Ser joven andino quechua cerca y lejos de sus comunidades de origen / Being young, Andean and Quechua and both near and far from communities of origin / Ser jovem andino quechua perto e longe de suas comunidades de origen

Resumen (analítico) La investigación se pregunta cómo las y los «jóvenes¼ procedentes de comunidades quechuas surandinas del Perú construyen su «ser joven¼ en contextos de imposición neocolonial/neoliberal y, a la vez, de resistencias cerca y lejos de sus lugares de origen. Se realizó desde la postura decolonial con la metodología investigación-acción participativa adaptada al mundo de jóvenes de comunidades de Apurímac, Huancavelica y Ayacucho. Se constata que son afectados por imposiciones de la sociedad nacional, que a través de servicios y políticas públicas les proyectan una manera homogénea y hegemónica de ser joven que tiende a distanciarlos de sus familias y comunidades. La crianza en su cosmovisión será fuente de sus resistencias y les permitirá recuperar sus raíces por la vía de la lengua originaria y de la espiritualidad andina.

Abstract (analytical) This study asks how "young people" from the Quechua communities in Southern Peru construct "being young" in contexts involving neocolonial / neoliberal imposition and, at the same time, of acts of resistance both near and far from their places of origin. It was carried out using a decolonial position through the Participatory Action Research methodology adapted to the worlds of "young people" in the communities of Apurímac, Huancavelica and Ayacucho. The research identified that these young people are affected by impositions from Peruvian society, as government services and public policies project a homogeneous and hegemonic way of being young that tends to distance them from their families and communities. An upbringing based on their worldview will be the source of their resistance and will allow them to recover their roots through native language and Andean spirituality.

Resumo (analítico) A pesquisa questiona como os "jovens" das comunidades quíchuas do sul do Peru constroem seu "ser jovem" em contextos de imposição neocolonial / neoliberal e, ao mesmo tempo, de resistência perto e longe de seus lugares de origem. Foi realizado a partir da posição descolonial com a metodologia da Pesquisa-Ação Participativa adaptada ao mundo dos jovens das comunidades de Apurímac, Huancavelica e Ayacucho. Constata-se que são afetados por imposições da sociedade nacional, que por meio de serviços e políticas públicas os projetam de uma forma homogênea e hegemônica de ser jovem que tende a distanciarse de suas famílias e comunidades. A formação em sua visão de mundo será a fonte de sua resistência e permitirá que recuperem suas raízes por meio da língua nativa e da espiritualidade andina.

Propuesta de una versión abreviada de un cuestionario internacional para pesquisar acoso escolar: adaptación al español de Argentina y análisis factorial exploratorio / Proposal for a short version of an international questionnaire to detect bullying: adaptation to Argentine Spanish language and exploratory factor analysis

Introducción. El acoso escolar (bullying) comprende conductas de intimidación, hostigamiento y acoso físico o psicológicoejercidas intencionalmente por un escolar(acosador) contra otro (víctima) en formareiterada. Incluye el maltrato físico y verbal, la exclusión social y el ciberacoso (ciberbullying). Las víctimas incrementan el ausentismo escolar y tienen más riesgo de desarrollar síntomassomáticos, ansiedad, depresión y suicidio. Si bien el cuestionario Adolescent Peer Relations Instrument (APRI) para la pesquisa de acoso escolar (19 ítems) fue validado en España en 2016, no se contaba con una herramienta validadaen Argentina. Objetivo. Obtener una versión abreviadaadaptada al español hablado en Argentina del cuestionario APRI. Población y método. Se realizó una adaptación transcultural al español hablado en Argentina del cuestionario APRI para la pesquisa deacoso escolar en adolescentes y, posteriormente, la reducción de ítems mediante un procesomatemático (análisis factorial exploratorio) y conceptual (comité de expertos). Participaron adolescentes de 13 a 17 años que cursabanestudios secundarios en dos escuelas estatales de la localidad Boulogne Sur Mer en San Isidro, provincia de Buenos Aires. Resultados. Se obtuvo una versión abreviada delcuestionario, conformada por 14 ítems divididosen dos dominios: maltrato físico y victimización verbal y social. Conclusiones. El cuestionario abreviado obtenidotiene equivalencia semántica con la versiónoriginal y cuenta, además, con una adecuada validez aparente y de contenido.

Introduction. Bullying encompasses intentional intimidation, abuse, and physical or psychological harassment behaviors by a student (bully) against another student (victim) repeatedly. It includes physical and verbal abuse, social exclusion, and cyberbullying. Victims miss school more often and have a higher risk for somatic symptoms, anxiety, depression, and suicide. Although the Adolescent Peer Relations Instrument (APRI) is a bullying screening questionnaire (19 items) validated in Spain in 2016, there was no validated instrument available in Argentina. Objective. To obtain a short version adapted to Argentine Spanish of the APRI. Population and method. The APRI, a questionnaire to screen for bullying among adolescents, was cross-culturally adapted to Argentine Spanish language and then questionnaire items were reduced by a mathematical process (exploratory factor analysis) and a conceptual process (expert committee). Participants were adolescents aged 13-17 years who were attending secondary public schools in the city of Boulogne Sur Mer, San Isidro, province of Buenos Aires. Results. A short questionnaire version made up of 14 items divided into 2 dimensions (physical abuse and social and verbal victimization) was obtained. Conclusions. The resulting short questionnaire is semantically equivalent to the original version and also has adequate apparent and content validity.

