Estrés de pandemia por COVID-19 y el conflicto trabajo-familia y familia-trabajo en Buenos Aires, Argentina / Pandemic stress due to COVID-19 and the work-family and family-work conflict in Buenos Aires, Argentina

Resumen La pandemia ha generado un nuevo entorno que establece determinadas exigencias o demandas de actuación a las personas, potenciales estresores que pueden desencadenar el proceso de estrés, al que se le podría denominar Estrés de Pandemia (EDP). A este contexto, se sumaron los cambios en la jornada laboral que derivaron en mayor interferencia entre la familia y el trabajo. De esta manera, se volvió relevante generar conocimiento sobre la temática durante este contexto particular. El objetivo del presente estudio fue determinar la asociación entre el (EDP) y el Conflicto Trabajo-Familia (CTF) y Familia-Trabajo (CFT). Además, se indagaron diferencias de grupos según factores laborales como la modalidad de trabajo y la tenencia o no de niños a cargo, entre otros. Se utilizó el Inventario SISCO de EDP (Macías, 2020), la escala de CTF y CFT (Netemeyer et al., 1996) y un cuestionario ad-hoc. Los participantes fueron 637 adultos (M.edad = 38.14, DS = 13.05, femenino = 487). Se encontraron asociaciones positivas entre las variables CFT y CTF y ambas se asociaron de manera positiva con el EDP. Quienes trabajaron de manera virtual evidenciaron mayor CFT y quienes lo hicieron, tanto virtual como presencialmente fueron los que más puntuaron en CTF. Finalmente, quienes tenían niños a cargo tuvieron mayor CFT y CTF. En conclusión, el estrés en torno al COVID-19 se vincula con mayor interferencia y conflictos entre el ámbito laboral y el familiar.

Abstract Pandemic Stress can be defined as a psychological state produced by an adaptation process where the individual values ​​the environment demands, determined by the pandemic, as overflowing with their resources to carry them out effectively (Macías, 2020). The change in routine carries the possibility of an increase in relation to work-family conflict. Family conflict involves two directions: work can interfere with the family (family work conflict or FWC) and the family can interfere with work (work family conflict, or WFC) (Bellavia y Frone, 2005) because of the incompatibility of responsibilities in the workplace and family (Greenhaus y Beutell, 1985). Added to this context are changes in the working day and, since there are no studies that analyze the relationships between SP and family and work conflict, it becomes relevant to generate knowledge on this issue during this context that humanity is going through. In this way, the aim was to establish the association between Pandemic Stress (PS), Work-Family Conflict (WFC) and Family-Work Conflict (FWC). In addition, the possible existence of group differences was analyzed according to work factors such as work modality, and the possession or not of dependent children. SISCO Pandemic Stress Inventory (Macías, 2020), the Work-Family Conflict and Family-Work Conflict scale (Netemeyer et al., 1996) and an ad-hoc questionnaire were used. The participants were 637 adults (M.age = 38.14, SD = 13.05, female = 487). Positive associations were found between the variables WFC and FWC, and both were positively associated with PS. Those who worked virtually showed higher FWC and those who did it both virtually and in person, were the ones who scored the most in WFC, realizing the difficulty in balancing family and work demands. This could be due to the difficulty for parents who worked outside the home, since they had to organize alternative solutions to take care of their children, which is hampered by the closure of establishments, difficulty in mobilizing and preventive and mandatory isolation of social networks that, in another context, contribute to the care of children. It is of great relevance to consider that the majority of those surveyed have been women, being the most likely to report that the excessive amount of housework made it difficult for them to combine work and family (Blasko, 2020). Finally, those who had children had higher WFC and FWC. In this sense, Gutierrez et al. (2020) explain that in households the unpaid workload and care has increased, which falls unequally on women, a fact that further limits their availability of time to develop productive and / or work activities. Following Park et al. (2020), being young, being female, and being a caregiver increase the risk of exposure to stressors and a greater level of stress. In conclusion, the lawsuits surrounding COVID-19 interfere in conflicts between the workplace and the family. This shows the importance of carrying out evidence-based interventions aimed at mitigating the effects of SP due to COVID-19 and reducing WFC and FWC. In this sense, the present research provides an advance in the understanding of interference between home and work, as well as the impact of the pandemic in both spheres of daily life.

Universality and context-specificity in early executive function development.

A renewed interest in early executive function (i.e., EF or the conscious control of thought and behavior) development has led several research groups to suggest that EF may be emerging and is less coordinated (e.g., showing few relations between tasks) in the first few years (Devine et al., 2019; Gago Galvagno et al., 2021; Johansson et al., 2016; Miller & Marcovitch, 2015; Ribner et al., 2022). This potentially universal development in EF does not exclude the possibility that EF may also differ across context (e.g., Gago Galvagno et al., 2021; Lohndorf et al., 2019; Tran et al., 2015) reflecting unique strengths and development built within one's sociocultural environment. The present paper explores potential universal and context-specific early EF developments by focusing on three aims: (1) reviewing work on EF within the first two years of life that may speak to potential universality in the measurement, structure, growth, stability, and conceptualization of early EF (2) reviewing research that may speak to how the sociocultural context may play a role in context-specific development within early EF and (3) examining potential developmental EF frameworks for understanding universal and context-specific developments of early EF within context.

