ABSTRACT
Resumen La gripe española, pese a ser una epidemia olvidada en Argentina, suscitó un fuerte impacto, tanto en la tasa de mortalidad del territorio nacional como en variados aspectos de la vida social, política, cultural y económica del país. En ese sentido, si bien se han realizado estudios desde perspectivas notoriamente enriquecedoras, no se ha planteado un abordaje que recupere las representaciones que realizaron, durante el brote, periódicos y revistas de circulación masiva. A partir de ese vacío historiográfico, el presente estudio pretende realizar un análisis de caricaturas e historietas colocadas en la reconocida revista argentina Caras y Caretas, intentando arrojar luz acerca de las diferentes formas en que la dolencia era presentada a su profuso público. El análisis, según lo venimos anticipando, nos lleva a proponer un abordaje anclado en una metodología de trabajo fundamentalmente cualitativa, definida a partir de la articulación del análisis histórico hermenéutico y del estudio de contenido, recuperando para este último algunas herramientas que nos otorga la sociosemiótica. Se trabajará sobre un conjunto de imágenes seleccionadas a partir de su contenido, en términos de los datos que arrojan sobre las condiciones de producción del discurso.
Abstract The spanish flu, despite being an epidemic forgotten in Argentina, caused a strong impact, both in the mortality rate of the national territory and in various aspects of the social, political, cultural and economic life of the country. In this sense, although there have been studies from notoriously enriching perspectives, an approach has not been proposed that recovers the representations made, during the outbreak, by newspapers and magazines of mass circulation. From this historiographical vacuum, this study aims to perform an analysis of cartoons and comics placed in the renowned argentine publishing house "Caras y Caretas", trying to shed light on the different ways in which the disease was presented by the magazine to its profuse public consumer. The analyse, as we have been anticipating, leads us to propose an approach anchored in a fundamentally qualitative work methodology, defined from the articulation of the hermeneutical historical analysis and the content study, recovering for the latter some tools that the socioemiotic gives us. Work will be done on a set of images selected from their content, in terms of the data they give about the conditions of speech production.
Subject(s)
Humans , Caricature , Influenza, Human/history , ArgentinaABSTRACT
O objetivo desta pesquisa foi obter dados normativos de um conjunto de faces do Karolinska Directed Emotional Faces (KDEF) em uma amostra brasileira. Para isso foi utilizada uma amostra não probabilística (por conveniência) de 100 participantes da cidade de João Pessoa-PB. Esses tinham idades entre 18 e 62 anos (M=21,6; DP=6,2), a maioria do sexo feminino (76%). Os resultados mostraram que os participantes obtiveram um percentual de acerto médio de 76,2%, de modo que expressões de Alegria (94.7%) e Surpresa (90.3%) foram as emoções mais facilmente identificáveis e Medo (40.65%) a mais difícil. Em relação às medidas de intensidade e valência, Nojo seguida de Surpresa obtiveram classificações mais intensas, e Alegria foi a única emoção com valência positiva alta. Esses achados foram bastante similares com àqueles relatados em pesquisas anteriores, fornecendo normas subjetivas de classificação mais adequadas às características da população brasileira.
The goal of this research was to obtain normative data of set of faces from Karolinska Directed Emotional Faces (KDEF) in a Brazilian sample. It was used a non-probabilistic sample (convenience sample) of 100 participants from the city of João Pessoa-PB. Age ranged from 18 to 62 years (M=21.6, SD=6.2), in which the majority was female (76%). Results showed that participants achieved a mean hit rate of 76.2%, and expressions of joy (94.7%) and surprise (90.3%) were the easiest emotions to identify and fear (40.65%) the most difficult. Regarding the measures of intensity and valence, disgust and surprise obtained more intense classifications, and joy was the only emotion with high positive valence. These findings were quite similar to those reported in previous research, providing subjective norms of classification suitable to the characteristics of the Brazilian population.
