Diversidad de aves en un gradiente altitudinal en la Reserva de la Biosfera Sierra de Manantlán, México / Diversity of birds along an elevation gradient in the Sierra de Manantlán Biosphere Reserve, Mexico

Resumen Introducción: México concentra alrededor del 11 % de las especies de aves del mundo, de las cuales el 20 % son endémicas del país, concentrándose el mayor número en la región occidental. Objetivo: Analizar la composición, diversidad y distribución de la avifauna a lo largo de un gradiente altitudinal en el occidente de México. Métodos: La investigación se realizó en la Reserva de la Biosfera Sierra de Manantlán. Registramos especies de aves vistas o escuchadas en 28 puntos de conteo fijos a lo largo de un gradiente de elevación de 1 000 m. La comparación de la riqueza y la completitud del muestreo se determinaron con curvas de interpolación y extrapolación. Las franjas se compararon con un Procedimiento no Paramétrico de Permutación Multirespuesta. Se usaron correlaciones y ordenaciones indirectas para analizar cambios en la riqueza y abundancia. Resultados: Registramos 129 especies (estimado: 96 % de completitud): 19 endémicas de México, 13 en alguna categoría de riesgo y 21 consideradas indicadoras. La elevación determinó la distribución y abundancia de las especies, y las franjas altitudinales más bajas, tuvieron los valores más altos de riqueza y abundancia. Conclusión: La mayor riqueza y abundancia de especies se registró a menor altitud, con un cambio significativo en la composición y tipo de especies indicadoras por franja.

Abstract Introduction: Mexico concentrates around 11 % of the world's bird species, of which 20 % are endemic to the country, with the highest number concentrated in the Western region. Objective: To analyze composition, diversity and avifaunal distribution along an elevation gradient in Western Mexico. Methods: The research was done in the Sierra de Manantlán Biosphere Reserve. We recorded seen or heard bird species in 28 fixed count points along a 1 000 m elevation gradient. Comparative richness and sampling completeness were determined with interpolation and extrapolation curves. Belts were compared with Non-Parametric Multi-Response Permutation. Correlations and indirect ordinations were used to analyze changes in richness and abundance. Results: We recorded 129 species (estimate: 96 % completeness): 19 endemics to Mexico, 13 in some risk category, and 21 considered indicators. Elevation determined the distribution and abundance of species, and the lower elevational bands, had the highest richness and abundance values. Conclusion: The highest species richness and abundance were recorded at lower elevations, with a significant change in composition and type of indicator species by belt. The numbers of endemic and at-risk species remained constant with elevation.

Influencia familiar en el desarrollo de habilidades para el procesamiento numérico en niños preescolares / Family influence on the development of number processing skills in preschool children / Influência da família no desenvolvimento de habilidades de processamento numérico em crianças pré-escolares

RESUMEN Introducción: La competencia en matemáticas se encuentra relacionada con el desarrollo de habilidades básicas para el procesamiento numérico (simbólico y no simbólico) desde etapas tempranas del desarrollo y antes de la escolarización formal. Existe evidencia a favor de que el ambiente del hogar proporciona experiencias que facilitan la adquisición de habilidades específicas relacionadas con las matemáticas. Objetivo: Identificar actividades y estilos de relación presentes en el marco familiar que son buenos predictores del procesamiento numérico y el rendimiento aritmético de niños preescolares cubanos. Método: Entre septiembre y noviembre de 2019 se evaluaron 82 preescolares cubanos y sus padres a través de un estudio no experimental de tipo transeccional, con un carácter descriptivo-correlacional. Los instrumentos utilizados fueron el Numeracy Screener y Cuestionario para Padres, ambos adaptados al contexto cubano en el Centro de Neurociencias de Cuba. Resultados: El desarrollo de habilidades específicas para el procesamiento numérico básico, en formato simbólico y no simbólico, predijo de forma significativa el rendimiento matemático en la muestra estudiada. Se confirmó que la presencia en el marco familiar de estilos de relación y actividades que incluyen contenido numérico y cuantitativo, favorece el desarrollo de habilidades para el procesamiento numérico en los niños preescolares. Conclusiones: Entre los factores más significativos se encontraron: escolaridad de los padres, sus experiencias y actitudes hacia las matemáticas y la frecuencia con que comparten prácticas formales numéricas con sus hijos en el hogar.

