Abstract Distress tolerance is defined as the ability to withstand the distress associated with aversive, negative or unpleasant emotional states. This ability to tolerate negative emotional states is a construct of outstanding interest for a broad spectrum of psychopathologies and maladaptive behaviors. One of the most frequently used measures to assess this ability is the Distress Tolerance Scale. However, there are still no studies about distress tolerance in Argentina, nor research on how the scale works in this population. Therefore, the aim of the study was to evaluate the psychometric properties of the Distress Tolerance Scale in Argentinian population. The scale was applied to a sample of 180 university students from the Mar del Plata’s National University (82.8% women and 17.2% men). The age range was from 18 to 57 years (ME: 26.8 years; SD: 7.76). Exploratory factor analysis revealed a two-factor structure that explained 47% of the variance. First factor was identified as General Distress Tolerance (sensitivity to distress); second factor was identified as Regulation (behavioral efforts to alleviate distress). General Distress Tolerance factor would represent the degree to which a person is (un)willing to keep in touch with a negative emotional experience. Regulatory factor would constitute a measure of the individual’s behavioral reactivity against to those situations. Cronbach Alpha suggested good internal consistency for the General Distress Tolerance factor (α = .87), the Regulation factor (α = .73) and the total 15-items scale (.86). Associations were also found between the General Distress Tolerance and theoretically related variables such as positive and negative affectivity, tolerance of uncertainty and anxiety and depression symptoms. Regulation factor did not show any association with the aforementioned variables. The results are similar to others reported in previous research and represent a contribution to the study of distress tolerance and its assessment in our context.

Resumen La habilidad percibida para tolerar los estados emocionales negativos es un constructo de gran interés para un gran espectro de psicopatologías. El objetivo de este estudio fue evaluar las propiedades psicométricas de la Escala de Tolerancia al Distrés en población argentina. La escala fue aplicada a una muestra de 180 estudiantes de la Universidad Nacional de Mar del Plata (82.8% mujeres, 17.2% varones; M[edad]: 26.8). El análisis factorial exploratorio reveló una estructura de dos factores que explicó el 47% de la varianza. El primer factor fue identificado como Tolerancia General al Distrés (sensibilidad al distrés); el segundo factor fue identificado como Regulación (esfuerzos conductuales para aliviar el distrés). Se encontraron asociaciones con medidas teóricamente relacionadas como afectividad, tolerancia a la incertidumbre y síntomas de depresión y ansiedad. Los hallazgos replican resultados reportados por otros investigadores y representan una contribución al estudio de la tolerancia al distrés y su evaluación en nuestro contexto.

Resumen El objetivo fue analizar y comparar el proceso de toma de decisiones bajo riesgo y bajo incertidumbre y el nivel de conciencia respecto de cuáles son las opciones ventajosas y desventajosas en niños y adolescentes con y sin Trastorno por Déficit de Atención e Hiperactividad (TDAH). Se realizó un estudio descriptivo comparativo con un diseño de tipo ex post facto retrospectivo con dos grupos, uno de cuasi control. La muestra clínica estuvo compuesta 35 niños y adolescentes con diagnóstico de TDAH y la muestra control por 35 niños y adolescentes sin el diagnóstico, divididas ambas muestras en dos grupos etarios. Los resultados evidenciaron que los adolescentes con TDAH tienen un comportamiento más riesgoso a pesar de tener conciencia sobre el nivel de riesgo implicado, mientras que los niños con TDAH tienen un comportamiento similar en la toma de decisiones que los niños sin este diagnóstico, aunque presentan un menor nivel de conciencia respecto de cuáles son las opciones ventajosas y desventajosas. No se encontraron diferencias en términos de resultados obtenidos, por lo que el mayor nivel de riesgo asumido por adolescentes con TDAH parece ser más compatible con un estilo diferente en la toma de decisiones, que con una propensión a la toma de decisiones desfavorable.

Abstract The aim was to analyze and compare the decision-making process under risk and under uncertainty and the level of awareness regarding which are the advantageous and disadvantageous options in children and adolescents with and without Attention-Deficit/Hyper-activity Disorder (ADHD). A comparative descriptive study was proposed with a retrospective ex post facto design with two groups, one of quasi control. The clinical sample consisted of 35 children and adolescents with a diagnosis of ADHD and the control sample by 35 children and adolescents without a diagnosis divided both samples into two age groups. The results showed that adolescents with ADHD have a riskier behavior despite being aware of the level of risk involved, while children with ADHD have similar behavior in decision making than children without this diagnosis, although they present a lower level of conscience regarding what are the advantageous and disadvantageous options. No differences were found in terms of results obtained, so the higher level of risk assumed in decision making by adolescents with ADHD seems to be more compatible with a different style of decision making, than with a propensity to take unfavorable decisions.