El objetivo de esta investigación fue obtener datos normativos de un conjunto de expresiones faciales del Karolinska Directed Emotional Faces (KDEF) en una muestra brasileña. Para ello, se utilizó una muestra no probabilística (por conveniencia) de 100 participantes de la ciudad de João Pessoa-PB. Ellos tenían edades entre 18 y 62 años (M=21,6, DP=6,2), la mayoría del sexo femenino (76%). Los resultados mostraron que los participantes obtuvieron un porcentaje de acierto promedio del 76,2%, de modo que las expresiones de Alegría (94.7%) y Sorpresa (90.3%) fueron las emociones más fáciles de identificar y Miedo (40.65%) la más difícil. Con relación a las medidas de intensidad y valencia, Asco seguida de Sorpresa obtuvieron clasificaciones más intensas, y Alegría fue la única emoción con valencia positiva alta. Estos hallazgos fueron muy similares con aquellos reportados en investigaciones anteriores, proporcionando normas subjetivas de clasificación más adecuadas a las características de la población brasileña.
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Emotions , Facial Expression , Nonverbal CommunicationABSTRACT
Objective To investigate the effects of glucocorticoid combined with spleen aminopeptide on immune function and pulmonary function in children with combined allergic rhinitis and asthma syndrome (CARAS).Methods A total of 166 cases of CARAS were divided into observation group (84 cases) and control group (82 cases),the patients in the control group were treated by nasal inhalation of Budesonide Aerosol,in addition to the treatment of control group the observation group was given spleen aminopeptide oral lyophilized powder for treatment,and two groups were treated continuously for 3 months.The effect of 2 groups of children,and the changes of immune and lung function before and after treatment were compared.Results Rhinitis and asthma were significantly reduced in two groups of children after treatment,and the reductions of the score of rhinitis symptoms and the asthma score in the observation group were more significant than those in the control group(P＜0.05).The humoral immunity index (IgG,IgM and IgA) of the 2 groups increased significantly after treatment.CD3+,CD4+ and the ratio of CD4+/CD8+ in the cellular immune indexes increased significantly,and CD8+ decreased significantly.The immune indexes in the observation group were significantly improved compared with those in the control group (P＜0.05).After treatment,the forced expiratory volume in one second(FEV1) and maximal expiratory flow rate (PEFR) of the 2 groups increased significantly compared with those before treatment,and the degree of increase in the observation group was significantly higher than that in the control group(P＜0.01).Conclusion Glucocorticoid combined with spleen aminopeptide could not only improve the symptoms and signs of children with CARAS,but also significantly enhance cellular immunity,humoral immunity and pulmonary function.
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La atención juega un rol clave en el desempeño escolar de los niños. Numerosas investigaciones han informado que la capacidad atencional se correlaciona positivamente con las competencias de lectura, escritura y habilidades matemáticas en escolares primarios. En este marco surge la necesidad de evaluar las habilidades atencionales de los niños en el ámbito educativo con instrumentos válidos, confiables y adaptados a la población escolar. El propósito del trabajo realizado fue elaborar los datos normativos del Test de Percepción de Semejanzas y Diferencias (CARAS) y sus indicadores de desempeño atencional. Esta prueba es utilizada para evaluar la atención focalizada y sostenida y la aptitud para percibir, rápida y correctamente, semejanzas, diferencias y patrones estimulantes parcialmente ordenados. La investigaciónfue descriptiva y se empleó un diseño no experimental, seccional-transversal. El análisis se hizo con una muestra estandarizada por muestreo aleatorio estratificado de 4.462 alumnos, de establecimientos escolares públicos de nivel primario del Gran Mendoza (República Argentina) de 7 a 12 años de edad. Como resultado se obtuvieron puntuaciones correspondientes al desempeño atencional:eficacia atencional (EA), eficiencia atencional (FA) y rendimiento atencional (RA), en tiempos parciales de evaluación (t1 y t2) y tiempo total (T), según sexo y edad. Luego se determinaron las frecuencias acumuladas que posteriormente fueron transformadas a rangos percentilares. Con este tipo de estudio normativo se pretende brindar en los diferentes indicadores de desempeño atencional, una mayor precisión diagnóstica en la evaluación del mecanismo atencional en niños.
