Epistemología de la investigación social / Epistemology of social research

INTRODUCCIÓN. La epistemología, rama de la filosofía que estudia el proceso de investigación y su producto el conocimiento científico, implica ámbitos de la ciencia con enfoque positivismo y postpositivismo, interpretativismo, teoría crítica; y, transcomplejo, cada uno de ellos con los elementos paradigmáticos de: ontología, epistemología y metodología, su conocimiento y aplicabilidad en los diferentes ámbitos es fundamental porque sus enfoques generan ciencia. OBJETIVO. Desarrollar capacidades intelectuales en bases contextuales y teóricas en epistemología de la investigación social, indispensables para el ejercicio profesional en el ámbito de la investigación científica y del conocimiento científico. MATERIALES Y MÉTODOS. Estudio observacional, descriptivo, con población y muestra conocida de 30 modalidades de publicación, periodo junio a julio 2020. Los criterios de inclusión fueron: fuentes secundarias de información bibliográfica validadas en el ámbito de las ciencias sociales. La técnica de observación fue en buscadores bibliográficos PUBMED, Scielo, Scopus, Diccionario de Descriptores en Ciencias de la Salud y la Real Academia Española. La tarea de revisar la literatura de investigación comprendió la identificación, selección, análisis crítico, descripción escrita, interpretación, discusión y conclusión de la información que existe sobre la epistemología de la investigación social, tema, que se registró con aplicación de un gestor de referencias bibliográficas, tipo Microsoft Word. RESULTADOS. Se logró obtener capacidades intelectuales al estructurar la cronológica de la epistemología de la investigación social, del conocimiento científico y nuevas perspectivas para el ejercicio profesional en el ámbito de la investigación científica. CONCLUSIÓN. Las perspectivas se orientan a integrar paradigmas pasados y futuros con visión de transcomplejidad, espacios organológicos de una gran red, conformación de cibercomunidades de investigación, uso de método integrador, nuevo lenguaje en equipos multidisciplinarios, agentes como el foco principal de la teoridad epistémica en espacio, tiempo y la relación entre las cosas.

INTRODUCTION. Epistemology, a branch of philosophy that studies the research process and its product, scientific knowledge, involves areas of science focussed in with positivism and postpositivism, interpretivism, critical theory; and, transcomplex, each one of them with the paradigmatic elements of: ontology, epistemology and methodology, their knowledge and applicability in the different fields is fundamental because their approaches generate science. OBJECTIVE. Develop intellectual capacities on contextual and theoretical bases in the epistemology of social research, essential for professional practice in the field of scientific research and scientific knowledge. MATERIALS AND METHODS. Observational, descriptive study, with population and a known sample of 30 publication modalities, period June to July 2020. The inclusion criteria were: secondary sources of bibliographic information validated in the field of social sciences. The observation technique was in bibliographic search engines PUBMED, Scielo, Scopus, Dictionary of Descriptors in Health Sciences and the Royal Spanish Academy. The task of reviewing the research literature included the identification, selection, critical analysis, written description, interpretation, discussion and conclusion of the information that exists on the epistemology of social research, subject, which was registered with the application of a reference manager bibliographic, Microsoft Word type. RESULTS. Intellectual capacities were obtained by structuring the chronology of the epistemology of social research, scientific knowledge and new perspectives for professional practice in the field of scientific research. CONCLUSION. The perspectives are aimed at integrating past and future paradigms with a vision of transcomplexity, organological spaces of a large network, formation of research cyber communities, use of integrative method, new language in multidisciplinary teams, agents as the main focus of epistemic theory in space, time and the relationship between things.

The Empirical Research Path of Yin-Yang Thinking in Traditional Chinese Medicine / 中医杂志

The yin-yang theory is a thinking model used by ancient people to recognize the world， which is highly compatible with multimodal metaphors. By summarizing the current researches on traditional Chinese medicine （TCM） yin-yang theory and thinking， it is found that there are more clinical researches but few empirical studies， and more conceptual studies but few empirical researches. In view of this， we proposed to conduct researches on TCM yin-yang thinking with the methods such as behavioral experiments， event-related potentials， and functional magnetic resonance imaging techniques， based on the multimodal metaphor theory from the perspective of cognitive science. According to the characteristics of yin-yang， the process of TCM yin-yang thinking is divided into two stages which are yin-yang classification and yin-yang reasoning， and the main directions of empirical research on yin-yang thinking in TCM are outlined by combining with the paradigm of cognitive science， that is， the researches are carried out from the cognitive characteristics of TCM yin-yang thinking， as well as the differences in cognitive mechanisms between TCM yin-yang thinking and western logical thinking.

Teoría de la mente, ¿un error conceptual en neuropsicología? / Theory of mind, a conceptual error in neuropsychology?

