Dos modelos medicionales para comprender la importancia de la aceptación incondicional, como reguladora de impulsividad y culpa, en adolescentes que han iniciado actividad sexual coital

Resumen La investigación referente a la sexualidad adolescente, identificando factores de protección, ha sido fundamental para el desarrollo de las políticas de salud pública. La aceptación incondicional no ha sido explorada en este contexto, lo que es peculiar si se considera su potencial teórico-práctico como un supuesto filosófico que aporte a la intervención psicoterapéutica y a la comprensión de la cognición humana. Este estudio abarcó a 1149 adolescentes de la ciudad de Huancayo, Perú, entre 13 y 18 años de edad, cursando estudios entre tercero y quinto de secundaría, de los cuales 53, 4% fueron de sexo masculino y 46,6% de sexo femenino, todos respondieron a tres escalas: Aceptación incondicional (UAQ), Bienestar de impulsividad (Barratt) y sentimiento de culpa (SC-35) El 12% de ellos afirmó haber sostenido relaciones sexuales coitales y resolvieron una escala de conductas sexuales seguras (SBQ). Los resultados mostraron una diferencia significativa en el efecto directo que tiene la impulsividad en el sentimiento de culpa, mediado por la aceptación incondicional, cuando se compara el modelo mediacional en adolescentes que no han iniciado su vida coital (Efecto indirecto ,0224 LLCI=003 ULCI=061) y en adolescentes que ya la han iniciado Efecto indirecto, (1012 LLCI=0173 ULCI=2447). Al explorar en estos últimos se ubica además un modelo de mediación significativo del efecto de las conductas sexuales seguras en la impulsividad, mediado por la aceptación incondicional (Efecto indirecto -,0847 LLCI=-2315 ULCI=-.0061). Adicionalmente, se identifican diferencias significativas de la relación de las variables según el género. Estos resultados nos permiten concluir que la aceptación incondicional cumple un rol importante para prevenir el sentimiento de culpa en los adolescentes cuando ya han iniciado actividad sexual coital, así mismo para explicar el efecto inverso que tienen las conductas sexuales seguras en la impulsividad. A partir de esto se sugiere educación en aceptación incondicional en adolescentes para prevenir impulsividad y sentimiento de culpa asociada a las prácticas de relaciones sexuales coitales

Abstract Research on protective factors on adolescence sexuality has been fundamental for the development of public health policy. Unconditional acceptance has not been explored in this context which is peculiar due to its theoretical and practice potential to improve psychotherapy and the understanding of human cognition. The sample for the present study was 1149 teenagers from Huancayo, Perú (Male: 53,4%; Female: 46,6%). The age Interval was between 13 and 18 years and they were studying in high school between third and fifth grade. They were evaluated with three scales: Unconditional Acceptance questionnaire (UAQ) Barratt impulsiveness Scale and feelings of guilt (SC-35). 12% of the sample claimed to had sexual intercourse and solved a sexual safe behaviors scale (SBQ). Results showed a significant difference between the mediation model of unconditional acceptance (in the effects of impulsiveness on the feeling of guilt) in teenagers that have initiated their sexual life (Indirect effect,1012 LLCI=0173 ULCI=2447) and teenagers that haven't initiated it (Indirect Effect ,0224 LLCI=003 ULCI=061). By exploring the first model, a significant mediational effect of unconditional acceptance has been found in the relation between sexual safe behaviours and impulsiveness (Indirect Effect -,0847 LLCI=-2315 ULCI=-.0061). Additionally. Significant differences of the variables according to genre were found. These results allow us to conclude that unconditional acceptance is important for the prevention of feelings of guilt in teenagers when they have initiated their sexual life. Additionally, is important to explain the negative effect that sexual safe behaviours has on impulsiveness. Unconditional acceptance education is suggested for prevent impulsiveness and feeling of guilt associated to sexual practices.

Facial Feedback: Limited Effect for Videos of Opposite Emotions / Feedback Facial: Efectos Limitados para Videos de Emociones Opuestas / Feedback Facial: Efeitos Limitados para Vídeos de Emoções Opostas

To prove the hypothesis of facial feedback (FF) for opposite emotional stimuli, 30 participants viewed a happy video, with 15 of the participants posing a sad expression; another 30 participants viewed a sad video, with 15 posing a joyful expression. Levels of joy, sadness, anger and anxiety were recorded before and after the videos. All observers of the happy video showed a decrease in sadness, but those who posed for sadness expressed lesser decrease. For their part, participants who posed joy during the sad video recorded an increase in anger and anxiety, attributed to having to pose for joy. No evidence was found that FF can counteract the effects of an intense emotional stimulus. The evidence related to the controlling of the intensity of an opposite emotion was also limited. The study found that posing for joy while undergoing sadness could provoke other negative emotions. The study questions the practical usefulness of FF.