ABSTRACT Introduction: Competence in mathematics is related to the development of basic skills for number processing (symbolic and non-symbolic) from early stages of development and before formal schooling. There is evidence that the home environment provides experiences that facilitate the acquisition of specific math-related skills. Objective: To identify activities and relationship styles present in the family setting that are good predictors of numerical processing and arithmetic performance in Cuban preschool children. Method: Between September and November 2019, 82 Cuban preschoolers and their parents were evaluated through a non-experimental transactional study, with a descriptive-correlational nature. The instruments used were the Numeracy Screener and Parent Questionnaire, both adapted to the Cuban context at the Centro de Neurociencias de Cuba. Results: The development of specific skills for basic numerical processing, in symbolic and non-symbolic format, significantly predicted mathematical performance in the sample studied. It was confirmed that the presence in the family of relationship styles and activities that include numerical and quantitative content favors the development of numerical processing skills in preschool children. Conclusions: Among the most significant factors found were: parental education, their experiences and attitudes towards mathematics and the frequency with which they share formal numerical practices with their children at home.

RESUMO Introdução: A competência em matemática está relacionada ao desenvolvimento de habilidades básicas para processamento de números (simbólicos e não simbólicos) desde as fases iniciais do desenvolvimento e antes da escolarização formal. Há evidências de que o ambiente domiciliar proporciona experiências que facilitam a aquisição de habilidades específicas relacionadas à matemática. Objetivo: Identificar atividades e estilos de relacionamento presentes no ambiente familiar que sejam bons preditores de processamento numérico e desempenho aritmético em crianças pré-escolares cubanas. Método: Entre setembro e novembro de 2019, 82 pré-escolares cubanos e seus pais foram avaliados por meio de um estudo transacional não experimental, de natureza descritivo-correlacional. Os instrumentos utilizados foram o Numeracy Screener e o Parent Questionnaire, ambos adaptados ao contexto cubano no Centro de Neurociencias de Cuba. Resultados: O desenvolvimento de habilidades específicas para processamento numérico básico, em formato simbólico e não simbólico, predisse significativamente o desempenho matemático na amostra estudada. Confirmou-se que a presença na família de estilos de relacionamento e atividades que incluem conteúdos numéricos e quantitativos favorece o desenvolvimento de habilidades de processamento numérico em crianças pré-escolares. Conclusiones: Entre os fatores mais significativos foram encontrados: a educação dos pais, suas experiências e atitudes em relação à matemática e a frequência com que compartilham práticas numéricas formais com seus filhos em casa.

Asociación del umbral de ciclos (Ct) en prueba RT-PCR para SARS-CoV-2 y severidad de la COVID-19 en pacientes de un hospital de referencia en Paraguay

RESUMEN Algunos estudios han encontrado que la severidad de la COVID-19 se asocia con una alta carga viral determinada por los números de ciclos (Ct) de amplificación de ADN de SARS-CoV-2. El objetivo fue determinar la relación entre el umbral de ciclos de PCR de SARS-CoV-2 y la severidad de la infección por el virus SARS-COV-2 en pacientes internados y ambulatorios en un hospital de referencia entre marzo a junio del 2021. Estudio retrospectivo observacional analítico de corte trasverso de pacientes adultos con COVID-19, ambulatorios e internados en el Hospital Nacional. Se incluyeron los pacientes cuya infección fue confirmada por RT-PCR para SARS-CoV-2, se consideró un punto de corte para Ct60 años (36,6%), estuvieron hospitalizados (69,8%), internados en sala (57,1%), y admitidos en cuidados intensivos (12,8%), tiempo medio de enfermedad 8,48 ± 4,2 días. La mortalidad fue de 22,2%. Se encontró mayor riesgo de fallecer para los pacientes con Ct 60 años (OR: 3,69; IC95%: 2,39-5,68). Estos dos factores permanecieron asociados con el óbito en el análisis multivariado. Hubo mayor riesgo de hospitalizarse y fallecer en los pacientes con Ct<25. El valor Ct podría ser útil para la predicción del curso clínico y el pronóstico de los pacientes con COVID-19.