Association between electronic media use, development milestones and language in infants / Asociación entre el uso de medios electrónicos, hitos del desarrollo y lenguaje en infantes

Abstract The use of electronic media has increased in early childhood. During early childhood, language and motor skills are important for the development of other cognitive skills. Therefore, it becomes essential to study how the use of screens is associated with these important skills in the first years of life. The objective of the following research was to describe the use of electronic media (i. e., TV, cell phone and tablet) and its association with language and developmental milestones in the first years of life. Participants were 253 primary caregivers of infants between 2 to 48 months (M = 30.17 months, SD = 10.82, female = 124). Parental reports of infant media use, motor and language development milestones, the MacArthur-Bates Communicative Development Inventory (CDI) and the Permanent Household Survey (EPH) for sociodemographic variables were used. The results showed that, on average, infants began to use screens during the first year of life at an average of one hour per day with TV as the most used medium and video viewing as the activity they did the most. The number of hours of devices usage was positively associated with lexical density and sentence use. Furthermore, starting device use at a later age was associated with lower scores in language reports and later milestones of motor and language development. No differences were found based on the type of device content and sociodemographic variables. Results indicate that the excessive use of screens could affect some early skills, although it is necessary to investigate the context in which they are used.

Resumen En los últimos años, el uso de medios electrónicos ha aumentado en la infancia temprana debido al creciente acceso a las pantallas y a la situación de aislamiento ocasionado por la pandemia de COVID-19. Por otro lado, durante la primera infancia, las habilidades de lenguaje y motrices son fundamentales para el desarrollo de otras habilidades cognitivas, y se asocian con el rendimiento académico y habilidades sociales posteriores durante la niñez y adolescencia. Por ende, se vuelve fundamental estudiar cómo el contexto de estimulación en el hogar, específicamente el uso de pantallas, se asocia con estas habilidades importantes en los primeros años de vida. Si bien existen investigaciones sobre las asociaciones del uso de pantallas con habilidades cognitivas tempranas, son escasas las que indagan este fenómeno en el ámbito latinoamericano, y nulas las que lo realizaron en el actual contexto de pandemia. El objetivo de esta investigación fue describir el uso de medios electrónicos (i. e., TV, teléfono celular y tablet) y su asociación con el lenguaje y los hitos del desarrollo en los primeros años de vida. Los participantes fueron 253 cuidadores primarios de infantes de Latinoamérica (68.8 % de Argentina, y 31.2 % de otros países de la región) con edades entre 2 y 48 meses (M = 30.17 meses, SD = 10.82, femenino = 124), reclutados vía web a través de muestreo no probabilístico de tipo intencional y por bola de nieve. Se utilizaron los reportes de los padres sobre el uso de medios electrónicos (i. e., tiempo de uso, edad de inicio y tipo de contenido), los hitos del desarrollo motor y del lenguaje, el Inventario de Desarrollo de Habilidades Comunicativas (CDI) (i. e., densidad léxica y uso de oraciones) y la Encuesta Permanente de Hogares (EPH) para evaluar las variables sociodemográficas. Los resultados mostraron que, en promedio, los infantes comenzaron a usar pantallas durante el primer año de vida en un promedio de una hora por día, con la televisión como el medio más utilizado y la visualización de videos la actividad que más realizaban. El número de horas de uso de dispositivos se asoció positivamente con la densidad léxica y el uso de oraciones: a más horas de uso, mayor cantidad de palabras y oraciones reportadas. Además, cuanto más tardía era la edad de inicio de uso de dispositivos, más bajas eran las puntuaciones en los informes lingüísticos e hitos posteriores del desarrollo motor y del lenguaje. Los tamaños del efecto para estas asociaciones fueron de bajos a moderados, lo que indica que otras variables podrían estar contribuyendo al desarrollo de estas habilidades cognitivas. No se encontraron diferencias en las capacidades motrices y del lenguaje en función del tipo de contenido del dispositivo. Tampoco se observaron diferencias en el uso de pantallas en función del género de los infantes, la edad y las variables sociodemográficas, lo que podría indicar, tal como demostraron investigaciones anteriores, que durante el aislamiento por COVID-19 el uso de los medios electrónicos fue constante, independientemente del contexto del hogar. Los resultados indican que el uso excesivo de pantallas podría afectar, tanto de forma positiva como negativa, algunas habilidades tempranas, aunque es necesario investigar el contexto en el que se utilizan. Específicamente, para futuras investigaciones sería importante: (a) trabajar con díadas de cuidadores-infantes, para evaluar cómo los comportamientos parentales moderan las asociaciones entre uso de pantallas y cognición infantil; (b) realizar estudios longitudinales; y (c) evaluar estas variables en diferentes provincias del país y regiones de Latinoamérica, para estudiar cómo las idiosincrasias culturales modulan el uso de estos dispositivos.

