Abstract Jouni-Matti Kuukkanen has theorized that narrative does not involve rational content. Rather, he suggested, narrative is only a descriptive practice consisting of singular statements. Kuukkanen thus divorced the rational and narrative frameworks, arguing that historiography belongs to the former and not the latter. This article establishes a new conceptual framework that provides a revised understanding of narrative as a rational practice. I argue that the principles of organization brought to light by the Gestalt school of experimental psychology illuminate the underlying organizational logic that historians engage with when constructing narratives. To illustrate how these principles operate in historical narratives and how they are rational, I examine classic historical works such as Karl Marx’s introduction of the concept of surplus value; Giambattista Vico’s Autobiography and Jacob Burckhardt’s The Civilization of the Renaissance; Reinhart Koselleck’s Futures Past; and E. P. Thompson’s The Making of the English Working Class and Johan Huizinga’s Waning of the Middle Ages. My analysis shows that narrative entails its own kind of explanatory structure. It is a way of thinking that provides meaning and structure to that which is otherwise unstructured and undetermined. Finally, my new framework offers a foundation for the rational evaluation of narratives by showing how the context of discovery and the context of justification cannot be separated in the case of narrative histories.

Resumen Jouni-Matti Kuukkanen ha teorizado que las narrativas no involucran un tipo de actividad racional, en cambio, parecieran ser sólo una práctica descriptiva que consiste en afirmaciones singulares. Es así que Kuukkanen separa el marco racional del narrativo, argumentando que la historiografía pertenece al primero y no al segundo. Este artículo establece un nuevo marco conceptual que proporciona una comprensión revisada de la narrativa como práctica racional. Sostengo que los principios de organización sacados a la luz por la escuela de psicología experimental de la Gestalt iluminan la lógica organizacional subyacente con la que se involucran los historiadores cuando construyen narrativas. Para ilustrar cómo operan estos principios en las narrativas históricas y cómo son racionales, examino obras históricas clásicas como la introducción del concepto de plusvalía de Karl Marx; la Autobiografía de Giambattista Vico y La civilización del Renacimiento en Italia de Jacob Burckhardt; Futuro Pasado de Reinhart Koselleck; y La formación de la clase obrera en Inglaterra de E.P Thompson y El Otoño de la Edad Media de Johan Huizinga. Mi análisis muestra que la narrativa implica su propio tipo de estructura explicativa ya que es una forma de pensar que proporciona significado y estructura a lo que de otro modo está desestructurado y es indeterminado. Finalmente, mi nuevo marco ofrece una base para la evaluación racional de las narrativas al mostrar cómo el contexto de descubrimiento y el contexto de justificación no pueden separarse en el caso de las historias narrativas.

ABSTRACT Psychotherapists draw on various theoretical approaches to address the mental health issues with which they work. However, this poses at least two problems: that what is called ‘mind’ is not a homogeneous, clear, and explicit construct in each current and that each conception of ‘the mental’ implies a particular episteme of such phenomena. This article seeks to address such problems; therefore, it aims to delimit and epistemologically analyze the tacit construct of mind present in the fundamental psychotherapeutic currents. Through an exploratory-descriptive qualitative approach, a hermeneutical-analogical analysis is carried out in which the mental construct of each current is delimited and then analyzed under the eaves of a series of epistemological paradigms. The conception of the mind is heterogeneous and presents various epistemological assumptions associated with each current: psychodynamic (rationalism/phenomenology), cognitive-behavioral (empiricism/positivism -rationalism/constructiveness), humanistic (critical theory/constructiveness), and systemic (constructive/rationalism). The mind construct is not transversal or objective, but relative to each psychotherapeutic current, with particular and diverse epistemological assumptions that condition the way in which mental phenomena are known. Finally, we reflect on the implications of the results in psychotherapeutic praxis.

RESUMEN Los psicoterapeutas se nutren de diversas aproximaciones teóricas para abordar los asuntos de salud mental con los que trabajan. Sin embargo, esto supone al menos dos problemas: que aquello llamado ‘mente’ no es un constructo homogéneo, claro y explícito en cada corriente y que cada concepción de ‘lo mental’ implica una episteme particular de los fenómenos de tal índole. Este artículo busca abordar tales problemas, por tanto, su objetivo es delimitar y analizar epistemológicamente el constructo tácito de mente presente en las corrientes psicoterapéuticas fundamentales. Mediante una aproximación cualitativa exploratorio-descriptiva se realiza un análisis hermenéutico-analógico en el que se delimita el constructo mente de cada corriente para luego analizarlo en torno a una serie de paradigmas epistemológicos. La concepción de la mente es heterogénea y presenta supuestos epistemológicos diversos asociados a cada corriente: psicodinámica (racionalismo/fenomenología), cognitivo-conductual (empirismo/positivismo-racionalismo/constructividad), humanista (teoría crítica/constructividad) y sistémica (constructividad/racionalismo). El constructo mente no es transversal ni objetivo, sino relativo a cada corriente psicoterapéutica, contando con supuestos epistemológicos particulares y diversos que condicionan la manera en la que se conocen los fenómenos mentales. Finalmente, se reflexiona sobre las implicancias de los resultados en la praxis psicoterapéutica.