La neuropsicología contemporánea reconoce la teoría de la mente como la capacidad que desarrollan los niños, entre los 4 y 5 años, de interpretar, predecir y explicar el comportamiento propio y de los otros en términos de sus estados mentales subyacentes, ligando su estudio a diversos tipos de trastornos con especial énfasis en los trastornos del espectro autista. El objetivo del artículo se centra en la reflexión sobre lo que debería considerar una teoría que pretenda indagar sobre la mente, abordando los conceptos de inferencias y representaciones, contrastando su contenido con la psicología de sentido común. Se analiza la pertinencia de dirigir la línea de estudio, considerando un cambio conceptual por uno más adecuado y que genere menos vacíos teóricos al momento de establecer su respaldo epistémico. Para tal efecto, la cognición social se presenta como posible candidato a reemplazar la tan polémica teoría de la mente. Desde este punto de vista, es importante enfatizar la importancia que tienen los conceptos a la hora de informar los resultados de las investigaciones, debido a que ellos pueden estigmatizar y/o caricaturizar a los grupos de personas con los que se trabaja, grupos que particularmente propenden a ser diferenciados por el colectivo social dadas las características basales por los que se eligen para formar parte de las investigaciones.

Contemporary neuropsychology recognizes the theory of mind as the capacity that children develop, between the ages of 4 and 5, to interpret, predict and explain their own behavior and that of others in terms of their underlying mental states, linking its study to various types of disorders with special emphasis on autism spectrum disorders. The objective of the article focuses on the reflection on what a theory that seeks to investigate the mind should consider, addressing the concepts of inferences and representations, contrasting its content with folk psychology. The relevance of directing the line of study is analyzed considering a conceptual change for a more appropriate one that generates fewer theoretical gaps at the time of establishing its epistemic support, for this purpose, social cognition is presented as a possible candidate to replace the highly controversial theory of the mind. From this point of view, it is important to emphasize the importance of concepts when informing the results of research, since they can stigmatize and / or caricature the groups of people with whom they work, groups that particularly they tend to be differentiated by the social group given the baseline characteristics by which they are chosen to be part of the research.

Effects of olanzapine versus risperidone on cognitive function and serum complement and high-sensitivity C-reactive protein levels in patients with schizophrenia / 中国基层医药

Objective:To investigate the effects of olanzapine versus risperidone on cognitive function, serum complement C3 and C4 levels and high sensitivity C-reactive protein (hs-CRP) level in patients with schizophrenia. Methods:Eighty patients with schizophrenia who received treatment in Lishui Second People's Hospital, China between September 2018 and September 2019 were included in this study. They were randomly assigned to receive treatment either with olanzapine (olanzapine group, n = 40) or risperidone (risperidone group, n = 40). Before and after treatment, the Positive and Negative Syndrome Scale (PANSS) score and the Wisconsin Card Sorting Test score were evaluated in each group. Before and after treatment, serum levels of dopamine, serotonin, norepinephrine, complement C3 and C4 and hs-CRP levels were compared between the olanzapine and risperidone groups. Results:Before treatment, there were no significant differences in PANSS and WCST scores between the two groups (both P > 0.05). After treatment, PANSS score, the number of perseverative errors and the number of random errors in each group were significantly decreased compared with before treatment [olanzapine group: (56.23 ± 9.37) points, (13.06 ± 6.26) points, (16.23 ± 6.35) points, t = 12.334, 5.885, 3.840, all P < 0.05; risperidone group: (55.98 ± 10.21) points, (13.97 ± 6.54) points, (16.31 ± 6.32) points, t = 12.044, 6.213, 3.321, all P < 0.05]. After treatment, the number of correct sorts and the number of categories in each group were significantly increased compared with before treatment [olanzapine group: (29.21 ± 2.24) points, (3.79 ± 1.12) points, t = 3.323, 2.087, both P < 0.05; risperidone group: (29.33 ± 2.35) points, (3.81 ± 1.15) points, t =2.750, 2.085, both P < 0.05]. After treatment, there were significant differences in these indexes between the two groups (all P > 0.05). Before treatment, there were no significant differences in serum levels of dopamine, serotonin and norepinephrine between the two groups (all P > 0.05). After treatment, serum levels of dopamine, serotonin and norepinephrine in each group were significantly decreased compared with before treatment [olanzapine group: (5.02 ± 0.13) μg/L, (66.24 ± 6.05) μg/L, (27.32 ± 4.05) μg/L, t = 67.800, 9.977, 5.082, all P < 0.05; risperidone group: (4.18 ± 0.12) μg/L, (63.12 ± 6.21) μg/L, (24.81 ± 4.13) μg/L, t = 99.761, 12.296, 6.882, all P < 0.05]. After treatment, there were significant differences in serum levels of dopamine, serotonin and norepinephrine between the two groups ( t = 30.029, 2.276, 6.882, all P < 0.05). Before treatment, there were no significant differences in complement C3 and C4 and hs-CRP levels between the two groups (all P > 0.05). After treatment, complement C3 and C4 and hs-CRP levels in each group were significantly increased compared with before treatment [olanzapine group: (1.12 ± 0.18) g/L, (0.24 ± 0.06) g/L, (1.09 ± 0.11) mg/L, t = 5.129, 4.049, 32.452, all P < 0.05; risperidone group: (1.13 ± 0.17) g/L, (0.25 ± 0.07) g/L, (1.10 ± 0.12) mg/L, t = 5.147, 5.164, 29.227, all P < 0.05]. After treatment, there were no significant differences in complement C3 and C4 and hs-CRP levels between the two groups ( t = 0.255, 0.686, 0.389, all P > 0.05). Conclusion:Olanzapine and risperidone have the same effects on improving the mental symptoms and cognitive function of patients with schizophrenia, but risperidone has more obvious effects on improving the body function than olanzapine.

