Habilidades para la vida y percepción de riesgo en estudiantes universitarios de ciencias de la salud

Los jóvenes según las Naciones Unidas son un grupo heterogéneo y evolutivo que va acorde con las experiencias y al contexto al cual pertenezcan; uno de los cambios que experimentan en nuevos contextos como el universitario es iniciar un proyecto de vida, enfrentar nuevos contextos sociales y experiencias que influyen en los estilos de vida que afectan su salud física y mental, con conductas no saludables y de riesgo (2). En este sentido, las habilidades para la vida se convierten en una propuesta educativa integral centrada en los desafíos culturales y contextuales de los adolescentes y jóvenes, es así que este tipo de habilidades aplicado en cualquier contexto cotidiano permite desarrollar bienestar psicológico y una vida personal sana, como lo propone OMS.

Appraisal of ChatGPT's Aptitude for Medical Education: Comparative Analysis With Third-Year Medical Students in a Pulmonology Examination.

BACKGROUND: The rapid evolution of ChatGPT has generated substantial interest and led to extensive discussions in both public and academic domains, particularly in the context of medical education. OBJECTIVE: This study aimed to evaluate ChatGPT's performance in a pulmonology examination through a comparative analysis with that of third-year medical students. METHODS: In this cross-sectional study, we conducted a comparative analysis with 2 distinct groups. The first group comprised 244 third-year medical students who had previously taken our institution's 2020 pulmonology examination, which was conducted in French. The second group involved ChatGPT-3.5 in 2 separate sets of conversations: without contextualization (V1) and with contextualization (V2). In both V1 and V2, ChatGPT received the same set of questions administered to the students. RESULTS: V1 demonstrated exceptional proficiency in radiology, microbiology, and thoracic surgery, surpassing the majority of medical students in these domains. However, it faced challenges in pathology, pharmacology, and clinical pneumology. In contrast, V2 consistently delivered more accurate responses across various question categories, regardless of the specialization. ChatGPT exhibited suboptimal performance in multiple choice questions compared to medical students. V2 excelled in responding to structured open-ended questions. Both ChatGPT conversations, particularly V2, outperformed students in addressing questions of low and intermediate difficulty. Interestingly, students showcased enhanced proficiency when confronted with highly challenging questions. V1 fell short of passing the examination. Conversely, V2 successfully achieved examination success, outperforming 139 (62.1%) medical students. CONCLUSIONS: While ChatGPT has access to a comprehensive web-based data set, its performance closely mirrors that of an average medical student. Outcomes are influenced by question format, item complexity, and contextual nuances. The model faces challenges in medical contexts requiring information synthesis, advanced analytical aptitude, and clinical judgment, as well as in non-English language assessments and when confronted with data outside mainstream internet sources.

Prosodic discrimination skills mediate the association between musical aptitude and vocal emotion recognition ability.

The current study tested the hypothesis that the association between musical ability and vocal emotion recognition skills is mediated by accuracy in prosody perception. Furthermore, it was investigated whether this association is primarily related to musical expertise, operationalized by long-term engagement in musical activities, or musical aptitude, operationalized by a test of musical perceptual ability. To this end, we conducted three studies: In Study 1 (N = 85) and Study 2 (N = 93), we developed and validated a new instrument for the assessment of prosodic discrimination ability. In Study 3 (N = 136), we examined whether the association between musical ability and vocal emotion recognition was mediated by prosodic discrimination ability. We found evidence for a full mediation, though only in relation to musical aptitude and not in relation to musical expertise. Taken together, these findings suggest that individuals with high musical aptitude have superior prosody perception skills, which in turn contribute to their vocal emotion recognition skills. Importantly, our results suggest that these benefits are not unique to musicians, but extend to non-musicians with high musical aptitude.

Perceptions of artificial intelligence system's aptitude to judge morality and competence amidst the rise of Chatbots.

This paper examines how humans judge the capabilities of artificial intelligence (AI) to evaluate human attributes, specifically focusing on two key dimensions of human social evaluation: morality and competence. Furthermore, it investigates the impact of exposure to advanced Large Language Models on these perceptions. In three studies (combined N = 200), we tested the hypothesis that people will find it less plausible that AI is capable of judging the morality conveyed by a behavior compared to judging its competence. Participants estimated the plausibility of AI origin for a set of written impressions of positive and negative behaviors related to morality and competence. Studies 1 and 3 supported our hypothesis that people would be more inclined to attribute AI origin to competence-related impressions compared to morality-related ones. In Study 2, we found this effect only for impressions of positive behaviors. Additional exploratory analyses clarified that the differentiation between the AI origin of competence and morality judgments persisted throughout the first half year after the public launch of popular AI chatbot (i.e., ChatGPT) and could not be explained by participants' general attitudes toward AI, or the actual source of the impressions (i.e., AI or human). These findings suggest an enduring belief that AI is less adept at assessing the morality compared to the competence of human behavior, even as AI capabilities continued to advance.