Abstract Critical thinking is a fundamental competence in current educational approaches; however, it has been the subject of diverse definitions, requiring a comprehension from its epistemology, theorization, and praxis. The objective of this research was to analyze notions about critical thinking and pedagogical practices in a group of Latin American teachers. The qualitative-critical paradigm was used through the hermeneutic method. The selection of participants was carried out through theoretical saturation sampling, obtaining a group of eight teachers to whom in-depth non-directive interviews were applied. In the analysis of results, 5 categories emerged: 1) Notions about critical thinking, in which the tendency towards a cognitive and rational emphasis is evident; 2) Didactic praxis, expressing greater mastery of linguistic content subjects as appropriate to promote critical thinking; 3) Self-assessment and need for greater reflection and training on teaching praxis in the area, 4) Curriculum and educational policies, in which inconsistencies between curricula and classroom practice are exposed, and 5) Critical thinking and performance academic, which exposes a non-linear relationship between both concepts. It is concluded that it is essential to avoid determinisms based on skills that express critical thinking and instead promote complex approaches that allow including cultural, social and ethical experiences also inherent to the process.

Resumen El pensamiento crítico es una competencia fundamental en los actuales enfoques educativos, sin embargo, ha sido objeto de definiciones diversas, exigiendo un abordaje desde su epistemología, teorización y praxis. Esta investigación tuvo como objetivo analizar las nociones sobre el pensamiento crítico y las prácticas pedagógicas aplicadas en el aula por docentes latinoamericanos. Se acudió al paradigma cualitativo-crítico a través del método hermenéutico. La selección de participantes se realizó mediante el muestreo por saturación teórica, obteniéndose un grupo de ocho docentes a quienes se aplicaron entrevistas no directivas a profundidad. En el análisis de resultados emergieron cinco categorías: 1) nociones sobre pensamiento crítico, en las cuales se evidencia la tendencia a un énfasis cognitivo y racional; 2) praxis didáctica, expresando mayor dominio de las asignaturas de contenido lingüístico como adecuadas para promover el pensamiento crítico; 3) autoevaluación y necesidad de mayor reflexión y capacitación sobre la praxis docente en el área; 4) currículo y políticas educativas, en la cual se exponen incongruencias entre los currículos y la práctica de aula; 5) pensamiento crítico y rendimiento académico, que expone una relación no lineal entre ambos conceptos. Se concluye que es fundamental evitar los determinismos basados en habilidades que expresan el pensamiento crítico y en su lugar promover aproximaciones complejas que permitan incluir experiencias culturales, sociales y éticas que son también inherentes al proceso.

Resumo Em indivíduos com dor crónica (DC), as emoções têm um papel preponderante, podendo interferir na perceção de intensidade e a nível cognitivo, com a presença de crenças disfuncionais e, por vezes, ausência da confiança de que é possível ultrapassar o momento doloroso. Assim, os objetivos do estudo são: caracterizar a inteligência emocional (IE) e a autoeficácia (AE) de indivíduos com DC; e explorar a relação entre IE e AE em função da DC. Responderam presencialmente a um Questionário Sociodemográfico e Clínico desenvolvido para o efeito, ao Questionário de Regulação Emocional, à General Self-Efficacy Scale e ao Módulo de AE para a Dor, elaborado para este estudo, 120 pacientes adultos da consulta de Psicologia-Dor de um Hospital público (estudo transversal). A reavaliação cognitiva (RC) e a supressão emocional (SE) apresentaram valores médios superiores aos descritos na literatura. A AE da amostra encontrava-se em níveis inferiores ao estado da arte e à média da população portuguesa. A AE demonstrou uma relação com a SE em indivíduos com dor moderada e com a RC na dor intensa. Os resultados reforçam a pertinência de focar a IE e a AE na intervenção junto de indivíduos com DC.