Ideas previas de estudiantes de Odontología respecto al manejo de infecciones odontogénicas en niños / Previous ideas about the management of odontogenic infections in children for dental students

Objetivo: indagar por las ideas previas que presentan los estudiantes de Odontología, que se encuentran cursando entre V a X semestre, respecto al manejo ambulatorio de infecciones odontogénicas ­IO- en niños. Métodos: se aplicó un estudio cualitativo-interpretativo con la participación de 60 estudiantes. Las respuestas dadas en una entrevista semiestructurada, la cual contó con ocho preguntas guía abiertas, fueron la unidad de análisis. El procedimiento tuvo cuatro fases. En la primera, preparatoria, se construyó el marco teórico-conceptual como base para interpretar lo manifestado por los estudiantes y se elaboraron las preguntas-guía; para la segunda fase, de recolección de información, se realizaron las entrevistas semiestructuradas presenciales, para ello, los participantes se citaron individualmente en la oficina de investigación. Durante la fase analítica se establecieron las categorías previas: concepto, etiología, evolución, manejo ambulatorio, vías de diseminación, tratamiento farmacológico. La información recabada se vació, depuró y codificó para hacer la exploración con técnica interpretativa y análisis de contenido. En la cuarta fase, de reporte, se presentó un informe con los resultados. Resultados: los estudiantes reconocen que esta enfermedad afecta a pacientes de cualquier edad, sexo y con condición sistemática comprometida. Conclusiones: se requiere una estrategia educativa que permita afianzar el manejo ambulatorio de las IO desde lo propuesto por la ciencia para lograr un aprendizaje significativo. Se requiere enfatizar en el manejo ambulatorio del paciente con infección odontogénica.

Objective: To investigate the previous ideas of dental students from the 5th to the 10th semester about the outpatient management of odontogenic infections in children. Methods: Qualitative-interpretive study, with the participation of 60 students. The unit of analysis was the answers given in a semi-structured interview that had eight open-ended questions. The procedure had four phases: Preparatory where the theoretical-conceptual framework was built as a basis for interpreting what was stated by the students, the guiding questions were elaborated. Information gathering: The face-to-face semi-structured interviews were carried out; the participants were cited individually in the research office. Analytical: they were established as previous categories: concept, etiology, evolution, outpatient management, routes of dissemination, pharmacological treatment. The information collected was emptied, refined and encoded, to make the exploration with interpretive technique and content analysis and Report: a report was submitted with the results. Results: The students recognize that this disease affects patients of any age, sex and with a compromised systemic condition. Conclusions: An educational strategy is required that allows to consolidate the outpatient management of IO them from what is proposed by science to achieve meaningful learning. In the case of antibiotic therapy, students are clear about what is done and how long it will last. Emphasis is required on the outpatient management of the patient with odontogenic infection, as long as a good diagnosis is made.

Ciências cognitivas e neuroética / Cognitive sciences and neuroethics / Ciencias cognitivas y la neuroética

Resumo O artigo parte da discussão entre a visão representacional computacional da cognição contraposta ao enfoque enativo da ciência cognitiva, que defende que o conhecimento é fruto da afetação do corpo pelo ambiente. Discute as consequências dessa visão enativa para a compreensão da neuroética, entendida não como conjunto de parâmetros éticos para as experiências científicas nas neurociências, mas como compreensão neuronal científica do agir moral. A explicação neuronal da ética parte de neuroimagens como expressões de emoção, mas reduzir a moralidade às emoções é discutível, pois juízos emocionais, baseados na proximidade afetiva, destoam de normas éticas de base universal. Outro ponto crítico dessa visão é o artificialismo de suas experimentações, devido ao esquecimento do mundo cotidiano de afetações do corpo, enfoque trazido pelo enativismo da ciência cognitiva.

Abstract This article starts with the discussion between the representational computational cognitive framework versus the enactive perspective of the cognitive science, which argues that knowledge is the result of the body's interaction with its environment. It discusses the consequences of this enactive perspective for the understanding of neuroethics, read not as a set of ethical parameters for scientific experiments in neurosciences, but as a neural scientific understanding of the moral action. The neural explanation of ethics comprehends neuroimaging as expressions of emotion, but reduce morality to emotions is debatable, since emotional judgments, based on affective proximity, diverge from ethical and universal norms. Another critical point of this framework is the artificiality of its tests, caused by neglecting the environmental effects on daily life, approach brought by the enactive approach.

Resumen El articulo parte de la discusión acerca de la visión representacional de la cognición contrapuesta a un enfoque enactivo de la ciencia cognitiva, que defiende que el conocimiento se origina de la afectación del cuerpo por el mundo ambiente. En una segunda parte discute las consecuencias de esta visión enactiva para la comprensión de la neuroética, entendida no como parámetros éticos para las experiencias científicas en las neurociencias, sino como comprensión neuronal científica del actuar moral. Interesa discutir esta segunda concepción. La explicación neuronal de la ética parte de neuroimágenes, como expresiones de emociones. Reducir la moralidad a las emociones es discutible, porque existen disonancias entre juicios emocionales, basados en la proximidad afectiva, y normas éticas de base universal. Otro punto crítico de esta visión es el carácter artificial de sus experimentaciones, causado por el olvido del mundo cotidiano de las afectaciones, enfoque traído por el enactivismo de la ciencia cognitiva.