Fostering excellence: Nurturing motivation and performance among high- and average-ability students through need-supportive teaching.

When students with high cognitive abilities disengage from school, this implies a severe loss of talent to students themselves and to society. Hence, it is important to understand how teachers can prevent disengagement and underachievement in high-ability students. Whereas a large body of research has demonstrated that need-supportive teaching (i.e., the provision of autonomy support, involvement, and structure) and differentiated instruction relate positively to students' academic development, it remains unclear whether such practices would be equally, more, or less beneficial for high-ability students. Drawing on data from a longitudinal four-wave study among early adolescents from Flanders (N = 3586), this study showed that need-supportive teaching in math classes was positively associated with intrinsic motivation, behavioral engagement, and math performance in high-ability students, both at the level of between-student differences and at the level of changes in students over time. Standardized estimates were typically between 0.05 and 0.20 at the between-person level, indicating small effect sizes, with more modest effect sizes at the within-person level. Importantly, these associations were found to be generally equivalent across high- and average-ability students. Comparing the provision of need-supportive teaching to either high- or average-ability students, high-ability students particularly reported more autonomy support from their math teachers than average-ability students, with small effect sizes (i.e., Cohen's d between 0.16 and 0.27). These findings underline the importance of need-supportive teaching to support the motivational and academic development of both high- and average-ability students.

Research on the evaluation and impact trends of China's skill talent ecosystem in the digital era - An analysis based on neural network models and PVAR models.

This study develops a "Skill Talent Ecological Evaluation Model" across cultivation, potential energy, kinetic energy, innovation, and service and support ecologies. AHP-entropy determines indicator weights, Hopfield neural network assesses talent ecology levels, and the PVAR model analyzes digital transformation effects. Findings reveal: Cultivation ecology rates A, potential ecology rates B+, kinetic ecology rates B-, service and support ecology rates B-, and innovation ecology rates C. Digital transformation spurs skill demand, impacting talent and economic contributions. Kinetic ecology sees increased demand, potentially impacting traditional industries positively. Innovation ecology necessitates continuous skill learning. Service and support ecology witnesses growth in digital entrepreneurship, requiring policy incentives and incubation center support.

Early excellence and future performance advantage.

OBJECTIVES: The objective of this study was to examine the impact of athletes achieving excellence at different ages (excellent age) on their subsequent performance development. The aim was to deepen understanding of the interplay among talent, training, and athletes' performance development. Additionally, the study aimed to provide insights for athletics coaches to better identify talent and devise more effective personalized long-term training plans. DESIGN: This was a cross-sectional study. METHOD: A hierarchical linear model was employed to analyze the correlation between excellent age and subsequent performance development in a cohort of 775 elite track and field athletes. This analysis was expanded upon by the application of a general linear regression model, which was used to explore the relationship between excellent age and peak age, peak performance, as well as the growth in performance during adulthood. RESULTS: As athletes reached excellence at later ages, their peak performance exhibited a U-shaped pattern(p <0.001), initially decreasing and then rising. Simultaneously, their peak age became increasingly advanced(p <0.001), with a progressively larger performance improvement during adulthood(p <0.001). In various disciplines, excellent age is negatively correlated with peak performance for speed athletes(p = 0.025), exhibiting a U-shaped pattern for endurance athletes(p = 0.024), and showing no significant correlation for fast-power athletes(p = 0.916). CONCLUSIONS: Athletes who achieve excellence either early or later often show more remarkable future developments. However, there are significant distinctions in the age at which these athletes reach their peak performance and the pace of improvement leading up to it. Those who excel early may possess greater innate athletic talent, whereas those who excel later may exhibit superior training adaptability. Consequently, an athlete's early performance can predict his/her future performance trajectory, offering support for individualized long-term training plans. In summary, the age at which athletes achieve excellence may bring different advantages to their future athletic performance and development. This implies that we should harness these differences to uncover each athlete's maximum potential.

The developmental activities of women's professional pathway cricketers.