Do gesto à linguagem indireta: a noção de expressão em Merleau-Ponty / From gesture to indirect language: the notion of expression in Merleau-Ponty

O objetivo do artigo é compreender a noção de linguagem e expressão em Merleau-Ponty, de modo a evidenciar como se dá a gênese de sentido linguístico. Primeiro, optamos em expor o estado da questão na Fenomenologia da Percepção. Introduzimos o corpo como potência expressiva e significativa de mundo, e a linguagem como expressão atrelada ao caráter gestual da palavra. Em seguida, apresentamos a expressão da linguagem após a apropriação feita por Merleau-Ponty da linguística de Saussure. Por fim, enfocamos a articulação entre o sentido gestual da palavra e o caráter sistemático da língua: o sujeito falante, enquanto potência de atualização e criação de sentido, assume a língua à qual pertence, ao mesmo tempo em que a língua forma sua possibilidade de expressão.

This paper aims to understand the notion of language and expression in Merleau-Ponty, in order to show how the genesis of linguistic meaning occurs. First, we chose to showcase the state of this question in Phenomenology of Perception.We introduce the body as an expressive and significant power of world, and the language as an expression linked to the gestural character of the word. Then, we present the language expression after Merleau-Ponty's appropriation of Saussure's linguistics. Finally, we focus on the articulation between the gestural sense of the word and the systematic character of the language: the speaking subject, as a power of updating and creating meaning, assumes the language to which it belongs, at the same time that the language forms its possibility of expression.

Cuidados al Final de la Vida: Análisis desde la práctica fonoaudiológica / End of life care: Analysis from the speech and language therapist practice

Los cuidados de fin de vida han evolucionado en lo conceptual y en lo práctico, incluyendo el tipo de profesionales que se involucra actualmente en esta área del quehacer. El trabajo de los/las fonoaudiólogos/as históricamente se ha relacionado con la intervención de las dificultades en la comunicación y deglución, sin embargo, frente al acompañamiento de personas en su proceso de muerte, es necesario diversificar esta concepción. Por esto, el presente artículo tiene por objetivo, reflexionar sobre nuestra realidad como profesionales de la salud en dicha área, por esto se presenta una revisión de tópicos relacionados con los cuidados de fin de vida, buscando entregar sustentos teóricos y prácticos al respecto. Se destacan aspectos relevantes para la intervención, tales como el modelo de salud que fundamenta las intervenciones que se realizan (biomédico ­ biopsicosocial), la importancia del autoconocimiento y el rol que juegan las emociones del profesional en el proceso terapéutico. Finalmente, se hace referencia a puntos relevantes relacionados con la intervención clínica específica a nivel fonoaudiológico, buscando ampliar el entendimiento y los límites del abordaje de las personas con dificultades de comunicación y deglución (alimentación) al final de su vida, esperando con ello explicitar lo diverso de las acciones realizables en el acompañamiento de la población antes mencionada

End-of-life care has evolved conceptually and practically, including the type of professionals currently involved in this area of work. Speech and Language therapists practice has historically been related to the intervention of communication and swallowing difficulties, however, when accompanying people in their dying process, it is necessary to diversify this conception. Therefore, this article aims to reflect on our reality as health professionals in this area, therefore a review of issues related to end-of-life care is presented. Relevant aspects for the intervention are highlighted, such as the health model that underlies the interventions carried out (biomedical - biopsychosocial), the importance of self-knowledge and the role played by the professional's emotions in the therapeutic process.Finally, reference is made to important points related to the specific clinical intervention at the speech and language therapy level, seeking to expand the understanding and the limits of the approach to people with communication and swallowing difficulties (feeding) at the end of their life, hoping to make explicit the diversity of the actions that can be performed in the accompaniment of the aforementioned population

Desempeño en las Tareas del Test de Boston vs. Prueba para la Evaluación del Procesamiento del Lenguaje en el Adulto (PEPLA) Aplicadas a Adultos mayores de Bogotá, Colombia / Performance in the Tasks of the Test of Boston vs. Test for Evaluation of Language Processing en the Adult (PEPLA) Applied to Adults in Bogotá, Colombia

El artículo tiene como objetivo general comparar el desempeño de las tareas del test de Boston y de la Prueba para la evaluación del procesamiento del lenguaje en el adulto (PEPLA) en adultos mayores de 60 años en Bogotá, Colombia. Para ello se evalúa con la Prueba para la Evaluación del Procesamiento del Lenguaje en el Adulto (PEPLA) y el test de Boston, a 11 adultos mayores de 60 años, pertenecientes a la ciudad de Bogotá, la aplicación de las pruebas se llevó a cabo mediante el ejercicio de telepráctica, con la aplicación Google Meet. Se presenta el análisis e interpretación de los resultados estadísticos obtenidos en el software R que mediante la opción prueba t, se compararon las variables A y B. La variable A representa las tareas del test de Boston, la variable B representa las tareas de la prueba PEPLA. Allí se evidenciaron valores que representa si las variables son estadísticamente significativas o no. Se concluyó que las tareas del test de Boston y PEPLA guardan niveles de desempeño similares, es por esta razón que PEPLA ofrece un avance para la población colombiana y es pertinente que se realicen las modificaciones para su validación