Abstract In individuals with chronic pain (CP), emotions play a major role and can interfere with the perception of intensity and at a cognitive level, with the presence of dysfunctional beliefs and, sometimes, a lack of confidence that it is possible to overcome the painful moment. The aims of the study were therefore: to characterize the emotional intelligence (EI) and self-efficacy (SE) of individuals with CP; and to explore the relationship between EI and SE as a function of CP. A total of 120 adult patients from the Psychology-Pain clinic of a public hospital answered a Sociodemographic and Clinical Questionnaire developed for this purpose, the Emotional Regulation Questionnaire, the General Self-Efficacy Scale and the Self-Efficacy Module for Pain, prepared for this study (cross-sectional study). Cognitive reappraisal (CR) and emotional suppression (ES) showed average values higher than those described in the literature. The SE of the sample was lower than the state of the art and the average for the Portuguese population. SE showed a relationship with ES in individuals with moderate pain and with CR in severe pain. The results reinforce the relevance of focusing on EI and SE in interventions with individuals with CP.

RESUMEN La educación no puede quedar al margen del funcionamiento del cerebro de los discentes, como tampoco de los docentes. Ha emergido con fuerza el paradigma de la neuroeducación como pedagogía del futuro. Aglutina, principalmente, a la pedagogía, la psicología del aprendizaje y las neurociencias cognitivas. Reivindica ajustar la enseñanza al funcionamiento cerebral del aprendiente, reaccionando ante las escasas evidencias neurocientíficas del corpus teórico de la pedagogía y la didáctica. En parte, porque muchas han sido descubiertas recientemente gracias a la investigación neurológica y a los avances en el conocimiento del cerebro. A ello se suma que el cerebro no es algo inmutable, sino que su anatomía y funcionamiento varían según su empleo, de unos contextos a otros y, sobre todo, con la evolución de los tiempos, de generación en generación. De hecho, han venido proliferando en la sociedad los denominados neuromitos: malentendidos, imprecisiones, sesgos, distorsiones, bulos y errores sobre el cerebro y su funcionamiento. También se han identificado en el colectivo docente, con las consecuentes implicaciones negativas en la didáctica. Así pues, se requiere su superación, por el impacto positivo que tendrá en la educación. Se registran en este estudio los principales neuromitos docentes y los diversos contextos e instrumentos de indagación.

ABSTRACT Education cannot be ignored in the functioning of the brain of the students, nor of the teachers. The Neuroeducation paradigm has emerged with force. It mainly brings together pedagogy, learning psychology and cognitive neurosciences. It claims to adjust teaching to the brain functioning of the learner, reacting to the scarce neuroscientific evidence in the theoretical corpus of pedagogy and didactics. This is partly because much of it has only recently been discovered thanks to neurological research and advances in our knowledge of the brain. In addition, the brain is not something immutable, but its anatomy and functioning vary according to its use, from one context to another and, above all, with the evolution of time, from generation to generation. In fact, so-called neuromyths have been proliferating in society: misunderstandings, inaccuracies, biases, distortions, hoaxes and errors about the brain and how it works. They have also been identified in the teaching profession, with consequent negative implications for didactics. Overcoming them is therefore required because of the positive impact it will have on education. The main teaching neuromyths and the various contexts and instruments of enquiry are recorded in this study.

RESUMEN El objetivo de este artículo es presentar resultados de una investigación que trata de la importancia del conocimiento sobre la periodización del desarrollo humano, por parte del profesor, para una práctica pedagógica que fomente el desarrollo y aprendizaje dos alumnos de 0 a 3 años. Inicialmente, presentamos una discusión sobre la periodización del desarrollo en la perspectiva de la Psicología Histórico-Cultural, y en la secuencia abordamos la práctica pedagógica en la educación infantil. Por fin, exponemos los resultados de entrevistas realizadas con cinco profesionales. Los resultados obtenidos apuntan una visión maturacionista del desarrollo y una práctica docente basada en el empirismo y en los conocimientos cotidianos, con carencia de fundamentación teórica por parte de las entrevistadas, lo que apunta a la necesidad de más capacitación en el área. Los fundamentos teóricos de la Psicología Histórico-Cultural presentan potencial para instrumentalizar profesores de la educación infantil, con la finalidad de que desempeñen sus actividades objetivando promover el desarrollo cognitivo y afectivo de los alumnos. humano profesor años Inicialmente HistóricoCultural, HistóricoCultural Histórico Cultural, Cultural infantil fin profesionales cotidianos entrevistadas área

