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Executive functions contributions to copying and text production in elementary school children

Mon, 01 Jan 2024 00:00:00 GMT

Título: Executive functions contributions to copying and text production in elementary school children Autor: Canet Juric, Lorena; Gelpi-Trudo, Rosario; Zamora, Eliana; Galli, Juan I.; Abusamra, Valeria; Tabullo, Ángel Javier Resumen: Executive functions (EF), including verbal and visuospatial working memory, inhibition, and cognitive flexibility, are associated with academic skills such as copying and producing written texts in school-age children.

Why do psychology students believe in neuromyths? A study of personality, contextual and cognitive predictors

Thu, 01 Jan 2026 00:00:00 GMT

Título: Why do psychology students believe in neuromyths? A study of personality, contextual and cognitive predictors Autor: Tabullo, Ángel Javier Resumen: Background: Neuromyths—misconceptions arising from misinterpretations of neuroscientific findings—are widely endorsed by educators and students, including those in psychology. Their persistence has been linked to contextual, cognitive, and personality-related factors, but evidence is mixed, especially among psychology students. This study examined predictors of neuromyth endorsement in Argentine psychology undergraduates. Objective: To identify contextual (neuroscience training, interest), personality (Need for Cognition; NFC), and cognitive (Cognitive Reflection Test; CRT) predictors of neuromyth beliefs. Methods: A convenience sample of 320 psychology students (82.5% women; M_age = 27.39 years) completed online measures assessing neuromyth endorsement, general brain knowledge, NFC, CRT, and self-reported neuroscience training and interest. Spearman correlations and hierarchical regressions were conducted to examine associations and predictive effects. Results: Participants endorsed 41.22% of neuromyths on average, with learning styles (76.25%) and sensory-rich environments benefits (74.37%) being the most accepted. CRT scores negatively predicted neuromyth endorsement (β = 􀀀 .175, p < .001), whereas the NFC “enjoyment of thinking” factor positively predicted endorsement (β = 0.145, p = .024). Age also showed a positive effect (β = 0.175, p = .002). Neuroscience interest, courses taken, and general brain knowledge did not predict neuromyth acceptance, although they were positively associated with neuroscience knowledge. Conclusions: Analytical thinking emerged as the strongest protective factor against neuromyths, while enjoyment of thinking unexpectedly predicted higher endorsement, possibly reflecting exposure to low-quality sources of information and/or Dunning-Kruger effects. Factual neuroscience knowledge and training did not decrease neuromyth endorsement, underscoring the importance of fostering critical thinking skills within psychology education.

Cognitive predictors of reading comprehension in children from diverse socio-educational contexts

Wed, 01 Jan 2025 00:00:00 GMT

Título: Cognitive predictors of reading comprehension in children from diverse socio-educational contexts; Predictores cognitivos de la comprensión de textos en niños de diversos contextos socio-educacionales Autor: Ruiz Díaz, Juan Ignacio; Meo, Marcos; Rodríguez, Karina Viviana; Tabullo, Ángel Javier; Gasaneo, Gustavo Resumen: Socioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.

La corrupción de lo perfecto: Un ensayo sobre la anatomía de la traición

Wed, 01 Jan 2025 00:00:00 GMT

Título: La corrupción de lo perfecto: Un ensayo sobre la anatomía de la traición Autor: Expósito, Cristián David Resumen: En este ensayo, el lector encontrará un breve repaso sobre cómo la traición es un elemento transversal en la historia de la humanidad, en su psicología, filosofía, artes y la propia vida social. El documento explora la profundidad de la trasgresión moral que implica esta desafortunada conducta humana y su impacto en el alma de la víctima y en la del felón. Analiza la ruptura que produce en la cohesión social y las consecuencias nefastas que deja en la confianza. El análisis se enriquece con anécdotas históricas de famosas traiciones y se complementa con las reflexiones filosóficas antagónicas de Kant y Nietzsche, junto a la visión pragmática de Maquiavelo en el uso de la traición al servicio del poder. Desde la mirada psicológica, se recurre a la perspicacia intelectual de Sigmund Freud en su análisis del inconsciente y la proyección de las sombras en la teoría de Carl Jung; finalizando con un paso obligado por la literatura punzante y profunda de Shakespeare y Dostoyevski, y las obras que encarnan tragedias y dramatizaciones desgarradoras. El ensayo concluye con la invitación a una reflexión profunda que permita transformar la carga destructiva de la traición en una posibilidad de maduración espiritual, aprendizaje moral, recodificación axiológica y reparación emocional. He aquí la paradoja que se pretende vislumbrar: la puñalada que desgarra el alma es la misma que despierta la fortaleza dormida en lo más profundo de nuestro ser.