Creencias, Rituales y Memoria. Una introducción a la Ciencia Cognitiva de la Religión / Beliefs, Rituals, and Memory. An introduction to the Cognitive Science of Religion / Crenças, rituais e memória. Uma Introdução à Ciência Cognitiva da Religião

Resumen: La Ciencia Cognitiva de la Religión es un campo de investigación interdisciplinario que surge en los años 1990s, congregando distintas disciplinas y métodos. Su interés es explicar los procesos cognitivos que subyacen a las creencias y prácticas religiosas, así como situar las mismas en la historia natural y evolutiva de nuestra especie. En el presente artículo se describirá dicho campo interdisciplinario en sus aspectos principales, así como en dos de sus líneas centrales de investigación: la epidemiología de las creencias religiosas, y el estudio cognitivo de los rituales religiosos. Ambas líneas de investigación estudian el problema de cómo las ideas y prácticas religiosas interactúan con la memoria y otros procesos cognitivos, tratando de explicar laamplia dispersión de los fenómenos religiosos en el mundo.

Abstract: The Cognitive Science of Religion is an interdisciplinary research field born in the 1990s. It combines different disciplines and methods, united by the common interest of explaining the cognitive processes underlying religious beliefs and practices, and situating them in the natural evolutionary history of the human species. In the current article, the essential features of this interdisciplinary field will be described, including a presentation of two of its most important research foci: the epidemiology of religious beliefs, and the cognitive study of religious rituals. Both lines of research are concerned with how religious ideas and practices interact with memory and other cognitive processes, trying to explain the widespread occurrence of religious phenomena around the world.

Resumo: A Ciência Cognitiva da Religião é um campo de pesquisa interdisciplinar que surgiu na década de 1990, e reúne diferentes disciplinas e métodos. Seu interesse é explicar os processos cognitivos que fundamentam a crenças e práticas religiosas e colocá-los na história natural e evolutiva de nossa espécie. Este artigo descreve esse campo interdisciplinar e seus principais aspectos. Nós descrevemos duas das suas principais linhas de pesquisa: a epidemiologia das crenças religiosas, e o estudo cognitivo de os rituais religiosos. As duas linhas de investigação estudam o problema de como as idéias e práticas religiosas afetar a memória e outros processos cognitivos, tentando explicar a grande dispersão dos fenómenos religiosos no mundo.

Physical activity and cognitive health condition of institutionalized elderly in Passo Fundo-RS, Brazil / Atividade física e condições de saúde cognitiva de idosos institucionalizados de Passo Fundo ­ RS, Brasil

The research aimed at identifying factors related to physical activity and cognitive health in elderly living in long-stay institutions. It is a populational based cross sectional study with 191 individuals aged ≥60 years. It was analyzed sociodemographic variables and the ones related to health. Crude multivariable analysis were run upon Poisson regression, estimating the ratios of gross and adjusted prevalence and calculated the confidence intervals of 95 % at a significance level of p ≤ 0.05. The average age was 79,7 years (±9,8). In the adjusted model, the rate of prevalence of physical activity was 1.94 times higher among elderly people without dementia symptoms. The findings reinforce the need for ongoing incentive to physical activity practice for institutionalized elderly, since the reduction or slowing up the complications resulting from dementia and better understanding of the overall picture of health.

A pesquisa objetivou identificar fatores relacionados à atividade física e à saúde cognitiva em idosos residentes em instituições de longa permanência. Trata-se de um estudo transversal de base populacional com 191 indivíduos com idade ≥60 anos. Foram analisadas as variáveis sociodemográficas e as relacionadas à saúde.A análise multivariada bruta foi realizada na regressão de Poisson, estimando as razões de prevalência bruta e ajustada e calculando os intervalos de confiança de 95% a um nível de significância de p ≤ 0,05. A média de idade foi de 79,7 anos (±9,8). No modelo ajustado, a taxa de prevalência de atividade física foi 1.94 vezes maior entre idosos sem sintomas de demência. Os achados reforçam a necessidade de incentivo contínuo à prática de atividade física para idosos institucionalizados,desde a redução ou diminuição das complicações decorrentes da demência e melhor compreensão do quadro geral da saúde.

Validity and reliability evidence of the questionnaire for illness representation, the impact of epilepsy, and stigma (QIRIS) / Evidências de validade e confiabilidade do questionário de representação da doença, impacto da epilepsia e estigma (QIRIS)

ABSTRACT The objective of this study was to obtain reliability and validity evidence for the questionnaire of illness representation, the impact of epilepsy, and stigma (QIRIS) for use with adolescents and adults in Brazil. QIRIS consists of 14 questions grouped in three domains (attribution of meaning, impact of disease, and stigma) and was applied to 57 adults with epilepsy. QIRIS internal consistency was satisfactory (Cronbach’s α = 0. 866). Significant and strong correlation was found between issues belonging to the same domain, as expected. Three domains have highly significant and positive correlations with the instrument’s total score, indicating evidence of content validity. We conclude that QIRIS has psychometric properties and can facilitate a systematic evaluation of the patient’s representation according to a biopsychosocial approach that may contribute to clinical practice based on scientific evidence.