The growth of investment in women's cricket has led to the development of new professional pathways. However, there is lack of specific evidence to support the development of these athletes. This study aimed to take a first step in understanding the participation histories of female cricketers selected into English women's professional academies. 84 players completed the Participation History Questionnaire (PHQ) to capture details of activities engaged in across development, including milestones, cricket activity, and engagement in other sport activities. There were relative age effects where players' birthdate distributions differed from national norms (X2 = 8.451, p = .003, V = 0.227), and more players than expected attended independent schools (X2 = 7.980, p = .005, V = 0.232). Participants engaged in cricket informally before coach led training, have siblings (particularly brothers) interested in cricket and often played boy's cricket before engaging in the girl's or women's game. Developmental activities were characterised by early engagement, high levels of diversification, and very low levels of play compared to high levels of formal practice and match play. These findings have implications for the advancement of talent identification and development policies and processes in women's cricket.

Exploring the existence, strength, and independence of relative age and maturation selection biases: a case study in Gaelic football talent development programmes.

BACKGROUND: Biological maturity and relative age player selection biases are well documented in youth sports. However, there has been limited examination of the relationship between these biases. AIM: This study investigated the presence, strength, and independence of relative age and biological maturity selection biases in Gaelic football. SUBJECTS AND METHODS: A total of 247 male players from U14 to U16, from two talent academies were assessed for relative age (decimal age (DA)) and biological maturity (discrepancy between biological and chronological age (BA-CA)). RESULTS: Relative age effects (RAE) were observed in the U14 (DA = 0.62, d = 0.40) and U15 squads (DA = 0.57. d = 0.26) only. A bias towards advanced maturity status was present at U14 (BA-CA = 0.60, d = 0.83), U15 (BA-CA = 0.78, d = 0.89), and U16 (BA-CA, d = 1.01). There was a trivial (U14, r(83) = -0.210; U15, r(88) = 0.060) and low (U16, r(76) = 0.352) correlation between relative age and maturity status. CONCLUSION: Substantial maturity selection biases and, to a lesser degree, relative age biases are evident in youth Gaelic football. Critically, these biases are independent constructs. Coaches and policy makers should be educated on the distinct influences of relative age and maturation, and on strategies to address these biases.

Plan 1 para afrontar crisis y conductas de riesgo

Este plan esta conformado por una alternativa inicial que puede ayudarte en los momentos en los que identifiques alguna conducta de riesgo que pueda atentar contra tu vida, tu integridad, o la vida y la integridad de alguna otra persona.

Plan 2 para afrontar crisis y conductas de riesgo

Este plan esta conformado por una alternativa inicial que puede ayudarte en los momentos en los que identifiques alguna conducta de riesgo que pueda atentar contra tu vida, tu integridad, o la vida y la integridad de alguna otra persona.

Large language models are able to downplay their cognitive abilities to fit the persona they simulate.

This study explores the capabilities of large language models to replicate the behavior of individuals with underdeveloped cognitive and language skills. Specifically, we investigate whether these models can simulate child-like language and cognitive development while solving false-belief tasks, namely, change-of-location and unexpected-content tasks. GPT-3.5-turbo and GPT-4 models by OpenAI were prompted to simulate children (N = 1296) aged one to six years. This simulation was instantiated through three types of prompts: plain zero-shot, chain-of-thoughts, and primed-by-corpus. We evaluated the correctness of responses to assess the models' capacity to mimic the cognitive skills of the simulated children. Both models displayed a pattern of increasing correctness in their responses and rising language complexity. That is in correspondence with a gradual enhancement in linguistic and cognitive abilities during child development, which is described in the vast body of research literature on child development. GPT-4 generally exhibited a closer alignment with the developmental curve observed in 'real' children. However, it displayed hyper-accuracy under certain conditions, notably in the primed-by-corpus prompt type. Task type, prompt type, and the choice of language model influenced developmental patterns, while temperature and the gender of the simulated parent and child did not consistently impact results. We conducted analyses of linguistic complexity, examining utterance length and Kolmogorov complexity. These analyses revealed a gradual increase in linguistic complexity corresponding to the age of the simulated children, regardless of other variables. These findings show that the language models are capable of downplaying their abilities to achieve a faithful simulation of prompted personas.

Development of the Talent Identification Questionnaire in Soccer for Outfield Players (TIDQ-OP): Coaches' perceptions of the key attributes for player recruitment.