To compare the performance of the tasks of the Boston test and the Test for the assessment of language processing in adults (PEPLA) in adults over 60 years in Bogotá, Colombia. It is evaluated with the Test for the Evaluation of Language Processing in the Adult (PEPLA) and the Boston test, 11 adults over 60 years old, belonging to the city of Bogotá, the application of the tests was carried out by means of the telepractic exercise, with the Google Meet application. The analysis and interpretation of the statistical results obtained in the R software is presented, which by means of the t-test option, variables A and B were compared. Variable A represents the tasks of the Boston test, variable B represents the tasks of the test PEPLA. There, values were evidenced that represent whether the variables are statistically significant or not. It was concluded that the tasks of the Boston and PEPLA test have similar performance levels, it is for this reason that PEPLA offers an advance for the Colombian population and it is pertinent that the pertinent modifications be made for its validation

Fonoaudiología en Educación: Experiencias docentes para la conformación de una Spin-off universitaria / Speech and language therapy in education: Teaching experiences for the conformation of a university Spin-off

Este artículo pretende demostrar la viabilidad que tiene la creación de una spin-off universitaria que ofrezca servicios fonoaudiológicos para darle solución a las dificultades comunicativas que se presentan en el ámbito escolar, tanto en estudiantes como en docentes y administrativos. Metodología: Este fue un estudio cualitativo con diseño de investigación mixto, en el cual se obtuvieron los resultados a partir de una revisión documental y la aplicación de dos instrumentos de recolección de datos a profesionales de algunas instituciones educativas públicas y privadas de Medellín. Resultados: Los resultados evidenciaron que los docentes no reconocen en su totalidad las funciones del fonoaudiólogo en el sector educativo, y así mismo, se demostró que la participación que se ha tenido en los procesos que lleva a cabo este profesional en las instituciones educativas no ha sido la esperada; los docentes refirieron identificar diversas dificultades en los estudiantes y en ellos mismos, relacionadas con la comunicación; además, reconocieron la importancia y necesidad de incluir al fonoaudiólogo en las instituciones educativas. Conclusión: Se concluye que en el sector educativo son evidentes las dificultades comunicativas que presentan los estudiantes, los docentes y administrativos, sin embargo, en estas instituciones aún no se ha integrado el servicio de fonoaudiología, por ende, no se logra dimensionar el alcance que tiene el fonoaudiólogo para beneficiar la población escolar. Las experiencias docentes permitieron confirmar el gran valor que tiene la conformación de una spin-off que ofrezca servicios fonoaudiológicos a la comunidad educativa, brinde solución a las necesidades y complemente la labor docente

To demonstrate the viability of creating a university spin-off that offers speech and language services to solve communication difficulties that appear in the school environment for students, teachers and administrators. Methodology: This was a qualitative study with a mixed research design in which the results were obtained from a documentary review and the application of two data collection instruments to professionals in some public and private educational institutions in Medellin. Results: The results showed that the teachers do not fully recognize the functions of the speech and language therapist in the educational sector and it was also demonstrated that the participation in the processes carried out by this professional in the educational institutions has not been as expected. The teachers referred to identify various difficulties in the students and in themselves related to communication. In addition, they recognized the importance and need to include the speech and language therapist in the educational institutions.Conclusion: It is concluded that in the educational sector the communication difficulties presented by students, teachers and administrators are evident; however, in these educational institutions the speech and language service has not yet been integrated. Therefore, it is not possible to dimension the scope that the speech and language therapist has to benefit the school population. The teaching experiences allowed confirming the great value of the conformation of a spin-off that offers speech and language services to the educational community, providing solutions to the needs and complementing the teaching work

Habilidades Psicolinguisticas y Rendimiento Escolar. Estudiantes de 4° Básico / Psycholinguistic Skills and School Performance

El objetivo de este estudio es determinar la relación entre las habilidades psicolingüísticas y el rendimiento escolar. El presente estudio es de tipo cuantitativo, con alcance descriptivo correlacional, de tipo transversal no experimental. La muestra estuvo compuesta por 35 estudiantes de 4° año básico de un colegio particular subvencionado de la ciudad de Chillán, Chile. La recolección de datos se obtuvo mediante la aplicación del Test de Illinois de Aptitudes Psicolingüísticas (ITPA) y el promedio final de las asignaturas de Lenguaje, Matemáticas, Ciencias Sociales e Historia y Geografía. Dentro de los resultados se pudo determinar la existencia de una correlación positiva, de fuerza relativamente moderada y estadísticamente significativa entre la Integración Visual y el promedio en la asignatura de Ciencias y el Rendimiento Académico Total, así como la Asociación Auditiva y el promedio en la asignatura de Ciencias y la Expresión Verbal con el promedio en la asignatura de Lenguaje. Por medio de la presente investigación se concluye que se logra establecer una relación parcial entre las Habilidades Psicolingüísticas y el Rendimiento Académico