RESUMO Este estudo buscou evidências de confiabilidade e validade para o questionário de representação da doença, impacto da epilepsia e estigma (QIRIS), para uso em adolescentes e adultos no Brasil. O QIRIS consiste de 14 questões agrupadas em 3 domínios (atribuição de significados, impacto da doença e estigma) e foi aplicado em 57 adultos com epilepsia. A consistência interna do QIRIS foi satisfatória (α de Cronbach = 0,866). Foi encontrada forte e significante correlação entre as questões com o mesmo domínio.Os três domínios têm correlações altamente significativas e positivas com a pontuação total do instrumento, indicando evidências de validade de conteúdo. Concluímos que o QIRIS tem propriedades psicométricas que facilitam uma avaliação sistemática de representação do paciente de acordo com uma abordagem biopsicossocial, além de contribuir para uma prática clínica baseada em evidências científicas.

Qualidade de vida, nível cognitivo e desempenho escolar em crianças portadoras de distúrbio funcional do trato urinário inferior / Quality of life, cognitive level and school performance in children with functional lower urinary tract dysfunction

Resumo Introdução: Distúrbios do Trato Urinário Inferior (DTUI) de causa funcional são disfunções vesicais sem defeitos anatômicos ou neurológicos. O diagnóstico é principalmente clínico, com sintomas padronizados pela International Children's Continence Society. Poucos estudos relacionam qualidade de vida destes pacientes ao nível cognitivo e aproveitamento escolar. Objetivos: Avaliar marcos do controle miccional, dificuldades cotidianas, qualidade de vida (QV), nível cognitivo e desempenho escolar de crianças portadoras de DTUI. Método: Série de casos de pacientes acompanhados na Nefrologia Pediátrica de hospital terciário com avaliação da QV (Pediatric Quality of Life Inventory - Peds-QL), Teste de Desempenho Escolar (TDE) e teste de matrizes progressivas de Raven. Resultados: Meninas de classe social menos favorecida foram 90,9% das crianças elegíveis. A média de idade foi 9,1 ± 4,8 anos. Os sintomas mais frequentes foram urge-incontinência (81%), manobras de contenção (77,3%) e enurese (59,1%) associados à síndrome do distúrbio de eliminações (63,6%). Cuidadores consideravam as perdas urinárias e/ou sintomas como voluntários, brigavam e/ ou batiam na criança. As crianças já tinham sido submetidas a situações constrangedoras e advertências de professores, escondiam sintomas e/ou roupas sujas. O escore médio de QV foi 71,0 ± 12,6 com menor média na dimensão escolar. No TDE 55% tiveram desempenho inferior e nas Matrizes de Raven 60% estavam intelectualmente em nível médio. Observaram-se escores menores de QV no nível médio e inferior do TDE e capacidade intelectual média/abaixo da média nas Matrizes de Raven. Conclusão: DTUI pode influenciar negativamente relações familiares e sociais, desempenho escolar e qualidade de vida das crianças portadoras.

Abstract Introduction: Lower urinary tract dysfunction (LUTD) are voiding dysfunctions without anatomical or neurological defects. The diagnosis is primarily clinical, with symptoms standardized by the International Children's Continence Society. Few studies relate quality of life of patients with cognitive and school performance. Objective: To evaluate milestones of bladder control, daily problems, quality of life (QoL), cognitive function and school performance of children with LUTD. Methods: Case series of patients followed in the Pediatric Nephrology tertiary hospital with assessment of QoL (Pediatric Quality of Life Inventory - PedsQoL version 4), School Performance Test (TDE) and Raven Progressive Matrices test. Results: Girls of lower social class were (90.9%) of eligible children. The mean age was 9.1 ± 4.8 years old. The most common symptoms were urge incontinence (81%), holding maneuvers (77.3%) and enuresis (59.1%) associated with the elimination disorder syndrome (63.6%). Caregivers considered volunteers urinary losses and/ or symptoms, and fought and/or beat the child. Children had been subjected to embarrassing situations such as warnings of teachers, they hid symptoms and/or the dirty clothes. Mean score of QoL was 71.0 ± 12.6 with the lowest mean score on the school dimension. In TDE 55% had lower performance and in Raven Matrices 60% were intellectually in the medium level. It was observed lower QoL scores in the medium and lower level of TDE and average intellectual capacity/below average in Raven matrices. Conclusion: LUTD may negatively affect family and social relationships, school performance and QoL of children with the dysfunction.

A relação entre a auto-eficácia metacognitiva e o golpe ground and pound em atletas de MMA / The relationship between metacognitive self-efficacy and the ground and pound coup in MMA athletes

Objetivo: Relacionar a auto-eficácia metacognitiva com o golpe Ground and Pound de atletas de MMA. Método: Realizou um estudo quantitativo, descritivo, onde participaram deste estudo todos os 10 atletas de MMA do sexo masculino da Senna Academia de Lutas, com média de idade de 19.07±5.93 e peso de 67.05±3.68. Resultados: Foi identificado um índice de correlação de Pearson de r=0.96, evidenciando-se um p<0.001. Conclusão: Pode-se concluir que existe uma ótima correlação da auto-eficácia metacognitiva com a correta execução do golpe Ground and Pound dos atletas de MMA.