Vulnerabilidad social y comunicación verbal y no-verbal en infancia temprana: revisión sistemática / Social vulnerability and verbal and non-verbal communication in early childhood. Systematic review / Vulnerabilidade social e comunicação verbal e não-verbal na primeira infância. Revisão sistemática

Resumen (analítico) El objetivo de la siguiente revisión sistemática fue indagar sobre la contribución diferencial del entorno socioeconómico en la capacidad de comunicación verbal y no verbal en los primeros tres años de vida. Se revisaron artículos de investigación empírica de los últimos 30 años en infantes con desarrollo típico. Se encontraron, en general, menores niveles respecto del desarrollo del habla y la comunicación expresiva y productiva en infantes de contextos vulnerables. Sin embargo, los resultados fueron inconsistentes respecto a la comunicación no verbal. Se concluye que se deben realizar más estudios con medidas directas comportamentales en comunicación no verbal para poder paliar las inconsistencias en los resultados actuales sobre la temática.

Abstract (analytical) The objective of this systematic literature review was to inquire about the differential contribution of socioeconomic environment to the capacity for verbal and non-verbal communication in the first three years of life. Empirical research articles from the last 30 years in normally developing infants were reviewed. In general, lower levels were identified among infants from vulnerable contexts in terms of speech development f and expressive and productive communication . However, the results were inconsistent in the area of non-verbal communication. It is concluded that more studies should be carried out with direct behavioral measures in relation to non-verbal communication in order to alleviate existing inconsistencies for the current results in this field.

Resumo (analítico) O objetivo da revisão sistemática a seguir foi indagar sobre a contribuição diferencial do meio socioeconômico na capacidade de comunicação verbal e não verbal nos primeiros três anos de vida. Artigos de pesquisa empírica dos últimos 30 anos em bebês com desenvolvimento típico foram revisados. Em geral, foram encontrados níveis mais baixos em relação ao desenvolvimento da fala e da comunicação expressiva e produtiva em bebês de contextos vulneráveis. No entanto, os resultados foram inconsistentes com relação à comunicação não verbal. Conclui-se que mais estudos devem ser realizados com medidas comportamentais diretas na comunicação não verbal, a fim de amenizar as inconsistências nos resultados atuais sobre o assunto.

The still-face paradigm in Latin American mother-child dyads at 2 and 3 years: Effects of socioeconomic status and temperament.

The still-face paradigm (SFP) is a common method in infancy used to assess emotion regulation and interactions when an adult (typically the caregiver) abruptly stops a positive interaction with a child and switches to a more neutral affect. The effect of this paradigm has been studied in different countries and age ranges, but research in Latin America and with toddlers (e.g., 2-3 years old) of different socioeconomic backgrounds is scarce. The current study analyzed caregiver-child interactions in this novel sample, to analyze the possibility of generalization of the typical response of this paradigm (i.e., less positive affect, reduced gaze, and more negative affect in children when parent affect changes). The sample consisted of 114 caregiver-child dyads from low to middle socioeconomic status (SES) (children's Mage = 26.61 months, SD = 6.73, range = 18-36; 61 girls). The SFP modified version (i.e., on the floor and with a series of standardized toys), the temperament Early Childhood Behavior Questionnaire adapted for Argentina, and an SES scale were used. The typical SFP response was observed in Latin American children. In addition, older children and children with higher SES exhibited better general regulation, and there were weak associations with temperament. For gender differences, boys demonstrated more aggressive behaviors at Phase II. Results from this study suggest that children's response to this paradigm is an unconditional response to the lack of social reinforcers and is only partially associated with social and individual variables.

The impact of Covid-19 on Latin American Psychology: research, profession, and public policy / O impacto da Covid-19 na Psicologia Latino-Americana: pesquisa, profissão e políticas públicas

In this paper, we offer an in-depth analysis of relevant scientific literature and a series of critical reflections based on a narrative review of the impact that the early stages of the Covid-19 pandemic had on Latin American psychology. We performed a non-exhaustive search, selection, and analysis of different documentary sources in scientific databases, institutional repositories, and websites of national and regional psychology organizations between May 25 and 31, 2020. In particular, we consulted SciELO, Redalyc, Dialnet, and Google Scholar using the following individual key words associated to psychology: "Coronavirus", "Covid-19" and "Pandemic". Various types of documents were retrieved for a subsequent in-depth analysis (e.g., articles, institutional documents, notes, bulletins, recommendation guides, etc.). Our review allowed us to identify three challenges for psychology in the region: (1) insertion of psychology in public policies; (2) construction of an own agenda of psychological research; (3) evaluation of practices and reorientation of professional training processes.

Neste artigo, é oferecida uma análise aprofundada da literatura científica relevante e uma série de reflexões críticas baseadas em uma revisão narrativa do impacto que os estágios iniciais da pandemia de Covid-19 tiveram na psicologia latino-americana. Foi realizada uma busca não exaustiva, seleção e análise de diferentes fontes documentais em bancos de dados científicos, repositórios institucionais e websites de organizações nacionais e regionais de psicologia entre 25 e 31 de maio de 2020. Em particular, foram consultadas as bases SciELO, Redalyc, Dialnet e Google Scholar usando as seguintes palavras-chave individuais associadas à psicologia: "coronavírus", "Covid-19" e "pandemia". Vários tipos de documentos foram recuperados para uma análise posterior em profundidade (por exemplo: artigos, documentos institucionais, notas, boletins, guias de recomendação, etc.). A revisão feita pelos autores permitiu identificar três desafios para a psicologia na região: (1) inserção da psicologia nas políticas públicas; (2) construção de uma agenda própria de pesquisa psicológica e (3) avaliação das práticas e reorientação dos processos de formação profissional.