The objective of this study is to determine the relationship between psycholinguistic skills and school performance. The present study is quantitative, with a correlational descriptive scope, of a non-experimental cross-sectional design. The sample consisted of 35 students in the 4th grade, of a non-experimental cross-sectional design. The sample consisted of 35 students in the 4th year of a private subsidized school in the city of Chillán, Chile. Data collection was obtained through the application of the Illinois Test of Psycholinguistic Aptitudes (ITPA) and the final average of the subjects of Language, Mathematics, Social Sciences, and History and Geography. Within the results, it was possible to determine the existence of a positive correlation, of relatively moderate strength and statistically significant between Visual Integration and the average in the Science subject and the Total Academic Performance, as well as the Auditory Association and the average in the subject. of Sciences and Verbal Expression with the average in the Language course. Using the present investigation, it is concluded that it is possible to establish a partial relationship between Psycholinguistic Skills and Academic Performance

Correlación Entre Variables Sociodemográficas y Lenguaje en Niños de 3 Años / Correlation Between Sociodemographic Variables and Language in Children With 3 Years Old

El lenguaje durante las etapas tempranas de la vida se caracteriza por la progresiva adquisición de estructuras y funciones que ayudan a que fluya una interacción inalienable entre el ser humano y el entorno familiar, social, y cultural. Igualmente, permite que el orden en que se adquieren los componentes esenciales para su desarrollo sustentan las habilidades de comunicación, aprendizaje y experiencias significativas; tales componentes no responden a un patrón universal y eso hace que se dé un proceso de continuo desarrollo donde el niño puede verse beneficiado o afectado por el mismo. El lenguaje humano se desarrolla al estar en contacto con la realidad por lo que no está ajeno a los cambios que ejerce la sociedad, por tanto, la adquisición se ve influenciada por las variables sociodemográficas que estimulan los aspectos receptivos (o comprensivo) y el uso del lenguaje. La comprensión brinda información acerca de la recepción de información y conocimiento del léxico. Por su parte en el segundo se tiene en cuenta el contexto, al interlocutor y a la situación; se desarrolla durante el proceso de adquisición del lenguaje, estos aspectos se manifiestan a partir de los doce meses, cuando los niños, entre otras cosas, comienzan a elegir y desarrollar temas de conversación. Entre los 2 y 3 años, además de iniciar temas de conversación, pueden mantenerla durante 2 o 3 turnos (Díez, Pacheco, Caso, Garcia & Garcia ­ Martin, 2009). Las variables sociodemográficas juegan un papel esencial en la adquisición del lenguaje, ya que estas pueden influir para bien o para mal en el desarrollo de las habilidades, costumbres y hábitos que llegan a tomar distintos valores dependiendo el contexto donde se desenvuelve el niño. La presente investigación tuvo como objetivo correlacionar las variables sociodemográficas con el lenguaje expresivo y receptivo en niños con 3 años de edad de la ciudad de Barranquilla. Esta investigación consistió en un estudio de tipo no experimental cuantitativo, de naturaleza transversal. Se aplicaron dos instrumentos; escala REEL vía telefónica de 5 a 20 minutos y la encuesta de variables sociodemográficas en formato digital autoadministrable. La muestra estuvo comprendida con un total de 14 niños de 36 meses (3 años) de edad cronológica que viven actualmente en la ciudad de Barranquilla a través del método bola de nieve. El procesamiento de la información se realizó a través del Software STATGRAPHICS. Se realizaron análisis descriptivos de todas las variables. Análisis de resultados. En las variables combinadas, la edad del cuidador principal y el número de personas con quien vive fueron las que negativamente intercedieron en el aspecto expresivo con una regular clasificación. El receptivo manifestó puntaciones por encima del 80%, lo que denota que los niños evaluados logran comprender mensajes de sus interlocutores y obedecer órdenes de más de 3 pasos. Concluyéndose que las variables sociodemográficas; edad del cuidador y el número de personas con quien vive influyen notoriamente en el desarrollo del lenguaje expresivo en los niños de 3 años de edad

To correlate the sociodemographic variables with the expressive and receptive language in children with 3 years of age from the city of Barranquilla. Introduction: Human language is a social realization that is not alien to the changes that society exerts, therefore, the acquisition is influenced by the sociodemographic variables that stimulate the aspects. The receptive, provides information about the reception of data and knowledge of the lexicon. The expressive one analyzes the use of phonological rules, the ability to produce sounds and the consistency in their production. Methodology: Two instruments were applied; REEL scale by telephone from 5 to 20 minutes and the survey of sociodemographic variables in self-administered digital format. The sample consisted of 14 3-year-old children in the city of Barranquilla. Results: In the combined variables, the age of the main caregiver and the number of people with whom he lives were those that interceded negatively in the expressive aspect with a regular classification. The receptive showed good grades. Conclusion: Sociodemographic variables; The age of the caregiver and the number of people they live with strongly influence the development of expressive language in 3-year-olds