Objective: Relate the metacognitive self-efficacy with the coup Ground and Pound MMA athletes. Methods: Conducted a quantitative study, descriptive, which in this study all 10 male MMA athletes Senna Fights Academy, with a mean age of 19.07 ± 5.93 and 67.05 ± 3.68 Weight. Results: One Pearson's correlation coefficient was identified r=0.96, showing a p<0.001. Conclusion: It can be concluded that there is a great correlation between self-efficacy metacognitive with the correct execution of the coup Ground and Pound of MMA athletes.

Association between Abacus Training and Improvement in Response Inhibition: A Case-control Study

OBJECTIVE: The abacus, first used in Asian countries more than 800 years ago, enables efficient arithmetic calculation via visuo-spatial configuration. We investigated whether abacus-trained children performed better on cognitive tasks and demonstrated higher levels of arithmetic abilities compared to those without such training. METHODS: We recruited 75 elementary school children (43 abacus-trained and 32 not so trained). Attention, memory, and arithmetic abilities were measured, and we compared the abacus with the control group. RESULTS: Children who had learned to use an abacus committed fewer commission errors and showed better arithmetic ability than did controls. We found no significant differences between children with and without abacus training in other areas of attention. CONCLUSION: We speculate that abacus training improves response inhibition via neuroanatomical alterations of the areas that regulate such functions. Further studies are needed to confirm the association between abacus training and better response inhibition.

Subbands analysis of amplitude of low-frequency fluctuations in type 2 diabetes mellitus patients: a resting-state functional MRI study / 中华放射学杂志

Objective To investigate changes of spontaneous brain activity in patients with type 2 diabetes mellitus (T2DM) by fractional amplitude of low-frequency fluctuations (fALFF) on subbands, and the possible relationship between these changes and cognitive impairment caused by T2DM.Methods Twenty-two T2DM patients and twenty-three healthy control subjects were involved in this study between December 2013 and June 2014 and the demographic and clinical data (fasting plasma glucose and HbA1c level) were obtained in all subjects.General cognition was assessed by MMSE in all subjects, and memory performance was assessed by Auditory Verbal Learning Test (AVLT) in T2DM group.3D-T1 structural and resting-state functional MRI data were collected by MR scanner.Then fALFF value on slow-5 (0.010-0.027 Hz) and slow-4 (0.027-0.073 Hz) were calculated respectively using DPARSF V2.3.Intra-group and inter-group t-tests were conducted by REST V1.8.Partial correlation among fALFF values extracted from significantly different brain regions, clinical data and AVLT score of T2DM patients were calculated , using age as covariate.Results Compared to the healthy controls, T2DM patients showed increased fALFF values in bilateral anterior cingulate gyrus (cluster=130, t=4.4487, P＜0.05) and partial left cerebelum areas (cluster=89, t=3.8409, P＜0.05) in frequency band slow-5.Moreover, the T2DM patients showed decreased fALFF values in bilateral middle occipital gyrus and precuneus (Left: cluster=102, t=-3.4806.Right: cluster=151, t=-5.1355.All P＜0.05) in frequency band slow-5.While in frequency band slow-4, the T2DM patients showed increased fALFF values in left inferior temporal gyrus (cluster=104, t=4.8631, P＜0.05), and decreased fALFF values in right lingual gyrus (cluster=91, t=-3.7146, P＜0.05).There was positive correlation between fALFF values of middle occipital gyrus and precuneus and AVLT immediate memory score (r=0.456, P=0.038).Conclusions T2DM patients exhibit abnormal spontaneous activity among brain regions associated with cognition, including brain regions related to default mode network on slow-5, and brain regions related to semantic cognition and visual information processing on slow-4.The abnormal regions exhibit different spatial patterns depending on the subbands of low-frequency fluctuations.

Contribuições de David Ausubel para a intervenção psicopedagógica / Contributions of David Ausubel process for psycho educational intervention

A pesquisa teve como objetivo compreender os conceitos de David Ausubel e a sua interferência na aprendizagem enquanto construção cognitiva, no campo da Psicopedagogia. O método utilizado no presente estudo foi a Pesquisa Qualitativa Explicativa, com visão interpretativa e crítica, tanto dos fatores como dos autores pesquisados. Dentre os resultados obtidos é possível informar que, a ação psicopedagógica tem maior sucesso com a prática da pesquisa continuada. A pesquisa oferece uma reflexão sobre o referencial teórico, a fim de trazer benefícios para a prática profissional psicopedagógica. Conclui-se que, para Ausubel, o sujeito já tem uma história, sendo esta a base para uma aprendizagem significativa. O profissional deve estar atento ao fazer intervenção, levando em consideração a formação da estrutura cognitiva do indivíduo, trazendo importantes contribuições para diversas áreas do conhecimento, principalmente, para o campo da Psicopedagogia.

The research aimed to understand the concepts of David Ausubel and his interference in learning as cognitive construction in the field of educational psychology. The method used in this study was the Explanatory Qualitative Research with both interpretive and critical view of the factors as to the authors surveyed. Among the results we got it can be informed that the psycho-pedagogical action is most successful with the practice of continued research. The research offers a reflection on the theoretical framework in order to bring benefits to the psychology educational professional practice. We conclude that to Ausubel, the person has already a story, which is the basis for meaningful learning. The physician must be attentive when making an intervention, taking into account the formation of the cognitive structure of the individual, bringing important contributions to many areas of knowledge, particularly to the field of educational Psychology.