Attention plays a key role in school performance of children. Different studies have reported that the attentional capacity is positively correlated with the skills of reading, writing and math in primary school. In the teaching-learning process, a child uses different forms of attention. In one task, the child selects relevant information and inhibits the others. Perhaps, should divide his attention and switch his focus of attention between two or more sources of information, holding -intentionally- these activities for a specified time. In this context, it is important evaluate the attentional abilities of children in education with valid, reliable and adapted instruments to the school population. The main perceptual-attentional skills used in assessing attentional tasks are: perception of differences, visual discrimination, visual integration and perceptual speed. These tasks can be characterized as simple, yet include a lot of tests, which requires a relatively large time to be realized. In this way become continuous performance tasks in which the subject must locate significant stimulus to a wider set of stimuli acting distracting way. The purpose of this work was the development of normative data of performance indicators in Perception Test Similarities and Differences or FACES. This test is used to evaluate the focused and sustained attention and the ability to perceive, quickly and correctly, similarities, differences and partially ordered stimulating patterns. As a main feature, the CARAS, has 60 blocks stimuli each composed of three schematic drawings of faces (with elementary strokes representing the mouth, eyes, eyebrows and hair), one of which is different. The task is to determine the different side and cross it off. The research was descriptive and cross-sectional non-experimental design was used. The analysis was performed on a standardized sample stratified random sample of 4.462 students between 7 and 12 years of public primary schools of Mendoza (República Argentina). As a result are obtained performance attentional scores: attentional efficacy (AE), attentional efficiency (AE) and attentional yield (AY) in partial evaluation time (t1 and t2) and total time (T), for each sex and age. These attentional assessment indicators are proposed by the authors in previous work. Mathematical expressions derived from these indicators, emerged from the chronological review of the progress made in this assessment tool and the need to know more accurately the capabilities of the subjects tested. In this context, the term attentional performance is introduced as an inclusive concept of attentional efficiency, attentional efficiency and attentional yield of a subject in visual search tasks. Attentional efficiency allows to evaluate the accuracy with which a child discriminate stimuli within a series of similar stimuli; attentional efficiency (AF) is defined as the cognitive ability to regulate and optimize the attentional mechanism to select and maintain attention for an extended period of time, using minimal resources of time available. Moreover, attentional yield (AY) is the product resulting from the level of effectiveness and efficiency obtained in selection and sustained attentional task. Then, the cumulative frequencies, which were subsequently transformed to percentile ranks, were determined. With this kind of normative study is to provide, in different attentional performance indicators, greater diagnostic accuracy in assessing attentional mechanism in children. The attentional capacity is key to proper cognitive functioning, thus its evaluation is relevant for the purposes of precise diagnosis and adequate psycho-educational intervention programs that interrupt the cycle of failure and frustration helping to increase the feeling of self-efficacy in the school.
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Alexithymia is a multi-faceted personality construct that encompasses, among other features, difficulties in identifying and describing emotions. Prior research suggests that alexithymia is associated with poor recognition memory for emotional words. This study addressed the question of whether memory for emotional faces varies as a function of alexithymia. The 20-Item Toronto Alexithymia Scale (TAS-20), and measures of depression, trait anxiety and intelligence were administered to 40 healthy women. During the encoding experiment angry, fearful, happy, and neutral faces were presented. After 30 minutes a recognition test was conducted. Partial correlation analysis revealed that the TAS-20 scale Difficulties describing feelings was inversely correlated with correct recognition of fearful and angry faces. Alexithymia appears to adversely affect memory functioning for negative emotional faces.
La alexitimia es un constructo de personalidad multifacética que abarca, entre otras características, dificultades en la identificación y descripción de emociones. La investigación previa sugiere que la alexitimia se asocia con pobre memoria de reconocimiento para palabras emocionales. Este estudio abordó la pregunta de si la memoria para las caras emocionales varía en función de la alexitimia. El 20-Item Toronto Alexithymia Scale (TAS-20) y mediciones de depresión, ansiedad-rasgo e inteligencia se administraron a 40 mujeres sanas. Durante la codificación se presentaron rostros de enojo, temeroso, feliz, y se presentaron rostros neutrales. Después de 30 minutos se llevó a cabo una prueba de reconocimiento. El análisis de correlación parcial reveló que la escala TAS-20 y la descripción de sentimientos se correlacionó inversamente con adecuado reconocimiento de rostros temerosos y enojados. La alexitimia parece afectar negativamente a la memoria para los rostros emocionales negativos.