ABSTRACT The objective of this article is to present research results which deals with the importance of knowledge about the periodization of human development on the part of the teacher for a pedagogical practice, in order to promote the aged 0 to 3 years students’ development and learning. Initially, we present a discussion about the development periodization from the perspective of Historical-Cultural Psychology and then we address pedagogical practice in Early Childhood Education. Finally, we present the results of interviews carried out with five professionals. The results obtained denote a maturationist view of development and a teaching practice based on empiricism and everyday knowledge, with a lack of theoretical foundation about the part of the interviewees, which points to the need for greater training in the area. The Historical-Cultural Psychology theoretical foundations have the potential to improve the Early Childhood Education teachers’ practice, so that they can carry out their activities aiming to promote the cognitive and affective development of students. students learning Initially HistoricalCultural Historical Cultural Finally professionals interviewees area teachers

RESUMO O objetivo deste artigo é apresentar resultados de uma pesquisa que trata da importância do conhecimento sobre a periodização do desenvolvimento humano por parte do professor para uma prática pedagógica que promova o desenvolvimento e aprendizagem dos alunos de 0 a 3 anos. Inicialmente, apresentamos uma discussão sobre a periodização do desenvolvimento na perspectiva da Psicologia Histórico-Cultural e na sequência abordamos a prática pedagógica na Educação Infantil. Por fim, expomos os resultados de entrevistas realizadas com cinco profissionais. Os resultados obtidos denotam uma visão maturacionista do desenvolvimento e uma prática docente baseada no empirismo e nos conhecimentos cotidianos, com carência de fundamentação teórica por parte das entrevistadas, o que aponta para a necessidade de maior capacitação na área. Os fundamentos teóricos da Psicologia Histórico-Cultural apresentam potencial para instrumentalizar professores da Educação Infantil, a fim de que desempenhem suas atividades objetivando promover o desenvolvimento cognitivo e afetivo dos alunos. anos Inicialmente HistóricoCultural Histórico Cultural Infantil profissionais cotidianos entrevistadas área

ABSTRACT BACKGROUND: During development, children face a number of demands and cognitive, behavioral, and social challenges necessary for growth. Cognitive skills make individuals competent and allow them to interact with their environment. OBJECTIVE: To identify the cognitive skills that promote better social insertion in children with autism spectrum disorder within 12 months. DESIGN AND SETTING: Prospective cohort study METHODS: In this study, 21 children aged 3–12 years were assessed, and their mothers were interviewed. Children were enrolled in regular or special autistic schools. Twelve months after the first assessment, the same children participated in the second assessment. In individual interviews, mothers provided data by answering the Vineland Adaptive Behavior Scale. Each child was assessed individually using the fourth edition of the Stanford Binet Intelligence Scale 4th Edition. RESULTS: In the first assessment, the Stanford Binet areas and total scores correlated with the communication domains, daily life abilities, socialization, and total score of the Vineland Scale. After 12 months, a correlation was observed between the Stanford Binet areas and the total and communication domains, daily life abilities, socialization, motor abilities, and total score on the Vineland Scale. CONCLUSION: Logic mathematics and memory promote better social insertion in children with autism spectrum disorder. General cognitive ability promotes communication. BACKGROUND development behavioral growth environment OBJECTIVE 1 SETTING METHODS 2 312 3 3–1 interviewed schools assessment interviews th Edition RESULTS domains abilities socialization CONCLUSION 31 3–

RESUMEN Introducción: El embarazo en la adolescencia constituye un problema de salud de carácter complejo que exige para su prevención el empleo de un enfoque holístico, sustentable desde posicionamientos colaborativos e intersectoriales. Objetivo: Elaborar una estrategia para la prevención del embarazo en la adolescencia desde un enfoque interdisciplinario, humanista, activo y trasformador. Materiales y métodos: Investigación descriptiva, longitudinal y retrospectiva, comprendida entre mayo y diciembre de 2023. Entre los métodos empleados se encuentran el histórico-lógico, el analítico-sintético, la sistematización y la modelación, aplicados fundamentalmente en el diseño categorial de la estrategia y sus contenidos estructurales. También se empleó la revisión de documentos, la encuesta y la conformación de un grupo focal para la recogida de información empírica vinculada al proceso de prevención y a la obtención de criterios valorativos. Resultados: Se evidencia, en el diseño de las acciones estratégicas, la integración de varias disciplinas como medicina familiar, sicología, derecho médico, ginecobstetricia y educación para la salud, así como relaciones interprofesionales entre especialistas de la salud, docentes, trabajadores sociales y líderes comunitarios. Concluida la implementación de la estrategia, en el orden cognitivo-comunicacional, se constata un posicionamiento proactivo de los adolescentes en el autocuidado y la autogestión de salud, desde una proyección trasformadora e intersectorial. Conclusiones: Prevalecen criterios valorativos favorables y un ordenamiento organizacional de alcance intersectorial, que indican la pertinencia del enfoque interdisciplinario, humanista, activo y trasformador aplicado a la estrategia para la prevención del embarazo en la adolescencia, constatándose el cumplimiento del objetivo propuesto.