O Problema da naturalização da consciência: uma revisão histórica e filosófica / The problem of naturalizing consciousness: a historical and philosophical review

O problema da naturalização da consciência surge como parte de um projeto contemporâneo de uma ciência natural da mente, que visa abarcar todas as dimensões do que geralmente se considera como constituindo o mental. O principal paradigma desse projeto é fornecido pelo programa interdisciplinar de investigação,coletivamente denominado ciência cognitiva. Entretanto, mesmo que os seus resultados de pesquisa tenham sido consideráveis, o tradicional problema mente-corpo se recoloca sob forma de uma lacuna explicativa que permanece entre os dados disponíveis sobre as estruturas neuronais ou a atividade cerebral e os conteúdos da introspecção ou fenômenos da consciência. Devido às dificuldades apresentadas pelo caráter subjetivo destes últimos, o recurso à fenomenologia pareceu necessário, desde que acompanhado de um projeto de naturalização da mesma. Esse projeto permitiria, em princípio,uma compreensão integral dos processos mentais, incluindo a consciência e suas bases neurais, assim como o meio em que ocorrem e o modo como se relacionam com o mundo físico. O objetivo deste artigo é, primeiro, apresentar sucintamente o desenvolvimento histórico dessa questão e os principais problemas filosóficos que ela coloca. A seguir,discute-se a possibilidade de complementação desse programa de naturalização a partir da abordagem dos fenômenos da consciência desenvolvida pela filosofia merleau-pontyana. Pode-se argumentar, de fato, que esta última

The problem of naturalizing consciousness arises as part of a contemporary project for a natural science of the mind aiming at encompassing the whole scope of what is usually regarded as mental. This project's main paradigm is providedby the interdisciplinary research program collectively known as cognitive science. This program has been considerably successful in its research results; however, the traditional mindbody problem reappears within it as a remainingexplanatory gap between available data related to neuron structures or brain activity and the content of introspection or conscious phenomena.Due to the difficulties brought about by the subjective character of consciousness, a resort to phenomenology seemed necessary, if it was followed by a project for its naturalization. This project was supposed to allow, at least in principle,a thorough understanding of mental processes, including consciousness and its neural bases, as well as the milieu where they take place and themanner they relate to the physical world. The first objective of this paper is to briefly describe the historical development of this problem and themain philosophical questions raised by it. Next, it discusses the contribution that Merleau-Ponty's approach to conscious phenomena can provideto this naturalization program. Indeed, it can be argued that his philosophy possess the features required for a fruitful epistemological dialoguewith contemporary projects for a natural science of the mind

Major advances in military medicine-related life sciences in 2013 / 军事医学

2013 saw sustained and rapid development in the military medicine-related life sciences .New research fields, new technologies and devices continue to emerge , such as Brain Science Projects , 3D bio-printing, cognitive neuro-science, brain-computer interface and mind control , genome editing technology , neuroimaging techniques , protein research technology , Which will promote the all-round development of basic and applied research for military medicine .

Improving reading comprehension: From metacognitive intervention on strategies to the intervention on working memory executive processes / Mejorando la comprensión lectora: Desde la intervención metacognitiva en estrategias a la intervención en los procesos ejecutivos de la memoria operativa

Many students may read fluently but have difficulties constructing meaning from texts. Difficulties with reading comprehension have many implications at school. In particular, problems understanding texts interfere with studying and learning from text. Reading comprehension has improved in the last 30 years focusing on intervention programs that work with strategies in which metacog-nition plays a crucial role. However, recent years have seen relevant advances in the study of the relationship between working memory (WM), particularly executive processes, and reading comprehension. In this paper, we present how the last 20 years of our research has evolved regarding metacognitive intervention from text comprehension strategies, as the main idea and summarization to the intervention on WM's executive processes during reading. Thus, our more recent empirical data has shown that text comprehension can be improved after specific training on the executive functions of working memory (e.g., focusing, switching, connecting and updating mental representations, and the inhibition of irrelevant information) in Primary school students.

Muchos estudiantes pueden leer de forma fluida pero presentan dificultades para construir significados a partir de los textos. Las dificultades de compresión lectora tienen varias implicaciones en la escuela. En particular, los problemas de comprensión de textos interfieren con el estudio y el aprendizaje desde el texto. La comprensión de lectura se ha mejorado en los últimos 30 años enfocándose en los programas de intervención que trabajan con estrategias en las cuales la metacognición juega un papel crucial. Sin embargo, en años recientes han sido relevantes los avances en el estudio de las relaciones entre la memoria de trabajo (WM), particularmente el proceso ejecutivo, y la comprensión de lectura. En este artículo presentamos la manera como se ha desarrollado nuestra investigación en los últimos 20 años, en relación con intervención metacognitiva desde las estrategias de comprensión de textos, tales como la idea principal y el resumen en la intervención sobre el proceso ejecutivo de WM durante la lectura. Así, nuestros datos empíricos recientes han mostrado que la comprensión de textos puede ser mejorada después del tratamiento específico sobre las funciones ejecutivas de memoria de trabajo (e.g., enfocándose, cambiando, conectando y actualizando las representaciones mentales y la inhibición de información irrelevante) en niños de escuela primaria.