ABSTRACT Some studies have found that severity of COVID-19 is associated with a high viral load determined by the number of cycles (Ct) of SARS-CoV-2 DNA amplification. The objective was to determine the relationship between the Ct value and the severity of the SARS-COV-2 virus infection in inpatients and outpatients at a reference hospital in Paraguay between March and June 2021. Cross-sectional retrospective study of adult patients with COVID-19, ambulatory and hospitalized admitted to the National Hospital. Patients whose infection was confirmed by RT-PCR for SARS-CoV-2 were included, a cut off point of Ct 60 years (36.6%), hospitalized (69.8%), admitted to ward (57.1%), and admitted to intensive care (12.8%), mean time of illness 8.48 ± 4.2 days and mortality was 22.2%. A higher risk of death was found for patients with Ct 60 years (OR: 3.69; 95% CI: 2.39-5.68). These two factors remained associated with death in the multivariate analysis. There was a higher risk of hospitalization and death in patients with TC <25. Ct value could be useful for predicting clinical course and prognosis of COVID-19 patients.

Lengua de Signos Española y Clasificación de los Números: Análisis y Propuesta de Neologismos1 / Spanish Sign Language and Classification of Numbers: Analysis and Proposal of Neologisms

RESUMEN: Las personas Sordas usuarias de la Lengua de Signos Española (LSE) en su etapa académica precisan del acompañamiento de un Intérprete de LSE que les facilite el acceso al currículum. En este sentido, y para facilitar la labor de los profesionales de la interpretación, los materiales lexicográficos de la LSE cobran una especial importancia. La calidad de los diccionarios de una lengua repercute en la calidad de las interpretaciones y traducciones. El objetivo de esta investigación es determinar si los diccionarios de la LSE recogen unidades léxicas (Signos) de calidad para los conceptos o nombres de los diferentes tipos de números. Para ello, se ha buscado, analizado y, en caso de ser necesario, creado Signos que reúnen las características básicas de las lenguas de modalidad viso-gestual. Los resultados de la investigación muestran, por un lado, que los materiales lexicográficos de la LSE presentan carencias terminológicas y, por otro lado, que en aquellos casos en los que se encuentra una opción de Signo para la palabra buscada es habitual encontrarnos con Signos que no transmiten el significado del concepto en cuestión. A pesar de ello, la LSE, al igual que todas las lenguas signadas, presenta recursos y métodos para crear nuevos Signos demostrando que es una lengua rica, capaz de transmitir cualquier tipo de información.

ABSTRACT: Deaf people who use Spanish Sign Language (LSE) in their academic stage need the support of an LSE Interpreter who facilitates their access to the curricular content. In this sense, in order to facilitate the work of professional interpreters, lexicographic materials of the LSE acquire a special importance. The quality of the dictionaries of a language has repercussions on the quality of interpretations and translations. The objective of this research is to determine if the LSE dictionaries collect lexical units (Signs) of quality for the concepts or names of the different types of numbers. To achieve that, we have searched, analyzed and, if necessary, created Signs that meet the basic characteristics of the languages ​​of visual-gestural modality. On the one hand, the results of our investigation allow us to assure that the lexicographical materials of the LSE present terminological deficiencies; on the other hand, in those cases where a Sign option is found for the searched word, it is common to find Signs that do not convey the meaning of the concept in question. In spite of this, LSE, like all Sign Languages, presents resources and methods to create new Signs, showing that it is a rich language, capable of transmitting any type of information.

El conocimiento de las fracciones. Una revisión de su relación con factores cognitivos / Fraction Knowledge. A Review Of Their Relationship With Cognitive Factors

Resumen El objetivo de este trabajo es realizar una revisión de la literatura que permita comprender la relación del conocimiento de las fracciones con los factores cognitivos en estudiantes de escolaridad primaria y secundaria. Se realizó una búsqueda de artículos empíricos en las bases de datos Education Research Complete, ERIC, MEDLINE, Primary Search, PsycARTICLES y PsycINFO. Los criterios de inclusión fueron: (a) trabajos empíricos, (b) efectuados con niños de escolaridad primaria o secundaria (de 6 a 18 años de edad), (c) publicados en revistas científicas con referato y (d) redactados en español o inglés. Las investigaciones seleccionadas coinciden respecto de que: (a) la atención predice el conocimiento conceptual y procedimental de las fracciones, (b) el lenguaje y la inteligencia fluida explican el conocimiento conceptual de las fracciones en la etapa inicial de su enseñanza sistemática y (c) el ejecutivo central contribuye a la predicción del conocimiento conceptual de las fracciones en años avanzados de la escolaridad. Se discuten las implicaciones teóricas y prácticas de estos resultados y se señalan posibles líneas de investigaciones futuras.