Emerging coherence and relations to communication among executive function tasks in toddlers: Evidence from a Latin American sample.

Recent work within early executive function (EF) seems to suggest that toddlers show distinct patterns of development, involving poorly correlated performance across EF tasks and significant improvements over relatively short periods of time. The present study sought to extend these findings by investigating evidence for these patterns in toddlers and the existence of more traditional patterns of EF (e.g., correlations between tasks, links to language) when using the same tasks in a novel Latin American sample. Eighty toddlers (18-24 months) and sixty young preschoolers (30-36) months completed a battery of EF tasks, early social communication, and receptive and expressive language measures. Results indicated that toddlers showed similar distinct patterns of development (i.e., few relations between tasks and links to responding to joint attention), but by early preschool a more cohesive EF and links to language were present. Further, work demonstrated significant age (older children outperformed younger children), gender (girls outperformed boys), and socioeconomic differences (satisfied basic needs outperformed unsatisfied basic needs, but only on the snack delay). This work provides evidence for patterns of emerging EF development within this novel cultural sample (and evidence for group differences) that may be supported by communicative and representational development.

[Development and Validation of a German-language Short Form of the Coping Strategies Inventory]. / Entwicklung und Validierung einer deutschsprachigen Kurzform des Coping Strategies Inventory.

When an external and/or internal demand is found to be depleting one's resources, certain strategies are used to cope with the associated stress. Although a correlation between emotional suppression and a higher degree of pathological states has been demonstrated, there are no short instruments in German that include this stress coping strategy. Therefore, the aim of the present study was to translate the Coping Strategies Inventory and to develop a short version of the instrument. The sample (n=272) was collected via a web-based survey; an exploratory factor analysis revealed the existence of nine stress coping strategies captured by the instrument instead of eight. The results of the confirmatory factor analysis showed not only appropriate psychometric properties of the nine-factor structure, but also its superiority compared with a higher-level factor structure. Significant correlations with all personality traits confirm the convergent validity of the instrument, so that its short version can be used in German-speaking countries.

Aumento del uso de Instagram® y su relación con la Soledad Percibida, en contexto de pandemia COVID19 / Increase in the use of Instagram® and its relationship with perceived loneliness, in the context of the COVID-19 pandemic

El objetivo de la presente investigación fue indagar si existen relaciones significativas entre la Soledad Social y Emocional en 311 adultos-jóvenes según el uso de Instagram en contexto de ASPO por Covid-19. Se establecieron comparaciones conforme a los datos sociodemográficos edad, género, nivel educativo, condición laboral, lugar de residencia, estado civil y cantidad de sujetos con los que convive además de otras preguntas sobre el uso de la red. Los instrumentos utilizados para la recolección de datos fueron un cuestionario ad hoc y la escala para la Evaluación de la Soledad Social y Emocional en Adultos SESLA-S (Di Tommaso et al, 1993), adaptación de Yaben (2008). Se halló una relación negativa estadísticamente significativa entre la cantidad de horas que dedican los usuarios a Instagram y la soledad romántica (p>0.05). Otro hallazgo de interés fue que los sujetos casados o en pareja presentan más soledad social familiar y romántica que el resto(AU)

The objective of this research was to investigate if there are significant relationships between Social and Emotional Loneliness in 311 young adults according to the use of Instagram in the context of ASPO by Covid-19. Comparisons were made according to the sociodemographic data: age, gender, educational level, employment condition, place of residence, marital status and number of subjects with whom they live, as well as other questions about the use of the network. The instruments used for data collection were an ad hoc questionnaire and the scale for the Evaluation of Social and Emotional Loneliness in adults SESLA-S (Di Tommaso et al, 1993), adapted from Yaben (2008). A statistically significant and negative relationship was found between the number of hours users spend on Instagram and romantic loneliness (p> 0.05). Another interesting finding was that the married or couple subjects present more family and romantic social loneliness than the rest(AU)

Frustración, temperamento y vulnerabilidad social en bebés: estudio comparativo / Frustration, temperament and social vulnerability in babies: a comparative study

Resumen Antecedentes: la frustración se define como las respuestas del organismo que se desencadenan cuando existe una discrepancia negativa entre un incentivo esperado con el que realmente se recibe. Estas situaciones provocan respuestas conductuales, emocionales y neurofisiológicas análogas a las que ocurren con la presentación de estímulos aversivos o su anticipación. Existen investigaciones en bebés, pero pocos sobre sus asociaciones con diferencias individuales y ambientales y ninguno en población argentina. Objetivos: asociar la frustración, el temperamento y la vulnerabilidad social en una muestra de infantes. Metodología: se realizó un estudio asociativo-comparativo con una situación observacional estructurada donde se evaluaron a 22 bebés de 10 a 14 meses durante una tarea de frustración y su relación con el temperamento a través del Cuestionario de Conducta Infantil (IBQ-VSF) pertenecientes a dos extractos sociales evaluados con una ficha sociodemográfica. Resultados: se halló que a mayor extroversión, menor manipulación del objeto; y a mayor esfuerzo de control, menor fue la respuesta de morder, y viceversa. No se encontraron diferencias significativas en función del nivel socioeconómico. Conclusiones: se discutieron los resultados en función de la teoría de la frustración y las limitaciones del estudio, incluyendo recomendaciones para futuras investigaciones.