Subject(s)
Affective Symptoms , Facial Expression , MemoryABSTRACT
En el ámbito educativo, las conductas problemas y los desórdenes atencionales son factores de riesgo que afectan el rendimiento académico y social del niño. La importancia del desarrollo de los procesos de aprendizaje genera la necesidad de evaluar las habilidades atencionales de los niños en el ámbito educativo con instrumentos válidos, confiables y adaptados a la población escolar. Desde la Neuropsicología del Desarrollo se proponen nuevos indicadores para la evaluación atencional a través del Test CARAS denominados: eficiencia atencional y rendimiento atencional. Esta prueba es utilizada para evaluar la atención focalizada y sostenida y la aptitud para percibir, rápida y correctamente, semejanzas, diferencias y patrones estimulantes parcialmente ordenados. Las expresiones matemáticas derivadas de los indicadores propuestos surgen de la revisión cronológica de los avances producidos en este instrumento de evaluación y la necesidad de conocer con mayor precisión las capacidades de los sujetos evaluados. Los indicadores propuestos han evidenciado en la prueba piloto con 48 sujetos una mayor representatividad de las habilidades atencionales y sus fluctuaciones, a partir del estudio de éstas en diferentes tiempos de evaluación. El trabajo que se informa permite introducir el término desempeño atencional como resultante de integrar los conceptos de eficacia atencional (EA), eficiencia atencional (FA) y rendimiento atencional (RA) en tareas de búsqueda visual. Con este tipo de estudio se pretende brindar una modalidad de análisis que contemple los diferentes aspectos que intervienen en tareas de búsqueda visual utilizadas para evaluar el desempeño atencional.
In the educational field the behavior problems and attentional disorders are risk factors, which affect the academic performance of the child. In the teaching-learning process, a child uses different forms of attention. In one task, the child selects relevant information and inhibits the others. Perhaps, should divide his attention and switch his focus of attention between two or more sources of information, holding -intentionally- these activities for a specified time. The importance of the development of learning processes requires the evaluation of the children's attentional abilities in the educational field as valid and reliable instruments adapted to the school population. This work, focused from the Development Neuropsychology approach, proposes two new indices called attentional efficiency and attentional yield for the evaluation of attention through the Perception of Differences Test - CARAS. As a main feature, the CARAS, has 60 blocks stimuli each composed of three schematic drawings of faces (with elementary strokes representing the mouth, eyes, eyebrows and hair), one of which is different. The task is to determine the different side and cross it off. These proposed indicators arise with new modes of administration of the Test CARAS and the need for greater accuracy in evaluating attentional. Attentional efficiency is defined (AF) as the cognitive ability to regulate and optimize the attentional mechanism to select and maintain attention for an extended period of time, using minimal resources of time available. Moreover, attentional yield (AY) is the product resulting from the level of effectiveness and efficiency obtained in selection and sustained attentional task. Mathematical expressions derived from the proposed indicators, arising from the chronological review of developments since the original technique to methods and scores currently used today. We believe that the progress made in this work have enriched the analysis in the evaluation of attention and use of the CARAS Test. Although, attentional efficiency, produced advances in the interpretation of the results, new developments in the application of the test methods, that is, analyzing the execution after 3 minutes, have proposed new challenges. Currently with these contributions not only have the chance to meet attentional efficacy (AE) in a period of focused attention mainly, but also its attentional efficiency (AF) and attentional yield (AY) in periods of sustained attention (after three minutes until completion of the task). The proposed indicators have been evident in the pilot test with 48 children greater representation of attentional skills and fluctuations, from the study of different evaluation times. The pilot test was conducted in the institution primary school, located in the city of Mendoza (Argentina). This paper presents the limitation of being a pilot study on a small sample of students. However, it served to apply in real cases the proposed concepts. These results come from children in urban public schools so the interpretation of the results must be contextualized. It must also recognize the importance of further assessments for adequate attentional diagnosis. Currently being developed complementary to regional scale attentional efficacy (AE) with attentional efficiency indicators (AF) and attentional yield (AY) from a random sample of 5000 students in first through seventh grade belonging to marginal - urban and urban primary schools state of Mendoza. This work allows introducing the term attentional performance as the result of integrating the concepts of attentional efficiency (AE), attentional efficiency (AF) and attentional yield (AY) in visual search tasks. With this type of study is to provide a form of analysis, which considers the different aspects involved in visual search tasks used to assess attentional performance.