ABSTRACT Introduction: Adolescent pregnancy is a complex health problem that requires the use of a holistic approach, sustainable from collaborative and intersectoral positions, for its prevention. Objective: To prepare a strategy for the prevention of pregnancy in adolescence from an interdisciplinary, humanistic, active and transformative approach. Materials and methods: Descriptive, longitudinal and retrospective research carried out between May and December 2023. Among the methods used are historical-logical, analytical-synthetic, systematization and modeling, mainly applied in the categorical design of the strategy and its structural contents. The review of documents, the survey and the formation of a focal group for the collection of empirical information linked to the prevention process and to obtain evaluative criteria were also used. Results: In the design of strategic actions, the integration of several disciplines such as family medicine, psychology, medical law, gyneco-obstetrics, and health education, as well as inter-professional relationships between health specialists, teachers, social workers and community leaders, is evidenced. After the implementation of the strategy, in the cognitive-communicational order, it was stated a proactive positioning of adolescents in self-care and self-management of health, from a transformative and intersectoral projection. Conclusions: Favorable evaluative criteria and an organizational arrangement of intersectoral scope prevail, which indicate the relevance of interdisciplinary, humanistic, active and transformative approach applied to the strategy for the prevention of pregnancy in adolescence, confirming the fulfillment of the proposed objective.

RESUMEN En este artículo se aborda el tema de la metacognición como una alternativa viable para formar alumnos de medicina, con autonomía; de igual forma, se dirige a los médicos graduados y en general, a todos los profesionales de la salud. Este propósito se fundamenta en una educación que potencia una conciencia sobre procesos cognitivos y en la autorregulación de los mismos, de tal manera que los conduzca a "aprender a aprender"; es decir, a autodirigir su aprendizaje y a transferirlo a otros ámbitos de su vida, en lo particular, cuando los profesionales de la medicina tienen que adoptar o tomar decisiones claves en la atención a pacientes basado en determinados aspectos de la metacognición y la psicología cognitiva. Para ello, se presentan consideraciones de orden psicológico que pueden influir en el accionar del médico que atiende un paciente y se enfrenta a la disyuntiva de garantizar un diagnóstico efectivo.

ABSTRACT This article addresses the topic of metacognition as a viable alternative to train medical students with autonomy; likewise, it is aimed at graduated doctors and all health professionals in general. This purpose is based on an education that enhances awareness of cognitive processes and their self-regulation, in such a way that leads them to "learn to learn" that is, to self-direct their learning and transfer it to other areas of their life, in particular, when medical professionals have to adopt or make key decisions in patient care based on certain aspects of metacognition and Cognitive Psychology. To this end, we present some psychological considerations that can influence the actions of the doctor who cares for a patient and faces the dilemma of guaranteeing an effective diagnosis.

Abstract Objective This article presents a diachronic review of Lev Vygotsky’s concept of emotion and its significance in understanding human development. Method The article has a theoretical methodology and emphasizes the importance of situating the analysis of emotions within the context of human work and the meanings attributed to it. Results Vygotsky’s innovative approach transcends the traditional dichotomy between emotion and cognition, emphasizing the integrated nature of human experience. His concept of higher psychological functions highlights the cultural-historical context in which these functions are developed, forming the basis for projecting collective social interactions into individual psychological processes. The author argues that emotions are fundamental to personality development and self-regulation, shaped by cultural influences. Conclusion While Vygotsky did not provide precise definitions of emotion and feeling, his work underscores their dynamic and transformative nature. Emotions, as dynamic elements of personality, contribute to the construction of the individual’s psychological life and influence social interactions. Vygotskys s it cognition experience culturalhistorical historical developed processes selfregulation, selfregulation self regulation, regulation self-regulation influences feeling Emotions individuals