Processing order in dual-tasks when the duration of motor responses varies / Orden de ejecución de dos tareas cuando la duración de las respuestas motoras varían

Recent studies reported that central processing duration influences processing order of two tasks in the psychological refractory period (PRP) paradigm. This study examined whether the duration of response execution influences the processing of task order. For this purpose, a tone discrimination task was combined with a letter discrimination task. Both tasks were presented in random order using different stimulus onset asynchronies (SOAs). In one condition, participants responded to each stimulus with a single key press (easy response condition). In the other condition, the tone task required a single key press, whereas the letter task required a more time-consuming key press-sequence (hard response condition). The results showed that participants tend to perform the tone task first more often when the response requirement for the letter task is hard, rather than easy. This result is consistent with the notion that participants optimize response scheduling in dual-task situations.

Bajo el paradigma de periodo refractario psicológico (PRP), recientes estudios han hallado que la duración del procesamiento central influye en el orden en el que dos tareas son procesadas. En el presente trabajo se examinó si la duración de la respuesta también influye en el orden en el que dos tareas se ejecutan. Para este propósito, se utilizó una tarea de discriminación auditiva en combinación con una tarea de discriminación visual. En el experimento se varió el orden de presentación de las tareas de forma aleatoria así como se utilizaron diferentes intervalos entre estímulos (stimulus onset asynchrony; SOA) En una condición, los participantes respondieron a cada estímulo pulsando una tecla (condición de respuesta simple). En la otra condición, mientras que a la tarea auditiva se respondía de nuevo pulsando una tecla, la respuesta a la tarea visual requería pulsar una secuencia de teclas, aumentando la duración de la respuesta (condición de respuesta compleja). Los resultados mostraron que los participantes tienden a ejecutar más a menudo la tarea auditiva en primer lugar cuando la respuesta de la tarea visual es más compleja. Este resultado apoya la noción de que, en escenarios de doble tarea, los participantes pueden invertir sus respuestas si con ello optimizan su ejecución.

Investigating the association between valence and elevation with an implicit association task that requires upward and downward responding / Investigando la asociación entre la valencia y la elevación con una tarea de asociación implícita que requiere respuestas ascendentes y descendentes

In three experiments (total N = 96), we investigated the origins of effects of associations between affective valence and spatial elevation (or verti-cality). To that end, we used a congruence measure. We used spatial and affective stimuli, like the words "up" and "happy". Spatial stimuli had to be categorized as elevated or less elevated and affective stimuli as positive or negative. Critically, in congruent conditions, associated spatial and affective stimuli required the same response and less associated stimuli required different responses, whereas in incongruent conditions, associated spatial and affective stimuli required different responses, but less associated stimuli required the same response. The results supported the assumption that valence-elevation associations exist in semantic memory: faster responses in congruent than incongruent conditions were observed with (I) words (Experiments 1 and 2), (II) pictures and words (Experiment 3), and (III) increased as a function of the centrality of the spatial meaning for the spatial words (Experiments 1 vs. 2). We discuss the implications of our results for the Implicit Association Test (IAT).

En tres experimentos (N = 96) se investigaron los orígenes de los efectos de las asociaciones entre la valencia afectiva y la elevación espacial (o verticalidad). Para tal fin, se utilizó una medida de congruencia. Se usaron estímulos espaciales y afectivos, como las palabras "arriba" y "feliz". Los estímulos espaciales tenían que ser categorizados como elevados o menos elevados y los estímulos afectivos como positivos o negativos. En las condiciones congruentes, los estímulos asociados espacial y afectivamente requerían la misma respuesta y los estímulos menos asociados diferentes respuestas, mientras que en las condiciones incongruentes, los estímulos asociados requerían respuestas diferentes, y los estímulos menos asociados la misma respuesta. Los resultados apoyaron la hipótesis de que existen asociaciones de valencia-elevación en la memoria semántica. Se observaron respuestas más rápidas en las condiciones congruentes que en las incongruentes con (1) palabras (Experimentos 1 y 2), (II) imágenes y palabras (Experimento 3), y (III) incrementando en función de la centralidad del significado espacial de las palabras espaciales (such as the present one a Experimentos 1 vs 2). Se discuten las implicaciones de nuestros resultados para el Test de Asociación Implícita (IAT).

Triple redundant signals effect in the visual modality / Efecto de señales triple redundantes en la modalidad visual

Response times in a visual object recognition task decrease significantly if targets can be distinguished by two redundant attributes. Redundancy gain for two attributes has been commonly found, but redundancy gain from three attributes has been found only for stimuli from three different modalities (tactile, auditory, and visual). This study extends those results by showing that redundancy gain from three attributes within the same visual modality (color, form and direction of movement) is possible. It also presents evidence that the separate activation model cannot account for such a gain.

Los tiempos de respuesta en las tareas de reconocimiento visual de objetos disminuye significativamente si los objetivos pueden ser distinguidos por dos atributos redundantes. La ganancia de redundancia para dos atributos se ha encontrado comúnmente, pero la ganancia de redundancia de tres atributos ha sido encontrada solo para estímulos desde tres modalidades diferentes (táctil, auditivo y visual). Este estudio se extiende a aquellos resultados mostrando que el aumento de la redundancia es posible en tres atributos dentro de la misma modalidad visual (color, forma y dirección del movimiento). También se presenta evidencia de que el modelo de activación separada no puede dar cuenta de una ganancia como tal.