Abstract Background: Frustration is defined as the body's responses that are triggered when there is a negative discrepancy between an expected incentive and the one actually received. These situations elicit behavioral, emotional and neurophysiological responses analogous to those that occur with aversive stimuli or their anticipation. There is research on babies, but few on the associations with individual and environmental differences and none on the Argentine population. Objectives: To associate frustration, temperament and social vulnerability in a sample of infants. Method: A comparative associative study was carried out using a structured observation technique where frustration and its relationship with temperament were evaluated in 22 babies aged 10 to 14 months through the infant behavior questionnaire-revised very short form (IBQ-R VSF). The study population belonged to two social strata according to a sociodemographic record. Results: An inverse correlation was found between extroversion and manipulation of objects, and between effortful control and biting response. No significant differences were identified based on the socioeconomic level. Conclusions: The results were discussed taking into account the frustration theory, the study limitations and the recommendations for future research.

Social and individual factors modulate parent-infant interactions: Lessons from free play sessions in an Argentine sample.

In this study, we aimed to explore the associations between socioeconomic status (SES) (i.e., parents' education and occupation, quality of the home and overcrowding), temperament styles (i.e., surgency, negative emotionality and regulatory capacity) and early dyadic and triadic nonverbal communication behaviors. We recruited 60 mother-infant dyads (mean age: 10.89 months, range: 9-13 months) low-to-mid SES, and assessed the duration of their communication behaviors using the Bakeman and Adamson (1984); SES was measured using INDEC Scale (2001), and temperament was assessed using the Infant Behavior Questionnaire-Revised Very Short Form (IBQ-R VSF, Putnam et al., 2014). Results showed that SES and their subdimensions were positively associated with passive, coordinated joint engagement (coordinated attention to person and object) and surgency, and negative with infant passive observation. Also, there were positive correlations between negative emotionality and unengaged attention behavior. We conclude that SES contributed to parent-infant interactions and temperament style from early months of life. We interpret these findings in relation to early intervention approaches aimed at promoting cognitive and social development.

El desarrollo de la comunicación preverbal y verbal temprana. La importancia del juego / The development of early verbal and preverbal communication. The importance of the game

En el presente artículo se propone reflexionar acerca de la heterogeneidad de investigaciones vinculadas con los estudios del desarrollo de la comunicación. Se trata de un campo amplio y hasta difuso, en donde los límites no resultan ser muy claros. Uno de los objetivos del presente trabajo es organizar los constructos teóricos a los que han arribado los investigadores del desarrollo, a desde la génesis de la comunicación en los primeros años de vida del niño. En este sentido, el segundo objetivo es realizar una reflexión, a partir del análisis del cuerpo o "mapa" teórico construido, sobre las diferentes funciones psicológicas implicadas en el desarrollo de la comunicación preverbal, verbal y el juego como medio de exteriorización de los actos comunicativos. A través del material analizado se podría inferir que la evidencia empírica apoya que la génesis del desarrollo comunicativo se da a través de los gestos no verbales que refuerzan y construyen el desarrollo comunicativo, siendo también la base para el desarrollo del lenguaje verbal posterior. No obstante, a pesar de que los estudios sobre el desarrollo de la comunicación, respuesta social y juego durante los primeros años de vida del niño han avanzado en los últimos años, aún se verifica una escasez de estudios empíricos que propongan abordar en forma asociada el desarrollo de estos como promotor del desarrollo y lo que elicita en el infante.

In this article, we propose to reflect on the heterogeneity of research related to communication development studies. It is a wide and even diffuse field, where the limits do not turn out to be very clear. One of the objectives of this work is to define the theoretical constructs to which the development researchers have arrived, from an organization that starts from the research traditions that have given rise to the genesis of communication in the first years of infant's life. In this sense, the second objective is to make a reflection, based on the analysis of the body or theoretical "map" built on the different psychological functions involved in the development of preverbal and verbal communication analyzing the game as the main means of externalization of the acts communicative, where the child expresses internal emotional needs, emerging product of interaction and the most basic biological needs for survival. Through the analyzed material it could be inferred that the empirical evidence supports that the genesis of communicative development occurs through nonverbal gestures that reinforce and build communicative development, also being the basis for the development of subsequent verbal language. However, although studies on the development of communication, social response and play during the first years of the child's life have advanced in recent years, there is still a shortage of empirical studies that propose to address the associated development of these as a promoter of development and what elicits in the infant

Emociones y frustración en bebés: el temperamento y la vulnerabilidad social como factores moduladores / Emotions and frustration in babies: temperament and social vulnerability as modulating factors