Abstract Learning fractions presents large difficulties for many children and adults. This is a serious problem, because different studies have shown that fraction knowledge predicts advanced mathematics, like algebra. Adult mathematic knowledge is related to employment opportunities, participation in high-skills occupations and economic and social well-being. Therefore, since fractions represent a backbone in mathematics achievement, understanding the factors that explain fractions learning is very important. Some theories of numerical cognition propose that general cognitive factors, like attention or working memory, contribute to learning mathematics. However, recent research has shown different and contradictory results about which cognitive factors are involved in fraction learning. Identifing the cognitive factors that explain fraction knowledge could lead to early identification of children with potential math learning difficulties and the development of interventions to improve their achievement. Therefore, the aim of this article is to perform a systematic literature review to analyze the relationship among some cognitive factors and fraction knowledge. A systematic literature search could define the state of the art on this topic, identify possible sources of controversy among studies, analyze those reasons to recognize points of agreement and discrepancy among studies and direct all this information towards future research lines. A systematic search of empirical articles was done on Education Research Complete, ERIC, MEDLINE Primary Search, PsycARTICLES, and PsycINFO databases. Search was carried out on September of 2017, with keywords in Spanish and their translation into English. Search terms were "fractions" ("fracciones") and "cognitive ability" ("habilidad cognitiva"), "cognitive processes" ("procesos cognitivos"), "working memory" ("memoria de trabajo"), "attention" ("atención"), "intelligence" ("inteligencia"), "speed of processing" ("velocidad de procesamiento"), "inhibition" ("inhibición") and "language" ("lenguaje"). Articles inclusion criteria were: (a) empirical studies, (b) with scholar age samples (6-18 years old), (c) published on peer review journals, (d) written in spanish or english. Thirteen publications were selected. They agree about attention predicting conceptual and procedural knowledge of fractions between fourth and sixth grade, (b) language and fluid intelligence explains conceptual knowledge of fractions in the initial stage of its systematic teaching, (c) central executive predicts fractions concepts in advanced levels of fraction instruction but not in the initial stages of learning, (d) central executive and fluid reasoning does not predict procedural fraction knowledge when other cognitive factors and mathematical abilities, like attention or whole number calculation skills, are included in the explanation models. In broad terms, these results are in line with some theoretical models of numerical cognition and suggested that cognitive processes and abilities are important to learn fractions. There are some practical implications to these results. Fraction learning could be improved by using pedagogical strategies and didactic materials which maximize cognitive performance. For example, employing novelty and ludic materials for teaching fractions could enable students to focus, maintain attention and improve their learning. Also, short instructions with low linguistic complexity would help students with attention, working memory or language difficulties to afford fractions activities and achieve a meaningful learning. On the other hand, working memory load to perform complex fraction activities would be reduced if basic fraction concept and procedures are consolidated in long term memory. Therefore, before advancing to more complex fractions activities in higher grades, the teacher should verify that the basic notions of fractions have been learnt and memorized by students. To develop theoretical cognitive models of mathematics learning, future research might analyze if cognitive factors contribute to fractions knowledge mainly through direct or indirect effects (that is, via their effects on others areas of math knowledge which affect fraction learning). On the other hand, the tasks used to measure cognitive factors are not always pure, that is, different cognitive operations are involved in their execution. Future studies might work with latent variables that allow the identification of the share variance between cognitive task, and consequently, the main cognitive factors involved in fractions learning.

Composición de anuro-fauna asociada a la cuenca baja del río Bojabá (Cubará-Boyacá, Saravena-Arauca) / Composition of anuro-fauna associated to the Bojaba river lower basin (Cubara-Boyaca, Saravena-Arauca) / Composição de anuro-fauna associada na bacia baxia do rio Bojaba (Cubará-Boyacá, Saravena-Arauca)

Resumen Se realiza un análisis de la composición y diversidad de la fauna anura asociada a la cuenca baja del Río Bojabá, en los municipios de Saravena-Arauca y Cubará-Boyacá, se reseña aspectos de números de especies, índices de diversidad verdadera y números efectivos de Hill. El muestreo se realizó en septiembre de 2013 y marzo de 2014 con dos temporalidades climáticas diferentes, en coberturas de bosque de galería, sabana y humedales. Se registran 231 ejemplares de anfibios, distribuidos en cinco familias, 10 géneros y 18 especies, la diversidad observada de orden q=0, q=1 y q=2 explicó que los humedales es la cobertura más diversa, sin embargo, q=0 indica que los bosques de galería podrían alojar más diversidad. Las especies encontradas provienen de planicies llaneras con adaptaciones fisiológicas a los ecosistemas intervenidos y con comportamiento generalistas.