Factores Contextuales Asociados a la Selectividad de la Conducta Alimentaria: Perspectiva Fonoaudiológica / Contextual Factors Associated with Eating Behavior Selectivity: A speech-language Pathologist Perspective

La conducta alimentaria es una condición que el infante construye en el marco de su realidad contextual. Históricamente la alimentación se ha visto como la vía nutricional, que lo es, pero también cumple otro papel fundamental, generar las condiciones fenotípicas del crecimiento orofacial. Desde cualquiera de estas dos perspectivas, se debe implementar una visión preventiva de la atención en salud, permitiendo generar aportes desde la fonoaudiología para prever situaciones de riesgo alrededor de la selectividad y rechazo de la conducta alimentaria y otras áreas de abordaje que nos competen, y que, en el caso de este artículo, hacen parte del desarrollo de la salud alrededor de los procesos motores y comunicativos que se entretejen con el acto de comer. Las decisiones alrededor de inclusión de nuevos alimentos y la presentación de estos en cuanto características reológicas y organolépticas, son decisiones que deben tomarse a partir de un reconocimiento de la edad, el crecimiento, el desarrollo y la maduración del sistema estomatognático, factores concatenados de manera estrecha con la acción y facilitación de los padres y el contexto. Es importante destacar que la selectividad y el rechazo del alimento, así como la alimentación misma podría destacarse como un hedonismo que no necesariamente nace con el sujeto, sino que se fomenta y se construye a partir de las experiencias. De ahí la importancia de las experiencias positivas en el marco de la alimentación, donde se involucra toda una situación familiar y social cargada de afectividad y patrones inicialmente imitables. Recuerde que, aunque el niño/a no debe ser visto como un adulto de estatura menor, también es importante entender que, desde su nivel de desarrollo cognitivo y emocional, son seres humanos con pensamientos, sensaciones y criterios definidos para su edad, por lo cual aprender a escucharlos también es importante alrededor de los temas que atañen a su alimentación. Buscar estrategias para que ellos comprendan la importancia de la alimentación en relación con el crecimiento y el desarrollo será fundamental no sólo desde lo biológico

Eating behavior is a condition that the infant constructs within the framework of its contextual reality. Historically, feeding has been seen as the nutritional pathway, which it is, but it also plays another fundamental role, generating the phenotypic conditions of orofacial growth. From either of these two perspectives, a preventive vision of health care should be implemented, allowing to generate contributions from speech therapy to anticipate risk situations around the selectivity and rejection of eating behavior and other areas of approach that concern us, and that, in the case of this article, are part of the development of health around the motor and communicative processes that are interwoven with the act of eating. Decisions about the inclusion of new foods and their presentation in terms of rheological and organoleptic characteristics are decisions that must be made based on the recognition of the age, growth, development and maturation of the stomatognathic system, factors closely linked to the action and facilitation of parents and the context. It is important to emphasize that the selectivity and rejection of food, as well as eating itself, could be highlighted as a hedonism that is not necessarily born with the subject, but is fostered and built from experiences. Hence the importance of positive experiences in the context of food, which involves a whole family and social situation loaded with affectivity and initially imitable patterns. Remember that, although the child should not be seen as an adult of smaller stature, it is also important to understand that, from their level of cognitive and emotional development, they are human beings with thoughts, sensations and criteria defined for their age, so learning to listen to them is also important around issues that concern their feeding. Finding strategies for them to understand the importance of food in relation to growth and development will be fundamental not only from the biological point of view

Introduction and development of the Trans Woman Voice Questionnaire authorized simplified Chinese translation / 中华耳鼻咽喉头颈外科杂志

Objective: The purpose of this article is to translate and adapt the Trans Woman Voice Questionnaire (TWVQ) into the simplified Chinese version (TWVQ-SC), and to evaluate its reliability and validity. Methods: Authorized by the author of the TWVQ,the TWVQ-SC was developed through translation, back translation,and cross-cultural adaptation.The TWVQ-SC contained 30 items capturing personal perception of vocal function, psychosocial impact of voice, and degree of limitation in social participation. Subjects included 279 trans women in the experimental group, 128 cis women in the control group, and 89 trans women in the retest group. The Cronbach α and the item total correlation coefficient (ITC) were calculated to examine the internal consistency. The intraclass correlation coefficient (ICC) was chosen to examine the test-retest reliability. Regarding validity, the expert judgment method was utilized to examine the content validity. Factor analysis and Spearman's rank correlation coefficient were used to examine the construct validity, and the discriminant validity was examined by the rank sum test of the total scores of the cisgender and transgender subjects. Results: The Cronbach's α of TWVQ-SC is 0.97 and the ITC of 30 items range from 0.40 to 0.86. The ICC is 0.84. The four principal components' cumulative contribution is 65.12%. The Spearman rank correlation coefficient to VHI-10 is 0.85 (P<0.01). The total score of the TWVQ scale in the transgender female group is significantly higher than that in the cisgender female group (U=1 580,P<0.01). Conclusion: TWVQ-SC demonstrates good reliability and validity and therefore can be used clinically as a self-assessment tool for transgender women to evaluate their own voice.