Resumo Objetivo Este artigo revisa o conceito de emoção de Lev Vigotski e sua relevância no desenvolvimento humano. Método Este artigo assume uma metodologia teórico e ressalta a importância de situar a análise das emoções no contexto do trabalho humano e nos significados atribuídos a ele. Resultados A abordagem inovadora de Vigotski vai além da dicotomia tradicional entre emoção e cognição, destacando a natureza integrada da experiência humana. Sua concepção de funções psicológicas superiores enfatiza o contexto sociocultural em que se desenvolvem, projetando as interações sociais coletivas nos processos psicológicos individuais. O autor argumenta que as emoções desempenham um papel essencial no desenvolvimento da personalidade e na autorregulação, influenciadas por fatores culturais. Conclusão Embora Vigotski não defina emoção e sentimento com precisão, seu trabalho destaca sua natureza dinâmica e transformadora. As emoções, como elementos dinâmicos da personalidade, contribuem para a construção da vida psicológica do indivíduo e influenciam as interações sociais. ele cognição humana desenvolvem individuais autorregulação culturais precisão transformadora

RESUMEN Esta investigación involucra un estudio interdisciplinario sobre la percepción de la contaminación por agroquímicos en estudiantes de seis universidades mexicanas que cursan programas de ingeniería en agronomía y áreas afines, como agroecología, ingeniería agroforestal e innovación agrícola sustentable. El método de investigación es mixto con corte exploratorio, se recolectaron datos en un cuestionario en línea, sobre las actitudes, valores y acciones relacionadas al uso de agroquímicos, además de una autoevaluación de conocimientos sobre plaguicidas, fertilizantes y sus efectos en el ambiente y la salud humana. El enfoque teórico surge de la psicología ambiental, así como de la agroecología y de la educación ambiental. Se propone un modelo teórico para explorar la formación de modelos mentales y creencias sobre sistemas agrícolas sustentables y se plantean recomendaciones para la optimización de programas académicos de ingenierías en agronomía con enfoque hacia la sustentabilidad. Los resultados demuestran un alto nivel de consciencia ambiental en los estudiantes, una baja percepción de normas sociales para la conservación ambiental y la percepción de los agroquímicos como indispensables para la producción, lo que representa una barrera cognitiva para la implementación de estrategias agrícolas sustentables.

ABSTRACT This research involves an interdisciplinary study on the perception of agrochemical pollution in students from six Mexican universities enrolled in agronomic science engineering programs and related areas, such as agroecology, agroforestry engineering, and innovation for sustainable agriculture. The research method is mixed with an exploratory approach; data were collected in an online questionnaire, measuring attitudes, values, and actions related to the use of agrochemicals, as well as a self-assessment knowledge test about pesticides, fertilizers, and their effects on the environment and human health. The theoretical approach emerges from environmental psychology, agroecology, and environmental education. A theoretical model is proposed to explore the formation of mental models and beliefs about sustainable agricultural systems, and recommendations are made for optimizing agronomic science engineering programs with a focus on sustainability. The results show a high level of environmental awareness in students, a low perception of social norms for environmental conservation, and the perception of agrochemicals as essential for production, representing a cognitive barrier to implementing sustainable agricultural strategies.

ORIENTATION: Pay-for-performance (P4P) system is a crucial organisational strategy to retain and reward employees. However, it is not always well implemented RESEARCH PURPOSE: The aim of the study was to explore the perceptions and psychological experiences of employees about the implemented P4P system at a bank in Polokwane City in Limpopo province MOTIVATION FOR THE STUDY: The P4P system's objective is to reward great performance. However, it might also be used to punish deserving employees while unjustly and unfairly rewarding the non-deserving employees, leading to negative perceptions and psychological experiences by other employees RESEARCH APPROACH/DESIGN AND METHOD: The study followed qualitative research design, therefore, the 10 conveniently sampled participants' verbatim transcribed semi-structured interviews were analysed and interpreted from the interpretivist paradigm perspective to understand the lived experiences of the employees with regard to how the P4P is implemented at the bank. Content analysis was used to explore the deep, contextual meanings of the participants' words and to extract themes and the subsequent subthemes MAIN FINDINGS: The P4P system was perceived as a great but biased initiative and employees psychologically experienced betrayal and confusion, felt both motivated and demotivated and experienced the P4P as an uninspiring exercise PRACTICAL/MANAGERIAL IMPLICATIONS: The bank should train line managers on how to conduct the appraisal session, more specifically on how to allocate a rating that ultimately determines the rewards. Multiple rating techniques usage and sensitivity training for the line managers might minimise the experienced bias and legitimise the P4P system at the bank. Ultimately, the bank should link performance targets with bonuses to enhance transparency, equity and perceived justice within the system CONTRIBUTION/VALUE-ADD: The study makes important first, unique, practical and scientific contributions to employees' perceptions and experiences (psychological experiences) of pay-for-performance in the banking sector. The study also provides valuable insights by exposing the challenges that limit the effectiveness of P4P in the banking sector