Con el objetivo de probar la hipótesis del feedback facial (FF) para estímulos emocionales opuestos, 30 participantes vieron un video feliz, 15 posando una expresión triste; y otros 30 participantes vieron un video triste, 15 posando una expresión de alegría. Se registraron los niveles de alegría, tristeza, ira y ansiedad antes y después de ver los videos. Todos los participantes que vieron el video feliz mostraron una disminución en la tristeza, pero aquellos que posaron tristeza durante el mismo, mostraron una disminución menor. Por su parte, los participantes que posaron alegría durante el video triste indicaron un aumento de la ira y la ansiedad, atribuido a tener que posar alegría. No se encontró evidencia de que el FF pueda contrarrestar los efectos de un estímulo emocional intenso. La evidencia relacionada con la regulación de la intensidad de una emoción opuesta, también fue limitada. Se encontró que posar alegría durante la experimentación de tristeza, podría provocar otras emociones negativas. Se cuestiona la utilidad práctica del FF.

Com o objetivo de provar a hipótese do feedback facial (FF) para estímulos emocionais opostos, 30 participantes assistiram a um vídeo feliz, dos quais 15 posaram com uma expressão triste, e outros 30 participantes viram um vídeo triste, dos quais 15 posaram com uma expressão de alegria. Registraram-se os níveis de alegria, tristeza, ira e ansiedade antes e depois de assistir aos vídeos. Todos os observadores do vídeo feliz mostraram uma diminuição na tristeza, mas os que posaram tristeza durante esse vídeo expressaram uma diminuição menor. Por sua vez, os participantes que posaram alegria durante o vídeo triste registraram um aumento de ira e ansiedade, atribuído a ter que demonstrar alegria. Não se constatou evidência de que o FF possa neutralizar os efeitos de um estímulo emocional intenso. A evidência relacionada com a regulação da intensidade de uma emoção oposta também foi limitada. Constatou-se que posar alegria durante uma experiência de tristeza poderia provocar outras emoções negativas. Questiona-se a utilidade da prática do FF.

Text Comprehension as a Problem Solving Situation / Comprensión de textos como una situación de solución de problemas

Research in text comprehension has provided details as to how text features and cognitive processes interact in order to build comprehension and generate meaning. However, there is no explicit link between the cognitive processes deployed during text comprehension and their place in higher-order cognition, as in problem solving. The purpose of this paper is to propose a cognitive model in which text comprehension is made analogous to a problem solving situation and that relies on current research on well-known cognitive processes such as inference generation, memory, and simulations. The key characteristic of the model is that it explicitly includes the formulation of questions as a component that boosts representational power. Other characteristics of the model are specified and its extensions to basic and applied research in text comprehension and higher-order cognitive processes are outlined.

La investigación en la comprensión de textos ha dado detalles de cómo las características del texto y los procesos cognitivos interactúan con el fin de consituir la comprensión y generar significado. Sin embargo, no existe un vínculo explícito entre los procesos cognitivos desplegados durante la comprensión de textos y su lugar en la cognición de orden superior, como en la resolución de problemas. El propósito de este trabajo es proponer un modelo cognitivo en el que la comprensión de textos se hace similar a una resolución de problemas y la situación que se basa en la investigación actual sobre los procesos cognitivos conocidos como la generación de la inferencia, la memoria y las simulaciones. La característica clave del modelo es que incluye explícitamente la formulación de las preguntas como un componente que aumenta la potencia de representación. Otras características del modelo se especifican y sus extensiones a la investigación básica y en la comprensión de textos y de orden superior los procesos cognitivos se describen aplican.

Ecolocación humana: Revisión histórica de un fenómeno particular - Segunda parte / Human echolocation: Historical review of a particular phenomenon - Second part

La ecolocación es una habilidad que usaría inconscientemente la mayoría de las personas. Resulta crucial para la movilidad independiente de la persona ciega e implica utilizar sonidos autoproducidos y sus reflexiones para localizar y reconocer objetos que no se ven. Dos nuevos paradigmas han enriquecido el estudio de esta sorprendente habilidad: el del acoplamiento sensoriomotor y el de la sustitución sensorial. El primero sostiene que los sistemas perceptivo y motor constituyen procesos acoplados que requieren un insoslayable tratamiento unificado. El segundo considera que es posible ver con los oídos o con la piel en virtud de la plasticidad cerebral. En esta segunda parte se presenta la temática en el contexto teórico de la cognición corporizada y de recientes avances en neurociencias; se desarrollan además los estudios realizados en el tercer período. En esta revisión se reflejan cambios paradigmáticos en las ciencias del comportamiento y el valor científico acrecentado de la ecolocación humana.