The Brain Connectome for Chinese Reading / 神经科学通报·英文版

Chinese, as a logographic language, fundamentally differs from alphabetic languages like English. Previous neuroimaging studies have mainly focused on alphabetic languages, while the exploration of Chinese reading is still an emerging and fast-growing research field. Recently, a growing number of neuroimaging studies have explored the neural circuit of Chinese reading. Here, we summarize previous research on Chinese reading from a connectomic perspective. Converging evidence indicates that the left middle frontal gyrus is a specialized hub region that connects the ventral with dorsal pathways for Chinese reading. Notably, the orthography-to-phonology and orthography-to-semantics mapping, mainly processed in the ventral pathway, are more specific during Chinese reading. Besides, in addition to the left-lateralized language-related regions, reading pathways in the right hemisphere also play an important role in Chinese reading. Throughout, we comprehensively review prior findings and emphasize several challenging issues to be explored in future work.

Head Acupuncture Plus Schuell's Language Rehabilitation for Post-Stroke Aphasia: A Systematic Review and Meta-Analysis of 32 Randomized Controlled Trials / 中国结合医学杂志

OBJECTIVE@#To evaluate the existing randomized controlled trials (RCTs) for evidence of the efficacy and safety of head acupuncture (HA) plus Schuell's language rehabilitation (SLR) in post-stroke aphasia.@*METHODS@#Seven databases including Embase, PubMed, Cochrane Library, Technology Periodical Database, the China National Knowledge Infrastructure, SinoMed and Wanfang Data Information Site were searched for RCTs published from database inception until November 14, 2021. RCTs that compared HA plus SLR with sham (or blank) control, acupuncture therapy alone, certain language rehabilitation therapy alone or other therapies for post-stroke aphasia were included. Data were extracted and assessed, and the quality of RCTs was evaluated. Fixed-effects model was used, with meta-inflfluence analysis, meta-regression, and regression-based sub-group analyses applied for exploration of heterogeneity. Publication bias was estimated by funnel plots and Egger's tests.@*RESULTS@#A total of 32 RCTs with 1,968 patients were included and 51 comparisons were conducted classified as types of strokes and aphasia. (1) For patients with aphasia after ischemic stroke, HA plus PSA showed significantly higher accumulative markedly effective rate [relative risk (RR)=1.55, 95% confidence interval (CI): 1.19-2.02, I2=0%] and accumulative effective rate (RR=1.22, 95% CI: 1.09-1.36, I2=0%). (2) For patients with comprehensive types of stroke, HA plus PSA was more effective in increasing recovery rate (RR=1.89, 95% CI: 1.39-2.56, I2=0%), accumulative markedly effective rate (RR=1.53, 95% CI: 1.36-1.72, I2=9%) and accumulative effective rate (RR=1.14, 95% CI: 1.09-1.19, I2=34%). (3) For patients with aphasia after stroke, HA plus PSA was superior to PSA alone with statistical significance in increasing recovery rate (RR=2.08, 95% CI: 1.24-3.46, I2=0%), accumulative markedly effective rate (RR=1.49, 95% CI: 1.24-1.78, I2=0%) and accumulative effective rate (RR=1.15, 95% CI: 1.06-1.24, I2=39%). (4) For patients with multiple types of aphasia, HA plus PSA also demonstrated significantly higher recovery rate (RR=1.86, 95% CI: 1.28-2.72, I2=0%), accumulative markedly effective rate (RR=1.55, 95% CI: 1.35-1.78, I2=22%), and accumulative effective rate (RR=1.17, 95% CI: 1.11-1.23, I2=41%). (5) For patients with motor aphasia after ischemic stroke, compared with PSA alone, HA plus PSA showed significantly higher accumulative markedly effective rate (RR=1.38, 95% CI: 1.06-1.79, I2=0%) and accumulative effective rate (RR=1.20, 95% CI: 1.05-1.37, I2=0%). Meta-regression analyses were performed without significant difference, and publication bias was found in some comparisons.@*CONCLUSION@#HA plus SLR was significantly associated with better language ability and higher effective rate for patients with post-stroke aphasia, and HA should be operated cautiously especially during acupuncture at eye and neck. (Registration No. CRD42020154475).