Talent identification in sports is a complex process, whereby the aim is to identify, select and promote players who are considered to have the necessary skills and competencies (e.g., technical, tactical, and physical attributes) to succeed in senior adult competition. To support this process, this study focused on the development of a questionnaire to assist in the identification of talent among South African youth soccer players. This will establish a measure of the attributes coaches consider important when making talent identification decisions for outfield soccer players. The questionnaire was constructed following established instrument development phases. In phase 1, 61 questionnaire items were generated based on a review of the relevant literature. In phase 2, a panel of experts examined the content validity of the preliminary items. In phase 3, the provisional 59-item questionnaire (Talent Identification Questionnaire in Soccer for Outfield Players; TIDQ-OP) was administered to 173 experienced South African soccer coaches (130 males and 43 females) who ranged in age from 18 to 64 years. In phase 3, the factorial structure of the questionnaire was established through principal component analysis. The final questionnaire consisted of 58 items. These preliminary analyses indicate the usefulness of the TIDQ-OP as a tool to assist South African coaches in the identification and selection of talented players.

Professional soccer players perceptions of the English Football Association 4 corner model in supporting first team transitions.

The English Football Association (FA from hereon in) 4 Corner Model is a multidisciplinary framework that aims to enhance player talent identification and development, and is characterised by physical, social, technical/tactical and psychological components. Despite the framework being prominent within English football development pathways, player insights into the effectiveness of the framework in supporting academy to first team transitions are lacking. Therefore, the aim of this study was to explore established first team professional footballer's perceptions of the FA 4 Corner Model, in relation to the attributes that they perceived to facilitate the successful transition to a professional first team environment. Twelve current (n = 8) and ex (n = 4) professional players who had successfully transitioned from a youth academy, and subsequently became an established first team player, were interviewed for the study. Interpretations across the qualitative data set highlighted the importance of players adapting to physical and tactical demands, while also dealing with different psychosocial factors when entering a first team setting. The study highlights that disparities can exist between players, coaches, practitioners, and sport scientists perceived development needs, a situation that could hinder players progression through the player pathway.

Development and validation of an objective virtual reality tool for assessing technical aptitude among potential candidates for surgical training.

BACKGROUND: Good technical skills are crucial for surgeons. Yet although surgical training programs strive to assess technical aptitude when selecting surgical residents, valid assessments of such aptitude are still lacking. Surgical simulators have been proposed as a potentially effective tool for this purpose. The current study aims to develop a technical aptitude test using a virtual reality surgical simulator, and to validate its use for the selection of surgical residents. METHODS: The study had three phases. In Phase 1, we developed an initial version of the technical aptitude test using the Lap-X-VR laparoscopic simulator. In Phases 2 and 3 we refined the test and collected empirical data to evaluate four main sources of validity evidence (content, response process, internal structure, and relationships with other variables), and to evaluate the feasibility and acceptability of the test. Specifically, Phase 2 comprised a review of the test by 30 senior surgeons, and in Phase 3 a revised version of the test was administered to 152 interns to determine its psychometric properties. RESULTS: Both the surgeons and interns rated the test as highly relevant for selecting surgical residents. Analyses of the data obtained from the trial administration of the test supported the appropriateness of the score calculation process and showed good psychometric properties, including reliability (α = 0.83) and task discrimination (mean discrimination = 0.5, SD = 0.1). The correlations between test scores and background variables revealed significant correlations with gender, surgical simulator experience, and video game experience (ps < 0.001). These variables, however, explained together only 10% of the variance in test scores. CONCLUSIONS: We describe the systematic development of an innovative virtual reality test for assessing technical aptitude in candidates for surgical training, and present evidence for its validity, feasibility and acceptability. Further validation is required to support the application of the test for selection, as well as to discern the impact of gender, surgical simulator experience, and video game experience on the fairness of test results. However, the test appears to be a promising tool that may help training programs assess the suitability of candidates for surgical training.

Associations between the resting EEG aperiodic slope and broad domains of cognitive ability.

Recent studies suggest that the EEG aperiodic exponent (often represented as a slope in log-log space) is sensitive to individual differences in momentary cognitive skills such as selective attention and information processing speed. However, findings are mixed, and most of the studies have focused on just a narrow range of cognitive domains. This study used an archival dataset to help clarify associations between resting aperiodic features and broad domains of cognitive ability, which vary in their demands on momentary processing. Undergraduates (N = 166) of age 18-52 years completed a resting EEG session as well as a standardized, individually administered assessment of cognitive ability that included measures of processing speed, working memory, and higher-order visuospatial and verbal skills. A subsample (n = 110) also completed a computerized reaction time task with three difficulty levels. Data reduction analyses revealed strong correlations between the aperiodic offset and slope across electrodes, and a single component accounted for ~60% of variance in slopes across the scalp, in both eyes-closed and eyes-open conditions. Structural equation models did not support relations between the slope and specific domains tapping momentary processes. However, secondary analyses indicated that the eyes-open slope was related to higher overall performance, as represented by a single general ability factor. A latent reaction time variable was significantly inversely related to both eyes-closed and eyes-open resting exponents, such that faster reaction times were associated with steeper slopes. These findings support and help clarify the relation of the resting EEG exponent to individual differences in cognitive skills.