Resumen Desde los primeros años escolares, las habilidades cognitivas se han integrado en el plan de estudios escolar de niños y adolescentes. Sin embargo, capacitar a personas que están verdaderamente preparadas para enfrentar los desafíos requiere desarrollar habilidades que van más allá de las disciplinas obligatorias, llamadas habilidades socioemocionales. Se realizó una revisión sistemática de la literatura sobre el constructo socioemocional a partir de búsquedas en los índices electrónicos LILACS y Redalyc, de 2013 a marzo de 2019, con el fin de investigar su aplicación en la práctica y presentar posibles estrategias para instrumentalizar a las personas para que sean emocionalmente competentes. Para el análisis final se incluyeron 9 artículos empíricos experimentales relacionados con el tema. A partir de una investigación conceptual de estos estudios, se encontró que el constructo socioemocional está formado por tres grandes grupos de habilidades: regulación emocional, interacción personal y social. Todos los programas de intervención se desarrollaron en escuelas con niños y/o adolescentes y fueron efectivos para promover habilidades socioemocionales en los participantes. Se espera que, en un futuro muy cercano, los estudiantes tengan mejores experiencias escolares desde los primeros años de vida y se preparen más emocionalmente para la adolescencia y la edad adulta. embargo obligatorias Redalyc 201 2019 competentes tema emocional social yo o participantes cercano adulta 20 2

Resumo Desde os primeiros anos escolares, habilidades cognitivas estão inseridas no currículo escolar de crianças e adolescentes. Entretanto, formar indivíduos realmente preparados para enfrentar os desafios exige desenvolver habilidades que vão além de disciplinas obrigatórias, denominadas habilidades socioemocionais. Realizou-se uma revisão de literatura sistemática sobre o construto socioemocional a partir de buscas nos indexadores eletrônicos LILACS e Redalyc, de 2013 a março de 2019, a fim de investigar sua aplicação na prática e apresentar possíveis estratégias para instrumentalizar pessoas a se tornarem emocionalmente competentes. Foram incluídos 9 artigos empíricos experimentais relativos ao tema para a análise final. A partir de uma investigação conceitual destes estudos, verificou-se que o construto socioemocional é formado por três grandes grupos de habilidades: de regulação emocional, pessoais e de convívio social. Todos os programas de intervenção foram desenvolvidos em escolas com crianças e/ou adolescentes e foram eficazes para promover habilidades socioemocionais nos participantes. Espera- se que, em um futuro bem próximo, alunos tenham melhores experiências escolares desde os primeiros anos de vida e cresçam mais preparados emocionalmente para a adolescência e a vida adulta. Entretanto obrigatórias Realizouse Realizou Redalyc 201 2019 competentes final estudos verificouse verificou emocional social eou ou participantes Espera próximo adulta 20 2

Abstract Since the early school years, cognitive skills have been embedded in the school curriculum of children and adolescents. However, training individuals who are truly prepared to face the challenges requires developing skills that go beyond mandatory disciplines, called socio-emotional skills. A systematic literature review on the socioemotional construct was carried out based on searches in the electronic indexes LILACS and Redalyc, from 2013 to March 2019, to investigate its application in practice and present possible strategies to instrumentalize people to become emotionally competent. Nine experimental empirical articles related to the theme were included for the final analysis. From a conceptual investigation of these studies, it was found that the socioemotional construct is formed by three major groups of skills: emotional regulation, personal and social interaction. All intervention programs were developed in schools with children and/or adolescents and were effective in promoting socio-emotional skills in the participants. It is expected that, in the very near future, students will have better school experiences since the first years of life and grow more emotionally prepared for adolescence and adulthood. However disciplines socio Redalyc 201 2019 competent analysis studies regulation interaction andor or participants future adulthood 20 2

Abstract: The aim of this article is to describe innovation in psychopedagogy as a consequence of the knowledge provided by cognitive psychology, which have fostered new strategies and psychopedagogical goals. The analysis of this cognitive evolution results from 80 years of research in developmental, clinical and educational psychology, along with research on school learning and learning difficulties. Contributions from cognitive psychology, neuropsychology and neuroimaging have affected this evolution. The key element of this innovation is to promote the development of children's metacognition in order to improve their academic performance and overcome their learning difficulties.