Echolocation is an ability that can be used daily by human beings, even without being conscious of it. It turns out to be crucial to the efficient independent mobility of the blind person, an aspect that is severely affected by blindness. It implies using the information that emerges from self-produced sounds and their reflexions in order to locate and recognize unseen objects. According to the new cognitive and ecological paradigms in perception, it is believed that the primary function of the auditory system is to determinate, i.e., to localize and recognize, the characteristics of the sound source through the sounds emitted by it. Within this context, it has been very recently argued that echolocation (i.e., the ability to locate and recognize biologically relevant secondary sound sources through the information contained in the direct-reflected couple) is a variant of that general process of primary sound sources determination. Two recently established scientific paradigms have specially enriched the study of this amazing ability: the sensorimotor contingency theory and the sensory substitution perspective. The first approach claims that the perceptual and motor systems are coupling processes that demand a thoroughly unified treatment. The second approach considers that, for example, vision loss does not mean loss of the ability to see since it is possible to see with the ears or the skin. The central idea is that the information usually captured by vision may instead be captured by touch or audition, on account of brain plasticity. In this way, in echolocation (which represents a kind of 'seeing with the ears' natural sensory substitution system that is part of the human endowment) action consists of the exploratory activity that the subject carries out through self-generation of sounds and head and/or cane movements while sensation refers to certain tonal or spatial percepts related to the presence and characteristics of the objects that the subject (implicitly) learns to perceive probably as auditory Gestalts. In the first part of this article the main theoretical aspects and a revision of the studies throughout two of the three delimited periods were developed: FIRST APPROACHES (1700 - 1935) and SIENTIFIC STUDY OF HUMAN ECHOLOCATION (1940 -1980). The questions that researchers formulated during these periods were firstly concerned with discovering if blind persons actually possessed this ability, which of the sense organs was involved and which sensory stimulation was its necessary and sufficient condition. Secondly, they inquired into the scopes of echolocation and its possible underlying psychoacoustic mechanisms. The thorough investigations carried out allowed to unequivocally establishing that audition is the sensory basis of this ability and that changes in pitch are its necessary and sufficient condition. It was also demonstrated that not only blind subjects but also appropriately trained sighted subjects were able to precisely localize and recognize the characteristics of the experimental objects. In this second part, we present the object of study within the context of theories of embodied cognition and recent developments in the field of the neurosciences; we also elaborate upon studies carried out during the third period, named RECENT STUDIES, that extends from 1990 to present days. We show how the blind person with good echolocation ability becomes an excellent experimental model to study behavioral and neurophysiological aspects involved in implicit learning. The article illustrates the paradigm shifts that occurred in recent scientific history through the study of this particular human ability that, within the mentioned recent theoretical context, has acquired a renewed interest.

El sistema de neuronas espejo: evidencias fisiológicas e hipótesis funcional / The mirror neurons system: physiological evidence and functional hypothesis

En este trabajo se comentan algunas evidencias anatómicas y fisiológicas que presenta una red de neuronas con propiedades de integración sensoriomotoras, denominadas “neuronas espejo”. Estas neuronas se caracterizan por codificar las acciones tanto realizadas por el propio individuo, como observadas; constituirían el sustrato neural de la comprensión del significado de las acciones de otros individuos. Se plantean además otras hipótesis que vinculan el sistema de neuronas espejo con la codificación de habilidades del comportamiento aprendidas, la capacidad de imitación de los humanos, el comportamiento social, la formación y comprensión de conceptos abstractos, la comunicación y el lenguaje. La ubicación del sistema de neuronas espejo en la encrucijada entre las áreas de la corteza cerebral en las que se procesan la información vinculada con orientación espacial, visión y audición, facilitaría la integración de las distintas modalidades sensoriales que se requieren para las acciones complejas aprendidas. Los “engramas motores” y el “patrón de inervación motora”, clásicamente postulados como mecanismos independientes de la codificación de las “praxias”, tendrían una existencia real como funciones complementarias del sistema de neuronas espejo cuyo centro se localiza en la circunvolución supramarginal ubicada en el lóbulo parietal inferior izquierdo. La lesión de esta estructura del sistema nervioso central, y de la sustancia blanca adyacente ocasiona el trastorno neuropsicológico conocido como “apraxia ideomotora”. A partir de la integración de la información sensorial y motora, el sistema de neuronas espejo puede también constituir el circuito de codificación de otros tipos de información, como el de conceptos abstractos y el uso de metáforas, lo que es una capacidad especial del ser humano.

This paper discusses some anatomical and physiological evidenc that shows a network of neurons with sensorimotorintegration properties, called “mirror neurons”. These neurons are characterized by encoding actions both made by the individual as reported, suggesting that it would constitute the neural substrate of understanding the meaning of the actions of otherindividuals. It also raised other hypotheses that link the mirror neuron system with coding skills learned behavior, the ability of imitation of human social behavior, training and understanding of abstract concepts, communication and language. The location of the mirror neuron system at the crossroads between the cerebral cortex areas in which they process information related to spatial orientation, vision and hearing, wouldfacilitate the integration of different sensory modalities required for complex actions learned. The “motor engrams” and “motor innervation pattern, classically postulated mechanisms independent of the encoding of” praxia “would have a real existence as complementary functions of the mirror neuron system whose center is located in the supramarginal gyrus located in the left inferior parietal lobe. Injury to this structure of the central nervous system and the white adjacent matter causes neuropsychological disorder known as ideomotor apraxia. From theintegration of sensory and motor mirror neuron system may also be the coding circuit of other types of information, such as abstract concepts and the use of metaphors, which is a special ability of the human.