ABSTRACT
We tested the effects of the establishment of conditioned reinforcement for observing human faces and/or voices on the rate of learning, observing responses, and verbal operant emissions for four children, ages 4-5 years, with autism spectrum disorders (ASD) and related disorders. We used a non-concurrent, delayed probe design across participants with pre and post-intervention measures. The intervention included a conjugate stimulus-stimulus pairing procedure. Results demonstrated that as a function of the intervention, faces were conditioned for three out of three participants and voices were conditioned for two out of two participants for whom either was lacking respectively prior to the intervention (both faces and voices were conditioned for one participant). Post-intervention probes demonstrated increases in rate of learning, observing responses, and verbal operants for all four participants.
Se probaron los efectos del establecimiento del reforzamiento condicionado al observar caras o voces de humanos sobre la tasa de aprendizaje, de la tasa de respuestas de observación y sobre la emisión de operantes verbales de cuatro niños de 4 a 5 años con trastorno del espectro autista (ASD, por sus siglas en inglés) y de trastornos relacionados. Se utilizó un diseño no concurrente demorado entre participantes con mediciones pre y post intervención. La intervención incluyó un procedimiento de apareamiento conjugado estímulo-estímulo. Los resultados mostraron que, como función de la intervención, las caras se condicionaron para tres de tres participantes y las voces se condicionaron para dos de dos participantes, para quienes dicho condicionamiento no estaba presente antes de la intervención (ambas, las caras y las voces ya estaban condicionadas para uno de los participantes). Los sondeos post-intervención demostraron un incremento en la tasa de aprendizaje, de las respuestas de observación y de las operantes verbales para los cuatro participantes.
ABSTRACT
A series of experiments were devised to test the idea that sensorimotor systems activate during the processing of emotionally laden stimuli. In Experiments 1 and 2 participants were asked to judge the pleasantness of emotionally laden sentences while participants held a pen in the mouth. Experiments 3 and 4 were similar to the previous experiments, but the experimental materials were emotionally laden images. In Experiment 5 and 6 the same bodily manipulation used throughout the previous experiments was kept while participants judged facial expressions. The first pair of experiments replicated findings suggesting that sensorimotor systems are activated during the processing of emotionally laden language. However, follow-up experiments suggested that dual activation of both perceptual and motor systems is not always necessary. For the particular case of emotionally laden stimuli, results suggested that the perceptual system seems to drive the processing. It is also shown that a high resonance between sensorimotor properties afforded by the stimuli and the sensorimotor systems activated in the cogniser elicit emotional states. The results invite to review radical versions of embodiment accounts and rather support a graded-embodiment view.
Una serie de experimentos fueron diseñados para determinar si sistemas sensoriomotores se activan durante el procesamiento de estímulos con contenido emocional. En los experimentos 1 y 2, los participantes juzgaron cuan emocionales eran ciertas frases con contenido emocional mientras sostenían un lápiz en la boca. Los experimentos 3 y 4 fueron similares a los anteriores con la diferencia de que los materiales experimentales fueron imágenes con contenido emocional. En los experimentos 5 y 6 la misma manipulación facial fue usada mientras los participantes juzgaban expresiones faciales. El primer par de experimentos replicó estudios anteriores demostrando que sistemas sensoriomotores se activan durante el procesamiento de lenguaje con contenido emocional. Sin embargo, los experimentos subsecuentes sugirieron que la activación de sistemas perceptuales y motores no siempre son necesarios. Para el caso específico de estímulos con contenido emocional, los resultados sugirieron que el sistema perceptual está a cargo del procesamiento. También se argumenta que una resonancia alta entre los sistemas sensoriomotores asociados a los estímulos y los sistemas sensoriomotores activados en el participante, conllevan a la elicitación de estados emocionales. Los resultados invitan entonces a revisar versiones radicales de las teorías de la cognición corporeizada y en cambio sugieren adoptar versiones en las que existen grados de corporeidad.