Las emociones son consideradas como mecanismos que se configuran a largo del tiempo para adaptarse a las demandas del medio ambiente, procurando de esta forma la supervivencia. Una de ellas es la frustración que se define como las respuestas del organismo que se desencadenan cuando existe una discrepancia negativa entre un incentivo esperado con el que realmente recibe. Estas situaciones provocan respuestas conductuales, emocionales y neurofisiológicas análogas a las que ocurren con la presentación de estímulos aversivos o su anticipación, tales como la ansiedad, el miedo, el estrés y el dolor nocioceptivo. El objetivo del presente artículo es: a) presentar los principales modelos teóricos de la emoción y frustración, su desarrollo y sus relaciones con factores individuales (temperamento) y ambientales (pobreza), y b) hacer un relevamiento de la bibliografía existente sobre los efectos de la frustración en bebés de hasta un año. Se encontró que el temperamento contribuye a los niveles de emoción y frustración expresados por los infantes. Son necesarios más trabajos para evaluar la influencia del ambiente y en un segundo momento, realizar intervenciones que puedan aumentar la tolerancias a la frustración(AU)

Emotions are considered as mechanisms that are configured over time for conflicts to the demands of the environment, thus seeking survival. Frustration is defined as an organism response that is triggered when there is a negative discrepancy between an expected incentive and the one that actually receives. These situations provoke behavioral, emotional and neurophysiological responses analogous to those that occur with the presentation of aversive stimuli or their anticipation, stories such as anxiety, fear, stress and nocioceptive pain. The objective of this article is: a) to present the main theoretical models of emotion and frustration, their development and their relationships with individual (temperament) and environmental (poverty) factors, and b) to survey the existing bibliography on the effects of frustration in babies up to one year old. Temperament and vulnerability were found to have the levels of emotion and frustration expressed by infants. However, it will be necessary to carry out more studies to decrease the contradictory results and generate, in a second moment, those that can increase the levels of this ability(AU)

Regulation During the Second Year: Executive Function and Emotion Regulation Links to Joint Attention, Temperament, and Social Vulnerability in a Latin American Sample.

Although a growing body of work has established developing regulatory abilities during the second year of life, more work is needed to better understand factors that influence this emerging control. The purpose of the present study was to examine regulation capacities in executive functions (i.e., EF or cognitive control) and emotion regulation (i.e., ER or control focused on modulating negative and sustaining positive emotions) in a Latin American sample, with a focus on how joint attention, social vulnerability, and temperament contribute to performance. Sixty Latin American dyads of mothers and children aged 18 to 24 months completed several EF tasks, a Still-Face Paradigm (SFP) to examine ER (Weinberg et al., 2008), and the Early Social Communication Scale to measure joint attention (Mundy et al., 2003). Parents completed the Early Childhood Behavior Questionnaire Very Short Form to measure temperament (ECBQ-VS, Putnam et al., 2010) and the Social Economic Level Scale (SES) from INDEC (2000). Results revealed the typical responses expected for toddlers of this age in these EF tasks and in the SFP. Also, we found associations between EF and ER and between non-verbal communication related to monitoring infants' attention to objects (i.e., responding to joint attention) and initiation of pointing (e.g., pointing and showing of an object while the child alternates his gaze to an adult) with EF. Regarding social factors, family differences and type of housing contribute to regulation. For temperament, effortful control was associated with both regulatory capacities. Finally, only age predicted EF. These results suggest that many patterns regarding the development of these abilities are duplicated in the first months of life in a Latin American sample while further highlighting the importance of considering how the environment and the individual characteristics of infants may associate to these regulatory abilities, which is particularly relevant to developing public policies to promote their optimal development.

El desarrollo de la autorregulación en la infancia temprana y sus factores moduladores / The Development of Self-Regulation in Early Childhood and its Modulating Factors

La autorregulación emocional refiere a la capacidad intrínseca de los niños y niñas de modular y modificar respuestas tanto emocionales como cognitivas, por demandas de situaciones específicas (Lewis & Todd, 2007; Vohs & Baumeister, 2004). Sin embargo, su definición no está exenta de ambigüedades (Gross, 2013). La siguiente revisión tiene como objetivo analizar el concepto y desarrollo ontogenético de la autorregulación, y describir los principales factores endógenos y exógenos que modulan esta habilidad cognitiva en los primeros años de vida. Específicamente se trabajará con el período que abarca del momento de nacimiento hasta los 3 años de vida, denominado infancia temprana. Se realizó una revisión narrativa para explicitar el estado de conocimiento hasta el momento, utilizando las bases de datos Scopus, Medline y Web of Science, recuperándose un total de 146 referencias, de las cuáles se seleccionaron 48 que eran acordes a los objetivos establecidos. Los principales factores intrínsecos recabados fueron la maduración de las redes atencionales y el temperamento, mientras que los factores exógenos fueron la sensibilidad materna, los estilos de crianza y los entornos socioeconómicos. Se concluye que esta habilidad debe ser diferenciada conceptualmente de la regulación emocional y las funciones ejecutivas, y que la misma es el resultado de determinantes bio-psico-sociales. En futuros trabajos deberían realizarse más investigaciones empíricas con infantes y en Latinoamérica, para lograr una comprensión más acabada sobre la variable y guiar las políticas públicas para optimizar su desarrollo