Resumen: En este artículo se describe la innovación de la psicopedagogía como consecuencia de los conocimientos que le ha aportado la psicología cognitiva, que han originado nuevas estrategias y objetivos psicopedagógicos. El análisis de esta evolución cognitiva es resultado de 80 años de investigaciones en psicología infantil, clínica y educacional, acompañado de investigaciones sobre el aprendizaje escolar y las dificultades que presentan algunos niños para aprender. Los aportes de la psicología cognitiva, la neuropsicología y las neuroimágenes han tenido efecto en esta evolución. El elemento clave de esta innovación en la psicopedagogía es estimular en los niños el desarrollo de la metacognición para mejorar su rendimiento y superar sus dificultades para aprender.

ABSTRACT Self and identity are psychosocial constructs studied under different theoretical and methodological perspectives in the neurology and psychology fields without highlighting the continuities and convergences that enable an integrative view of their construction and functioning. Although these concepts are often used interchangeably, several studies have delimited their distinctions and defined identity as a mature and more elaborate configuration of the self, which emerges in early adolescence. With a theoretical focus, the present study aims to present an integrative approach to the biological and psychosocial processes of self and identity construction. To do so, it begins by conceptualizing the self and tracing a path that explores the biological, cognitive-affective, sociocultural and moral components that interact with self and identity construction. Different perspectives based on Piagetian epistemology and Erik Erikson's theory of identity (status and narrative identity) are put into dialogue, highlighting their convergences and complementarities, resulting in an integrative view of identity construction processes. functioning interchangeably adolescence focus so cognitiveaffective, cognitiveaffective cognitive affective, affective cognitive-affective Eriksons Erikson s status dialogue complementarities

RESUMEN Self (si mismo) e identidad son constructos psicosociales que han sido estudiados bajo diferentes perspectivas teóricas y metodológicas en los campos de la neurología y la psicología cognitiva, sin destacar, sin embargo, las continuidades y convergencias que permiten una visión integradora de su construcción y funcionamiento. Aunque estos conceptos sean usados a menudo como sinónimos, varios estudios han delimitado sus distinciones y definido la identidad como una configuración madura y más elaborada del yo, que surge en el comienzo de la adolescencia. El presente estudio, de enfoque teórico, tiene como objetivo enseñar un abordaje integrativo de los procesos biológicos y psicosociales de construcción del self y de la identidad. Con este fin, comienza por conceptualizar el yo y trazar un camino que explora los componentes biológico-filogenético, cognitivo-afectivo, sociocultural y moral que interactúan en la construcción del self y la identidad. Diferentes perspectivas tributarias de la epistemología de Piaget y de la teoría de la identidad de Erik Erikson (status de identidad e identidad narrativa) se ponen en diálogo, mostrando sus convergencias y complementariedades, a partir de las cuales se desarrolla una visión integradora de los procesos de construcción de la identidad. si mismo cognitiva destacar embargo funcionamiento sinónimos adolescencia estudio teórico fin biológicofilogenético, biológicofilogenético biológico filogenético, filogenético biológico-filogenético cognitivoafectivo, cognitivoafectivo cognitivo afectivo, afectivo cognitivo-afectivo status narrativa diálogo complementariedades

RESUMO Self (si mesmo) e identidade são constructos psicossociais que têm sido estudados sob diferentes perspectivas teóricas e metodológicas nos campos da neurologia e da psicologia, sem, no entanto, que sejam evidenciadas as continuidades e convergências que possibilitam uma visão integradora de sua construção e funcionamento. Apesar de muitas vezes esses conceitos serem empregados como sinônimos, diversos estudos têm delimitado suas distinções e definido a identidade como uma configuração madura e mais elaborada do self, que emerge no início da adolescência. O presente estudo, de enfoque teórico, tem como objetivo apresentar uma abordagem integradora dos processos biológicos e psicossociais de construção do self e da identidade. Para tanto, inicia conceituando self e traçando um percurso que explora os componentes biológico, cognitivo-afetivo, sociocultural e moral que interatuam na construção do self e da identidade. Diferentes perspectivas tributárias da epistemologia piagetiana e da teoria da identidade de Erik Erikson (status da identidade e identidade narrativa) são postas em diálogo, evidenciando suas convergências e complementariedades, do que se desdobra uma visão integradora dos processos de construção da identidade. si mesmo psicologia sem entanto funcionamento sinônimos adolescência estudo teórico tanto biológico cognitivoafetivo, cognitivoafetivo cognitivo afetivo, afetivo cognitivo-afetivo status narrativa diálogo complementariedades