Abstract An analysis of the composition and diversity of anura fauna associated with the lower Bojabá River basin, in the municipalities of Saravena-Arauca and Cubara-Boyaca, is carried out. Aspects of species numbers, true diversity indices and effective Hill numbers are reviewed. The sampling was carried out in September 2013 and March 2014 with two different climatic temporalities in gallery forest coverages, savanna and wetlands. 231 amphibian individuals are registered, distributed in five families, 10 genera and 18 species, the observed diversity of order q = 0, q = 1 and q = 2 explained that wetlands are the most diverse coverage, however, q = 0 indicates that gallery forests could accommodate more diversity. The species found come from eastern savannas with physiological adaptations to the intervened ecosystems and with generalist behavior.

Resumo É realizada uma análise da composição e diversidade da fauna de anura associada à bacia inferior do rio Bojabá, nos municípios de Saravena-Arauca e Cubará-Boyacá, aspectos do número de espécies, índices verdadeiros de diversidade e números efetivos de Hill são revistos. A amostragem foi realizada em setembro de 2013 e março de 2014, com duas temporalidades climáticas diferentes na cobertura florestal de galeria, savana e pântanos, São registradas 231 espécimes de anfíbios, distribuídas em cinco famílias, 10 gêneros e 18 espécies, a diversidade observada de ordem q = 0, q = 1 e q = 2 explicou que os pântanos são a cobertura mais diversificada, no entanto, q = 0 indica que as florestas de galeria podem acomodar mais diversidade. As espécies encontradas são provenientes de planícies com adaptações fisiológicas aos ecossistemas intervenientes e com comportamento generalista.

Tablas de normalidad de la población en Cuba para las pruebas psicométricas utilizadas en el diagnóstico de la encefalopatía hepática mínima / Cuban Normality Tables for Psychometric Tests Used for Diagnosis of Minimal Hepatic Encephalopathy

Objetivos: la encefalopatía hepática mínima constituye el estadio subclínico previo al desarrollo de encefalopatía hepática clínica en el paciente cirrótico, además de asociarse con un deterioro de la calidad de vida de estos pacientes y con un riesgo incrementado de accidentes laborales e incapacidad de conducción de vehículos. El Psychometric Hepatic Encephalopathy Score es considerado actualmente el método diagnóstico de elección en el diagnóstico de la EHM. El objetivo de este trabajo fue diseñar las tablas de normalidad del PHES para la población cubana. Población y métodos: se estudió una muestra conformada por 520 personas sanas de las provincias de Villa Clara, Sancti Spíritus y Cienfuegos. Las mismas realizaron las 5 pruebas incluidas en el PHES. Se analizaron las variables edad, sexo, años de escolarización, procedencia y consumo diario de alcohol. Mediante la prueba de la t de Student, ANOVA y el coeficiente de correlación de Pearson, se realizó el análisis univariante. Se efectuó un análisis de regresión lineal múltiple para cada prueba, y se construyeron las tablas de normalidad. Resultados: en el análisis multivariante (regresión lineal múltiple) la edad y los años de escolarización fueron las 2 variables independientes relacionadas con el rendimiento en cada una de las cinco pruebas. Conclusión: la disponibilidad de las tablas de normalidad del PHES permitirá contar con un método diagnóstico de referencia aplicable a los pacientes cubanos con cirrosis hepática, sin la necesidad de configurar grupos controlados por la edad y el nivel de escolaridad regionalmente

Objectives: Minimal hepatic encephalopathy (MHE) is the subclinical stage prior to the development of clinical hepatic encephalopathy in cirrhotic patients. For these patients, it is associated with impaired quality of life, increased risk of accidents, and incapacity for driving vehicles. The Psychometric Hepatic Encephalopathy Score (PHES) is currently considered to be the diagnostic method of choice for diagnosis of MHE. The aim of this work was to design PHES normality tables for the Cuban population. Population and Methods: The study sample consisted of 520 healthy people from the provinces of Villa Clara, Sancti Spiritus and Cienfuegos who all took the 5 tests included in the PHES. Variables of age, sex, years of schooling, place of origin, and daily alcohol consumption were analyzed. Univariate analysis with the Student’s t test, ANOVA and Pearson correlation coefficient was performed. Multivariable linear regression for each test was performed and normality tables were constructed. Results: Multivariate analysis used multiple linear regression with age and years of schooling as the independent variables related to performance for each of the 5 tests. Conclusions: The availability of normality tables provides a diagnostic reference method for PHES which is applicable to Cuban patients with liver cirrhosis without requiring control groups for age and regional education level