Emotional self-regulation refers to the child s intrinsic ability to modulate and modify emotional and cognitive responses, due to the demands of specific situations (Lewis & Todd, 2007; Vohs & Baumeister, 2004). However, its definition is not without ambiguities (Gross, 2013). The following review aims to analyze the ontogenetic concept and development of self-regulation, and describe the main endogenous and exogenous factors that modulate this cognitive ability in the first years of life. Specifically, it will work with the period from the moment of birth to 3 years of life, called early childhood. A narrative review was carried out to explain the state of knowledge, using the Scopus, Medline and Web of Science databases, recovering a total of 146 references, of which 48 were selected according to that were consistent with the established objectives. The main intrinsic factors collected were maturation of the attentional networks and temperament, while the exogenous factors were maternal sensitivity, parenting styles and socio-economic environments. It is concluded that this ability must be conceptually differentiated from emotional regulation and executive functions, and that it is the result of bio-psycho-social determinants. In future work, more empirical research with infants and in Latin America should be carried out to achieve a more complete understanding of the variable and guide public policies to optimize their development

La influencia de la vulnerabilidad social en los estilos parentales. Generando una agenda de investigación / The influence of social vulnerability on parental styles. Generatting a research agenda

La vulnerabilidad social implica privaciones vinculadas a aspectos económicos, educativos, ocupacionales, emocionales, sociales y de derechos, y abarca el 30,7% de la población argentina (CEPAL, 2018). Por otro lado, los estilos parentales refieren a las diversas formas de interacción entre cuidadores e infantes que impactan en el desarrollo cognitivo y socioafectivo. El objetivo de la siguiente revisión narrativa será analizar el impacto del nivel socioeconómico (NSE) en los diversos estilos de crianza y sus factores mediadores. Se encontró que el NSE impacta en los estilos parentales, siendo las variables de nivel educativo, tipo de comunicación e interacción y entorno sociocultural las de mayor poder predictivo. A su vez, la crianza en contextos de bajo NSE traen aparejados relaciones más punitivas y negligentes, sin embargo, es necesario tener en cuenta el contexto cultural para analizar de forma ecológica las diversas prácticas parentales. En conclusión, es importante no solo aminorar el impacto de los entornos vulnerables, si no también trabajar con las familias entendidas desde un entorno cultural determinado para generar prácticas de crianza que enriquezcan el desarrollo cognitivo y emocional infantil

Social vulnerability implies deprivation linked to economic, educational, occupational, emotional, social and rights aspects, and covers 30.7% of the argentine population (CEPAL, 2018). On the other hand, parental styles refer to the different forms of interaction between caregivers and infants that impact on cognitive and socio-affective development. The objective of the next narrative review will be to analyze the impact of socioeconomic status (NSE) on the different styles of parenting. NSE influences parental styles, being the variables of educational level, type of communication and interaction and sociocultural environment the most predictive ones. In turn, upbringing in low NSE contexts brings about more punitive and negligent relationships. However, it is necessary to take into account the cultural context to analyze in an ecological way the different parental practices. In conclusion, it is important not only to reduce the impact of vulnerable environments, but also to work with families understood from a specific cultural environment to generate parenting practices that enrich children's cognitive and emotional development

Trazando puentes entre las neurociencias y la educación. Aportes, límites y caminos futuros en el campo educativo / Building bridges between neuroscience and education. Neurosciences' contributions, limitations and future directions in the education field

Resumen Las neurociencias son el conjunto de disciplinas cuyo objetivo de investigación es el sistema nervioso, poniendo el acento en la actividad del cerebro y su relación con nuestros comportamientos. Abordan aspectos neurobiológicos de la conducta y se apoyan en la psicología cognitiva, la lingüística, la antropología y la inteligencia artificial. La neuroeducación, también llamada neurociencia educativa, es una disciplina en expansión que se ocupa de estudiar la optimización del proceso de enseñanza y aprendizaje con base en el funcionamiento del cerebro y los fundamentos neurobiológicos que lo sustentan. El artículo se propone revisar aportes de las neurociencias al campo educativo, y a su vez críticas y futuros caminos para establecer relaciones aún más estrechas entre ambos. Se concluye que a pesar de que los aportes de la neuroeducación son variados y se esperan avances en el área, derivados de nuevas tecnologías, debemos ser cautos y críticos a la hora de analizarlos o ponerlos en práctica, ya que aún se deben generar estudios con mayor validez ecológica, en entornos educativos con seres humanos y con distintos niveles de análisis, sin dejar de lado la interdisciplina.

