, en vista de las consecuencias locales que presenta la investigación y eventual implementación de intervenciones cerebrales con fines morales.

Abstract The rapid development of neuroscience has given rise to expectations regarding the potential medical- therapeutic applications of neurological and behavioral diseases, which remain incipient and provisional. Proposals of cerebral interventions to enhance cognition, memory and learning, meanwhile, have advanced more quickly. Neuroethics analyzes the uses, abuses, benefits and risks of bioenhancement. Recent publications in bioethics journals have debated the urgent need for an instrumental and moral bioenhancement, due to the protracted and insufficient moral maturation achieved by the traditional processes of education and socialization, which have been too slow to meet the cognitive development of technoscience, due to the risk that such technology might fall into the hands of individuals and groups who wish to carry out actions with catastrophic results. Latin American bioethics must actively participate in the debate on the moral enhancement of biotechnology, in view of the local consequences of research and the potential implementation of cerebral interventions for moral ends.

Resumo O rápido desenvolvimento da neurociência estimula expectativas para aplicações médico-terapêuticas em doenças neurológicas e comportamentais, ainda muito incipientes e provisórias. Com maior rapidez avançam propostas de intervenções cerebrais para melhorar cognição, memória e aprendizagem. Usos e abusos, assim como benefícios e riscos de tais intervenções de ampliação são analisados pela neuroética. Na literatura bioética recente se debate sobre a necessidade urgente de uma bioampliação moral instrumental, dada a lentidão e insuficiência do amadurecimento moral tradicional mediante a educação e socialização, perigosamente atrasado em relação ao desenvolvimento cognitivo da tecnociência dado o risco de potentes armas destrutivas caírem nas mãos de pessoas e grupos dispostos a gerar catástrofes massivas. A bioética latino-americana deve participar ativamente do debate sobre a ampliação moral da biotecnologia, em vista das consequências locais da pesquisa e eventual implementação de intervenções cerebrais com fins morais.

A neurociência computacional no estudo dos processos cognitivos / Neuroscience computationnelle dans l'étude des processus cognitifs / La neurociencia computacional en el estudio de los procesos cognitivos / Computational neuroscience in the study of cognitive processes

Resumo Nas últimas décadas o estudo de processos cognitivos vem sendo influenciado por duas tendências: a legitimação de diversas formas e níveis de estudo e a tentativa de integração multidisciplinar. A primeira teve grande importância na segunda metade do século XX, quando linhas de pesquisa na psicologia cognitiva e nas neurociências fortaleceram-se. Nesse sentido, destacam-se os três níveis de Marr (computacional, algorítmico e implementacional) como forma de estruturar o estudo dos processos cognitivos. A segunda tendência é mais recente e busca, apoiada na primeira, aprofundar o entendimento dos processos cognitivos em suas diversas escalas e integrar diversos paradigmas de estudos, buscando consiliência teórica. O intento deste artigo é apresentar a neurociência computacional e suas possíveis contribuições para a psicologia cognitiva, articulando, por meio dos três níveis de Marr, uma base teórica que explicite o papel de cada uma das disciplinas e as suas possíveis interações.

Résumé Au long des dernières décennies, l'étude des processus cognitifs se voit influencé par deux tendances : la légitimation de plusieurs formes et niveaux d'études et l'essai d'intégration multidisciplinaire. La première a eu une grande importance pendant la deuxième moitié du XXe siècle, quand des lignes de recherche en psychologie cognitive et en neurosciences ont gagné force. Dans ce sens, on peut souligner les trois niveaux de Marr (computationnel, algorithmique et implémentationnel) comme moyens de structurer l'étude des procédés cognitifs. La deuxième tendance est plus récente et cherche, avec l'aide de la première, à approfondir la connaissance des procédés cognitifs et ses différentes échelles et à intégrer plusieurs modèles d'études, en cherchant des convergences théoriques. Le but de cet article est donc de présenter la neuroscience computationnelle et ses possibles contributions pour la psychologie cognitive en articulant, par les trois niveaux de Marr, une base théorique qui puisse expliciter le rôle de chacune des disciplines et de ses possibles interactions.

Resumen En las últimas décadas, el estudio de procesos cognitivos se ha visto influenciado por dos tendencias: la legitimación de diversas formas y niveles de estudio, y el intento de integración multidisciplinar. La primera tuvo gran importancia en la segunda mitad del siglo XX, cuando varias líneas de investigación en la psicología cognitiva y en las neurociencias se fortalecieron. En ese sentido, destacan los tres niveles de Marr (computacional, algorítmico e implementacional) como una manera de estructurar el estudio de los procesos cognitivos. La segunda tendencia es más reciente y busca, apoyada en la primera, profundizar la comprensión de los procesos cognitivos en sus diversas escalas e integrar diversos paradigmas de estudios, buscando consiliencia teórica. En este artículo, se intenta presentar la neurociencia computacional y sus posibles contribuciones para la psicología cognitiva, articulando, a través de los tres niveles de Marr, una base teórica que ponga de manifiesto el papel de cada una de las disciplinas y sus posibles interacciones.

Abstract In recent decades the study of cognitive processes has been influenced by two tendencies: legitimation of several forms and levels of study and the attempt of multidisciplinary integration. The first had great importance in the second half of the 20th century, when research lines in cognitive psychology and neuroscience were strengthened. In this sense, Marr's three levels of analysis (computational, algorithmic, and implementation) are one way to structure the study of cognitive processes. The second tendency is more recent and, supported by the first one, seeks to deepen the understanding of cognitive processes in their different scales and to integrate several paradigms of studies in order to reach theoretical consilience. This article aims to introduce computational neuroscience and its possible contributions to cognitive psychology, articulating, through Marr's three levels, a theoretical basis that explains the role of each of the disciplines and their possible interactions.