Tablas de normalidad de la población en Cuba para los test psicométricos utilizados en el diagnóstico de la encefalopatía hepática mínima / Normality tables of the population in Cuba for the psychometric tests used in the diagnosis of minimal hepatic encephalopathy

Objetivo: la encefalopatía hepática mínima constituye el estadio subclínico previo al desarrollo de encefalopatía hepática clínica en el paciente cirrótico, además de asociarse a un deterioro de la calidad de vida de estos pacientes y a un riesgo incrementado de accidentes laborales e incapacidad de conducción de vehículos. El Psychometric Hepatic Encephalopathy Score es considerado actualmente el método diagnóstico de elección en el diagnóstico de la EHM. El objetivo de este trabajo fue diseñar las tablas de normalidad del PHES para la población cubana. Métodos: se estudió una muestra conformada por 520 personas sanas de las provincias de Villa Clara, Sancti Spíritus y Cienfuegos. Las mismas realizaron los cinco tests incluidos en el PHES. Se analizaron las variables edad, sexo, años de escolarización, procedencia, y consumo diario de alcohol. Mediante la prueba de la t de Student, ANOVA y el coeficiente de correlación de Pearson se realizó el análisis univariante. Se efectuó un análisis de regresión lineal múltiple para cada test y se construyeron las tablas de normalidad. Resultados: en el análisis multivariante (regresión lineal múltiple) la edad y los años de escolarización fueron las dos variables independientes relacionadas con el rendimiento en cada uno de los cinco test. Conclusiones: la disponibilidad de las tablas de normalidad del PHES permitirá contar con un método diagnóstico de referencia aplicable a los pacientes con cirrosis hepática cubanos, sin la necesidad de configurar grupos controlados por edad y nivel de escolaridad regionalmente.

Objective: minimal hepatic encephalopathy (MHE) is the subclinical stage pre-clinical development of hepatic encephalopathy in cirrhotic patients, in addition to associated with impaired quality of life of these patients and an increased risk of accidents and disability of driving. The Psychometric Hepatic Encephalopathy Score (PHES) is currently considered the diagnostic method of choice in the diagnosis of MHE. The objective of this work was to design tables PHES normality for the Cuban population. Method: a sample composed of 520 healthy people in the provinces of Villa Clara, Sancti Spiritus and Cienfuegos were studied. They made the five tests included in the PHES. The variables age, sex, years of education, origin, and daily alcohol consumption were analyzed. By t test of Student, ANOVA and Pearson correlation coefficient univariate analysis. an analysis of multiple linear regression for each test was performed and normal tables were constructed. Results: in the multivariate analysis (multiple linear regression) age and years of schooling were the two independent variables related to performance in each of the five tests. Conclusions: the availability of tables PHES normality will provide a diagnostic method applicable reference to patients with liver cirrhosis Cubans, without the need to configure controlled for age and education level regional groups.

Perseveración en la tarea de generación aleatoriade números para niños / Perseveração na tarefa geração aleatória de números para crianças / Perseveration in random number generation task for children

Los déficits inhibitorios se observan en vários cuadros neurológicos y psiquiátricos, lo que puede aumentar la frecuencia de las respuestas perseverativas. No existe uma normalización de criterios para evaluar la perseveración. Lo Estudio 1 tiene por objetivo obtener datos preliminares de hasta cuantas casillas la repetición de un número debe ser considerada una perseveración en la tarea Generación Aleatoria de Números (GAN). El potencial de discriminación del puntaje de corte será examinado mediante la comparación de TDAH y saludables (Estudio 2). Se utilizaron los instrumentos: Cuestionario de datos socio-demográficos y de salud, Cuestionario abreviado de Conners, Matrices progresivas de Raven e lo GAN. Participaron niños de 6 a 12 años de edad (Estudio 1: n=60; Estudio 2: Trastornopor déficit de atención con hiperactividad (TDAH), n=9 e controles, n=18). Los niños tuvieron una media de 4,97 (dp=1,78) casillas para repetir un número. El criterio que considera la perseveración como la repetición del número hasta cinco casillas después de su última evocación ha distinguido TDAH y controles. Por lo tanto, esto parece ser el criterio más sensible para evaluar la perseveración.