Analysis of LRP5 gene variants in a Chinese pedigree affected with Osteoporosis-pseudoglioma syndrome / 中华医学遗传学杂志

OBJECTIVE@#To explore the genetic basis for a Chinese pedigree with two individuals suffering from congenital blindness.@*METHODS@#Clinical data and peripheral blood samples of the pedigree were collected. Whole exome sequencing was carried out. Suspected variants were verified by Sanger sequencing. Pathogenicity of candidate variants was validated through searching of PubMed and related databases, and analyzed with bioinformatics software.@*RESULTS@#Both patients had congenital blindness and a history of multiple fractures. Other features have included microphthalmia and cornea opacity. One patient had normal intelligence, whilst the other had a language deficit. Both patients were found to harbor compound heterozygous variants of the LRP5 gene, namely c.1007_1015delGTAAGGCAG (p.C336X), c.4400G>A (p.R1467Q) and c.4600C>T (p.R1534X). The first one was derived from their mother, whilst the latter two were derived from their father. None of the three variants was detected in their elder sister.@*CONCLUSION@#The compound heterozygous variants of c.1007_1015delGTAAGGCAG (p.C336X) and c.4600C>T (p.R1534X) of the LRP5 gene probably underlay the pathogenesis of the Osteoporosis-pseudoglioma syndrome in this pedigree. The clinical significance of the c.4400G>A (p.R1467Q) variant has remained uncertain. Above finding has enriched the mutational spectrum of Osteoporosis-pseudoglioma syndrome.

A desconstrução heideggeriana da metafísica como terapia da condição humana / La desconstrucción heideggeriana de la metafísica como terapia de la condición humana / The heidegger's deconstruction of metaphysics as therapy for the human condition

RESUMO O texto, resultado de um estudo teórico, reflete sobre o potencial do pensamento do filósofo Martin Heidegger no que se refere às possibilidades nele contidas de reexperimentar o fundo a partir do qual os nossos empreendimentos teóricos e práticos se constituem. A ênfase recai sobre a desconstrução e fecundidade nela presente para a psicologia e para outras ciências humanas. Situaremos o problema, apresentaremos em traços gerais o seu pensamento e apontaremos alguns desafios que representam indícios de uma terapia para as explicações, teorias e práticas de cuidado com o ser humano. Esse movimento para dentro do ambiente não tematizado onde vivemos e pensamos, mas que é a condição de possibilidade deste mesmo ambiente, se constitui como acesso à condição humana, na direção da proximidade com o inaugural. E permite a compreensão e liberação do ser humano para além dos projetos ônticos, resultando em terapia das terapias especializadas, em terapia da condição humana no mundo.

RESUMEN El texto, resultado de un estudio teorético, refleja sobre el potencial del pensamiento del filósofo Martin Heidegger en lo que se refiere a las posibilidades en él contenidas de reexperimentar el fondo desde donde se desarrollan nuestros emprendimientos teóricos y prácticos. El énfasis recae sobre la deconstrucción y la fecundidad en ella presente para la psicología y para otras ciencias humanas. Situaremos el problema, presentaremos en trazos generales su pensamiento y apuntaremos algunos desafíos que representan indicios de una terapia para las explicaciones, teorías y prácticas de cuidado con el ser humano. Este movimiento hacia el ambiente no tematizado donde vivimos y pensamos, pero que es la condición de posibilidad de este mismo ambiente, se constituye como acceso a la condición humana, en la dirección de la cercanía con lo inaugural. Y permite una comprensión y liberación del ser humano más allá de los proyectos ónticos, resultando en una terapia de las terapias especializadas, en una terapia de la condición humana en el mundo.

ABSTRACT The text, result of a theoretical study, reflects on the potential of the philosopher Martin Heidegger's thinking about the possibilities contained therein to re-experience the background from where our theoretical and practical undertakings are constituted. The emphasis lies on deconstruction and fecundity present in it for psychology and other human sciences. We will situate the problem, present in general outlines his thinking and present some challenges that represent indications of a therapyfor the explanations, theories and practices of care for the human being. This movement into the non-thematized environment where we live and think, but which is the condition of possibility of the same environment, is constituted as access to the human condition, in the direction of proximity to the inaugural. And it allows an understanding and liberation of the human being beyond ontic projects, resulting in a therapy of specialized therapies, a therapy of the human condition in the world.

Analysis of clinical feature and genetic variants in two Chinese pedigrees affected with Bainbridge-Ropers syndrome / 中华医学遗传学杂志

OBJECTIVE@#To analyze the clinical features and genetic variants in two unrelated patients with psychomotor retardation and facial abnormalities, and to explore their genotype-phenotype correlation.@*METHODS@#Clinical data and family history of the two pedigrees were collected. Whole exome sequencing (WES) and Sanger sequencing were carried out to detect the potential variants.@*RESULTS@#Both patients had presented with mental and language retardation, along with growth delay and facial anomalies. They were both found to harbor de novo loss-of-function variants in exon 12 of the ASXL3 gene, namely c.3096dup (p.Pro1033Thrfs*2) and c.3253G>T (p.Gly1085*). Neither variant was reported previously. Combined with their clinical features and genetic finding, both patients were diagnosed with Bainbridge-Ropes syndrome due to pathogenic variants of the ASXL3 gene.@*CONCLUSION@#Diagnosis of Bainbridge Ropes syndrome in the two pedigrees has enriched the genotypic and phenotypic spectrum of this disorder and enabled genetic counseling for them.