Subject(s)
Cognition , LanguageABSTRACT
La percepción y el reconocimiento de caras como funciones cerebrales complejas de gran relevancia psicobiológica son objeto de estudio por parte de la comunidad neurocientífica desde hace varias décadas. En este artículo se revisan los datos existentes sobre potenciales evocados y procesamiento de caras y se discute la significación funcional de cada una de las respuestas psicofisiológicas analizadas en relación con las diferentes etapas o módulos descritos en los modelos cognitivos y neurales sobre el procesamiento de rostros familiares y desconocidos. El procesamiento inicial de las caras está relacionado con respuestas electrofisiológicas muy tempranas como la onda occipital P120, asociada a la detección de aspectos estructurales primarios sugerentes, grosso modo, de la presencia de una cara en nuestro campo visual. La onda temporal posterior N170 es más sensible a la configuración facial (vs. otros objetos) y a la presencia de rasgos faciales distintivos antes de que se produzca la individualización intra-categorial (reconocimiento visual de la identidad), mientras que las respuestas de latencia más tardía como la temporal anterior N250r y la topográficamente más distribuida N400 son las que reflejan, respectivamente, los procesos de acceso y recuperación de información relativa a las caras conocidas en la memoria a largo plazo.
The perception and recognition of faces are complex brain functions of great psychobiological relevance and have been studied by the neuroscientific community for decades. This paper reviews existing data on event-related potentials and facial processing, therefore, the functional significance of each psychophysiological response, in relation with the different stages or modules described in cognitive and neural models regarding the processing of familiar and unknown faces are discussed. The initial processing of faces is related to early electrophysiological responses as occipital P120 wave, associated with the detection of primary structural features suggestive of, basically, the presence of a face in our visual field. The posterior temporal N170 wave is more sensitive to facial configuration (vs. other objects) and to the presence of specific facial features before the intra-categorical identification takes place (visual recognition of identity), while the later latency responses as the anterior temporal N250r and the more topographically distributed N400 are those that reflect, respectively, the access and retrieval of information on familiar faces in long-term memory.
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La variante frontal de la Demencia Frontotemporal (DFTvf) se caracteriza por un severo trastorno de la conducta y la personalidad, explicado por alteraciones en el procesamiento emocional y/o en la Teoría de la Mente (TdM). Objetivo: Evaluar los procesos cognitivos involucrados en a resolución del Test de Caras (Baron-Cohen et al., 1997) en comparación con el test Lectura de la Mente en los Ojos (LMO) (Baron-Cohen et al., 2001) y la utilidad de ambos para el diagnóstico de alteraciones en la TdM en pacientes con DFTvf. Población: 20 pacientes con diagnóstico de DFTvf, media de edad 66,9 años y escolaridad 6,25 años. Resultados: Correlación significativa entre LMO y el Test de Caras. Doble disociación entre ambas pruebas. Conclusión: La presencia de correlaciones indica que ambas pruebas se afectan en esta demencia, resultando herramientas de igual valor clínico. El hallazgo de disociaciones indica que cada una de ellas evalúa procesos cognitivos parcialmente independientes.
The frontal variant of frontotemporal dementia (FTDfv) is characterized by a severe behavioural and personality impairment, explained by alterations in the emotional process and/or in Theory of Mind (ToM). Objective: To assess the cognitive processes involved in performing the Faces Test (Baron-Cohen et al., 1997) in comparison with Reading de Mind in the Eyes Test (RME) (Baron-Cohen et al., 2001), and the utility of both in the diagnosis of ToM alterations in FTDfv patients. Subjects: 20 patients diagnosed with FTDfv, mean age 66,9 years and mean education 6,25 years. Results: Significative correlation between RME and Faces Test. Double dissociation between these tests. Conclusion: The presence of correlations indicates that both tests are affected in this dementia, being both useful as clinical tools. The dissociations founded indicates that each one assesses partially-independent cognitive processes.