Evaluation experts: Relations between ability emotional intelligence and attitude strength indicators.

New efforts to understand the processes involved in ability-related emotional intelligence (ability EI) could reinvigorate this area of scholarship and research. It is proposed that participants with higher levels of ability EI are evaluation experts, which should be evident in the attitude domain. Study 1 (n = 148) probed for affective, cognitive, and behavioral reactions to a diverse set of attitude objects. In addition, attitude certainty ratings were collected. Higher levels of ability EI, but not self-reports of EI, were linked to attitudes that were more extreme, certain, and structurally integrated. In Study 2 (n = 602), participant employees completed standard personality and job satisfaction assessments. Higher levels of ability EI were predictive of greater polarization (as assessed in extremity-related terms) in both domains. The individual differences assessed by ability EI, these results suggest, also tend to support attitudes and opinions with stronger features. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The stability of cognitive abilities: A meta-analytic review of longitudinal studies.

Cognitive abilities, including general intelligence and domain-specific abilities such as fluid reasoning, comprehension knowledge, working memory capacity, and processing speed, are regarded as some of the most stable psychological traits, yet there exist no large-scale systematic efforts to document the specific patterns by which their rank-order stability changes over age and time interval, or how their stability differs across abilities, tests, and populations. Determining the conditions under which cognitive abilities exhibit high or low degrees of stability is critical not just to theory development but to applied contexts in which cognitive assessments guide decisions regarding treatment and intervention decisions with lasting consequences for individuals. In order to supplement this important area of research, we present a meta-analysis of longitudinal studies investigating the stability of cognitive abilities. The meta-analysis relied on data from 205 longitudinal studies that involved a total of 87,408 participants, resulting in 1,288 test-retest correlation coefficients among manifest variables. For an age of 20 years and a test-retest interval of 5 years, we found a mean rank-order stability of ρ = .76. The effect of mean sample age on stability was best described by a negative exponential function, with low stability in preschool children, rapid increases in stability in childhood, and consistently high stability from late adolescence to late adulthood. This same functional form continued to best describe age trends in stability after adjusting for test reliability. Stability declined with increasing test-retest interval. This decrease flattened out from an interval of approximately 5 years onward. According to the age and interval moderation models, minimum stability sufficient for individual-level diagnostic decisions (rtt = .80) can only be expected over the age of 7 and for short time intervals in children. In adults, stability levels meeting this criterion are obtained for over 5 years. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Media exposure and preschoolers' social-cognitive development.

Exposure to narratives may have beneficial effects on children's social-cognitive development because narratives provide information about the social world and often require social understanding for story comprehension. In the current study, we examined the influence of narratives presented via different media (books, audiobooks, TV/films) on theory-of-mind performance and mental verb comprehension in a sample of 114 three- to six-year-old preschool children. Parents' reports on the number of (children's) books at home, the overall duration of TV/film and audio media exposure, the frequency of shared book reading, watching children's TV/films and audiobook listening, and parent-child discussions about media content were collected. Children's theory-of-mind performance and mental verb comprehension were measured as dependent variables. When gender, age, language skills and parental education were controlled, only the number of children's books, shared book reading frequency, audio-media exposure and audiobook usage significantly predicted children's theory-of-mind scores. None of the media exposure or the parent-child discussion variables had significant incremental effects above the family and child characteristics on mental verb comprehension.

Validation and applicability of the music ear test on a large Chinese sample.

In the context of extensive disciplinary integration, researchers worldwide have increasingly focused on musical ability. However, despite the wide range of available music ability tests, there remains a dearth of validated tests applicable to China. The Music Ear Test (MET) is a validated scale that has been reported to be potentially suitable for cross-cultural distribution in a Chinese sample. However, no formal translation and cross-cultural reliability/validity tests have been conducted for the Chinese population in any of the studies using the Music Ear Test. This study aims to assess the factor structure, convergence, predictiveness, and validity of the Chinese version of the MET, based on a large sample of Chinese participants (n≥1235). Furthermore, we seek to determine whether variables such as music training level, response pattern, and demographic data such as gender and age have intervening effects on the results. In doing so, we aim to provide clear indications of musical aptitude and expertise by validating an existing instrument, the Music Ear Test, and provide a valid method for further understanding the musical abilities of the Chinese sample.