Lalangue de la lettre / Lalíngua da letra / Lalangue of the letter

La psychanalyse entre dans la lettre par une faute d'orthographe qui bascule d'emblée la norme alphabétique : c'est le néologisme d'un « apprendre à lire en s'alphabêtissant ¼ avec lequel Lacan, en commettant cette première faute d'orthographe dans l'apprentissage alphabétique de l'écriture, déplace la lettre comme support phonétique différentiel minimal, dans le champ de la bêtise, ce qui oblige la psychanalyse de passer par une lecture de ce qui se dit et suppose de « prendre la fonction d'écrit pour un mode autre du parlant dans le langage ¼. Alors la question se pose pourquoi on parle de la lettre et de l'écriture si la psychanalyse est essentiellement une pratique de parole, un dispositif, depuis Freud, de l'association libre, et non pas une pratique de l'écriture au sens de représentation de la parole voire de l'analyse d'un écrit, qu'il soit littéraire ou pas : pour analyser, on a besoin de l'énonciation. La lettre sera donc prise comme fonction du langage et de la jouissance.

A psicanálise entra na letra através de um erro ortográfico que sacode de saída, a norma alfabética: É o neologismo "aprender a ler analfabetizando-se" com que Lacan, cometendo este primeiro erro ortográfico na aprendizagem alfabética da escrita, desloca a letra do lugar de suporte fonético diferencial mínimo, para o campo da estupidez, o que obriga a psicanálise a passar por uma leitura do que é dito e supõe "considerar a função de escrever como modo outro do ser falante na linguagem". Coloca-se então a questão de porque falamos da letra e da escrita se a psicanálise é essencialmente uma prática da fala, um dispositivo, desde Freud, de associação livre, e não uma prática da escrita como uma representação da fala ou mesmo da análise de uma obra escrita, literária ou não: para analisar, precisamos de enunciação. A letra será assim considerada como função da língua e do gozo.

Psychoanalysis enters the letter through a spelling error that shakes the alphabetic norm from the outset: It is the neologism "learning to read by becoming illiterate" with which Lacan, committing this first orthographic error in the alphabetic learning of writing, displaces the letter from the place of minimal differential phonetic support, into the field of stupidity, which forces psychoanalysis to undergo an interpretation of what is said and supposes "to consider the function of writing as another mode of the talking being in language". The question then arises as to why we speak of the letter and of writing if psychoanalysis is essentially a practice of speech, a device, since Freud, of free association, and not a practice of writing as a representation of speech or even the analysis of a written work, literary or otherwise: to analyze, we need enunciation. The letter will thus be considered as a function of language and enjoyment.

Lalíngua da letra / Lalangue de la lettre / Lalangue of the letter

A psicanálise entra na letra através de um erro ortográfico que sacode de saída, a norma alfabética: É o neologismo "aprender a ler analfabetizando-se" com que Lacan, cometendo este primeiro erro ortográfico na aprendizagem alfabética da escrita, desloca a letra do lugar de suporte fonético diferencial mínimo, para o campo da estupidez, o que obriga a psicanálise a passar por uma leitura do que é dito e supõe "considerar a função de escrever como modo outro do ser falante na linguagem". Coloca-se então a questão de porque falamos da letra e da escrita se a psicanálise é essencialmente uma prática da fala, um dispositivo, desde Freud, de associação livre, e não uma prática da escrita como uma representação da fala ou mesmo da análise de uma obra escrita, literária ou não: para analisar, precisamos de enunciação. A letra será assim considerada como função da língua e do gozo.

La psychanalyse entre dans la lettre par une faute d'orthographe qui bascule d'emblée la norme alphabétique : c'est le néologisme d'un « apprendre à lire en s'alphabêtissant ¼ avec lequel Lacan, en commettant cette première faute d'orthographe dans l'apprentissage alphabétique de l'écriture, déplace la lettre comme support phonétique différentiel minimal, dans le champ de la bêtise, ce qui oblige la psychanalyse de passer par une lecture de ce qui se dit et suppose de « prendre la fonction d'écrit pour un mode autre du parlant dans le langage ¼. Alors la question se pose pourquoi on parle de la lettre et de l'écriture si la psychanalyse est essentiellement une pratique de parole, un dispositif, depuis Freud, de l'association libre, et non pas une pratique de l'écriture au sens de représentation de la parole voire de l'analyse d'un écrit, qu'il soit littéraire ou pas : pour analyser, on a besoin de l'énonciation. La lettre sera donc prise comme fonction du langage et de la jouissance

Psychoanalysis enters the letter through a spelling error that shakes the alphabetic norm from the outset: It is the neologism "learning to read by becoming illiterate" with which Lacan, committing this first orthographic error in the alphabetic learning of writing, displaces the letter from the place of minimal differential phonetic support, into the field of stupidity, which forces psychoanalysis to undergo an interpretation of what is said and supposes "to consider the function of writing as another mode of the talking being in language". The question then arises as to why we speak of the letter and of writing if psychoanalysis is essentially a practice of speech, a device, since Freud, of free association, and not a practice of writing as a representation of speech or even the analysis of a written work, literary or otherwise: to analyze, we need enunciation. The letter will thus be considered as a function of language and enjoyment.