Abstract Neurosciences are a set of disciplines which aims to research the nervous system, focusing on brain functioning in relation with our behaviors. Neurosciences not only address the neurobiological issues of behavior but also rely on cognitive psychology, linguistics, anthropology and artificial intelligence. Neuroeducation, also called educational neuroscience, is an expanding discipline that aims to study brain development and its neurobiological foundations by optimizing teaching and learning process. Through analyzing some classic and current contributions of the neurosciences to the educational area, this paper proposes to review neurosciences' contribution to the educational field, establishing at the same time critical and future ways to get even closer relations between them. Then, we conclude that although the neuroeducation contributions are varied and we expect advances in this area derived from new technologies, we must be cautious and critical when analyzing or putting them into practice, since research must be generated with greater ecological validity, in educational environments with human beings with analysis at different levels, without ignoring the interdiscipline.

Desarrollo temprano de las funciones ejecutivas: ¿cómo se relacionan con las competencias comunicativas y cuáles son sus métodos de evaluación? / Early development of executive functions: ¿how are they related with communicative competences and how are they evaluated?

Las funciones ejecutivas son entendidas como un constructor complejo que engloba procesos como la memoria de trabajo, el control atencional e inhibitorio, la planificación y la flexibilidad cognitiva. El desarrollo de las mismas se encuentra modulado por diferentes variables. Una de ellas son las capacidades comunicativas con la que los niños cuentan desde su infancia. Durante el primer año de vida, los niños empiezan a desplegar una serie de competencias comunicativas (e.g., seguimiento de mirada, gesto de señalar y lenguaje), que se inscriben en la llamada atención conjunta; típicamente definida como la coordinación visual de dos individuos hacia un objeto de interés mutuo. A su vez, las funciones ejecutivas, favorecen el avance de las habilidades sociales de comunicación de los niños. Por ende se da un desarrollo recíproco de ambas capacidades cognitivas. Las investigaciones relacionadas con el desarrollo de ambas funciones en los primeros años de vida son escasas. En este sentido, se vuelve interesante profundizar en el desarrollo temprano de estas capacidades y como se relacionan. Se revisarán modos de evaluar funciones ejecutivas, y por último se relevará literatura sobre investigaciones que vinculen ambos procesos.

Executive functions are understand as a complex construct that includes processes such as working memory, intentional and inhibitory control, planning and cognitive flexibility. The development of these processes is modulated by different variables. One of them is communication skills with which children have early in life. During the first year, children begin to deploy a range of skills (eg, gaze following, pointing gesture and language), who enrol in the so-called joint attention; this is defined as the visual coordination of two individuals towards an object of mutual interest. In turn, executive functions, promote the social skills of children. Thus a reciprocal development of both cognitive abilities is given, enriching the one another. Related research to the development of both functions in early life is scarce. In this sense, it becomes interesting to investigate topics related to the early development of these capabilities and relationships. In this article we will describe the ways to evaluate these functions and relieve literature on related research.

Comunicación temprana y vulnerabilidad social: estableciendo una agenda de investigación / Early communication and social vulnerability: setting a research agenda

El desarrollo de la comunicación durante la infancia involucra un sinnúmero de procesos ligados a aspectos tanto ambientales como individuales. Un componente central del desarrollo comunicativo temprano es la atención conjunta. Su definición varía según los autores, pero su concepción habitual plantea que es la coordinación visual de dos individuos hacia un objeto de interés mutuo. Este fenómeno incluye la adquisición de comportamientos como: el seguimiento de mirada, la referencia social, gestos y el monitoreo. Por otro lado, la vulnerabilidad social es un factor de riesgo estudiado en relación con numerosas variables como la memoria, las funciones ejecutivas y distintas patologías. Sin embargo, existe escasez en los estudios orientados a conocer la relación entre las habilidades comunicativas tempranas y la vulnerabilidad social. En este sentido, se vuelve interesante profundizar en temas relacionados con el desarrollo temprano de estas capacidades, relevar literatura y pensar programas que apunten a paliar los efectos de un ambiente social vulnerable.

The development of communication during infancy involves a wide range of processes related to either environmental or individual aspects. One of its most important components is joint attention. Although there are a variety of definitions depending on the authors, they all agree that joint attention is the visual coordination between two people forwards an object. This phenomenon includes the acquisition of some kinds of behaviors such as: gaze following, social reference, gestures and monitoring. On the other hand, social vulnerability is a risk factor studied in relation to different variables, for example memory, executive functions and mental pathologies. However, there is scarce literature concerning the relation between social vulnerability and early communicative development. Regarding this, it would be interesting to focus on these abilities, review some literature and think about possible future programs designed to prevent vulnerable environment effects.

Frustration behaviors in domestic dogs.

During extinction a previously learned behavior stops being reinforced. In addition to the decrease in the rate of the instrumental response, it produces an aversive emotional state known as frustration. This state can be assimilated with the fear reactions that occur after aversive stimuli are introduced at both the physiological and behavioral levels. This study evaluated frustration reactions of domestic dogs (Canis familiaris) during a communicative situation involving interactions with a human. The task included the reinforcement and extinction of the gaze response toward the experimenter's face when the dogs tried to obtain inaccessible food. The dog's frustration reactions during extinction involved an increase in withdrawal and side orientation to the location of the human as well as lying down, ambulation, sniffing, and vocalizations compared with the last acquisition trial. These results are especially relevant for domestic dog training situations in which the extinction technique is commonly used to discourage undesirable behaviors.