Observam-se déficits inibitórios em vários quadros neurológicos e psiquiátricos, podendo aumentar a frequência de respostas perseverativas. Não há uma padronização dos critérios para avaliar a perseveração. O estudo 1 visou a obter dados preliminares de até quantas casas a repetição de um número pode ser considerada uma perseveração na tarefa Geração Aleatória de Números (GAN). O potencial discriminativo dos pontos de corte foi investigado pela comparação entre TDAH e saudáveis (Estudo 2). Os instrumentos foram: questionário de dados sociodemográficos e de saúde, Questionário Abreviado de Conners, Matrizes Progressivas Coloridas de Raven e o GAN. Participaram crianças com idades de 6 a 12 anos (Estudo 1: n= 60; Estudo 2: transtorno de déficit de atenção/hiperatividade (TDAH), n=9 e controles, n=18). As crianças levaram em média 4,97 (dp=1,78) caselas para repetir um número. O critério que considera perseveração como a repetição de um número até cinco caselas após a sua última evocação diferenciou TDAH de controles. Portanto, esse parece ser o critério mais sensível para avaliar a perseveração.

Inhibitory deficits are observed in several neurological and psychiatric disorders, which may increase the frequency of perseverative responses. There are no standard criteria to assess perseveration. The first study aimed to obtain preliminary data on how many blanks until the repetition of a number can be considered a perseveration in Random Number Generation (RNG) task. The discriminative potential of cutoff points was investigated by comparing children with Attention Deficit Hiperactivity Disorder (ADHD) and healthy children (Study 2). The instruments were: sociodemographic and health questionnaire, Conners Abbreviated Rating Scale, Raven Coloured Progressive Matrices and RNG. The sample was composed of children aged 6 to 12 years (Study 1: n= 60; Study 2: ADHD, n=9 e Controls, n=18). The children took on average 4.97 (sd=1.78) blanks to repeat a number. The criteria that considers perseveration as the repetition of a number up to five blanks after their last recall discriminated ADHD from controls. Therefore, this seems to be the most sensitive criteria to assess perseveration.

A emergência de leitura de frases compostas por números e palavras de ensino / Emergency of sentences reading composed by numerals and taught words

O presente artigo mostra um procedimento de ensino de leitura de palavras e de unidades numéricas. Desse modo, tendo sido ensinado separadamente o comportamento de ler palavras e números, estasclasses de estímulos foram apresentadas juntas formando pequenas frases. Participaram desse estudo 13 crianças da primeira série, da rede pública estadual, que não apresentavam o repertório de ler e o de identificar 2 números. O grupo foi composto por crianças do sexo masculino e feminino, cujas idades variavam entre 6 e 7 anos. O ler e o escrever, bem como identificar números, foram ensinados por meio de um procedimento de discriminação condicional por exclusão das palavras e números conhecidos. Os dados mostram que todos os participantes, exceto dois (P1 e P2) aprenderam a ler e escrever as palavras de ensino e a identificar números. Nas etapas de testes, estabeleceram, também,as equivalências BC/CB, leram as palavras impressas correspondentes corretamente e frente a palavras impressas, identificaram as figuras correspondentes corretamente. Na situação de teste, leram as frases compostas por palavras e números. Os dados são discutidos mostrando que o ler e escrever palavras são equivalentes ao identificar números e que a seqüência de ensino das unidades independentes palavras/números facilitou a emergência de leitura de frases.

This article presents a procedure to teach how to read and write words and numerical units. Thus, after teaching how to read words and numerals separately, such classes of stimuli were presented together forming short sentences. Thirteen first grade children from public schools, who did not present the repertories of reading words and identifying numerals previously, took part of this study. Male end female children aged from six to seven years old formed the group. Reading and writing, as well asthe activity of identifying numerals were taught through a conditional discrimination procedure, by means of excluding words and numerals that they already knew. The data show that, except for two participants (P1 e P2), all of the children learned how to read and write the taught words and how to identify the taught numerals. During some tests, they also established BC/CB equivalence relations.They read the corresponding words and numerals correctly, and identified the pictures before the corresponding printed words. During the tests they also read sentences with words and numerals. Data are here discussed, and show that reading and writing words are equivalent activities to identifying numerals, and that the teaching sequence of the independent units of words/numerals facilitated the sentences reading emergence.