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

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

Abstract The aim of the study was to adapt and validate the Self-Control Scale (SCS) and the Brief Self-Control Scale (BSCS) for the Spanish-speaking population. We worked with a sample of 430 students from the National University of Mar del Plata (279 women and 151 men) with an average age of 23.38 (SD = 5.69). The Exploratory Factor Analysis revealed in the SCS a three-factor structure. The factors were named as Non-reflective control of impulses, Self-discipline and Reflective control of impulses. In the BSCS, a two-factor structure was found. Factors were named Self-Discipline and Control of the impulses. Both the SCS and the BSCS presented good model fit index and adequate values of internal consistency. Evidence of concurrent and convergent validity is also presented through associations with measures of impulsivity and responsibility, respectively. It is concluded that both scales are valid for the population under study.

Resumen El objetivo del estudio fue adaptar y validar la Escala de Autocontrol (EAC) y la Escala de Autocontrol-Abreviada (EAC-A) para población hispanohablante. Se trabajó con una muestra de 430 estudiantes de la Universidad Nacional de Mar del Plata (279 mujeres y 151 hombres) con una media de edad de 23.38 (DE = 5.69). El Análisis Factorial Exploratorio reveló en la EAC una estructura de tres factores que fueron denominados Control no reflexivo de los impulsos, Autodisciplina y Control reflexivo de los impulsos. En la EAC-A se halló una estructura de dos factores, que fueron denominados Autodisciplina y Control de los impulsos. Tanto la EAC como la EAC-A presentaron buenos índices de ajuste de modelo y adecuados valores de consistencia interna. Se presentan asimismo evidencias de validez concurrente y convergente a través de asociaciones con medidas de impulsividad y responsabilidad respectivamente. Se concluye que ambas escalas resultan válidas para la población bajo estudio.

Resumen Diferentes estudios indicaron que el aprendizaje de la matemática se asocia con los recursos cognitivos que dispone el estudiantado para afrontar su construcción. Sin embargo, la relación específica de procesos y habilidades cognitivas con la capacidad de cálculo de operaciones de división ha sido escasamente analizada. El objetivo de este artículo empírico es analizar la relación de la capacidad de cálculo de operaciones de división con el rendimiento en memoria de trabajo, inhibición e inteligencia fluida. La muestra fue seleccionada por disponibilidad y estuvo integrada por 135 estudiantes de 4º año del sistema educativo argentino (participantes de 9 y 10 años de edad). Los mismos fueron evaluados dentro de los establecimientos educativos a lo que asistían, durante el horario habitual de clases, a través de diferentes tareas que permitían la medición de tales variables. Los resultados indicaron que los estudiantes con distinto nivel de desempeño en división diferían entre sí en todas las variables cognitivas estudiadas (a excepción de la inhibición). Este hallazgo muestra que la inteligencia fluida y memoria de trabajo se relacionan con el conocimiento de la división en estudiantes de 4º año de la escolaridad primaria. Asimismo, sugiere que el aprendizaje de esta operación podría facilitarse al considerar las diferencias individuales en estos factores cognitivos durante el diseño y selección de los materiales didácticos y estrategias pedagógicas a utilizar para su enseñanza.

Abstract Different studies have shown a relationship between mathematics learning and cognitive factors; however, the specific link between division and cognitive abilities has been less studied. Previous research has shown that division ability during elementary school years is one of the most important predictors’ factors of general mathematic achievement in high school. Therefore, recognizing the cognitive factors related to division is important to improve mathematic learning in high school. The aim of this study was analyzed the relationship among division, working memory, inhibition and fluid intelligence. The sample was choose by the availability of the participants and it was integrated by 135 4th grade students (ages: 9- 10) from the Argentine educational system. They were assessed inside their school during regular classes schedule using different task. The results indicate that the students with different level in the division achievement diverge between them in the cognitive variables studied (inhibition was an exception).This conclusion showed that students’ differences in division achievement were related to working memory and fluid intelligence. Those findings show a relation between intelligence and working memory and suggest that division learning could be improved by considering individual differences on those cognitive factors.

The theory of the mind as mediating process of the social functioning. Evaluation in Turner's Syndrome. The theory of mind is the ability to infer other people´s mind. Turner´s Syndrome is a chromosomal disorder characterized by an atypical development of certain brain areas involved in social cognitive processes, existing empirical evidence that support woman with this diagnosis present impairments in specific aspects involved in social functioning. Aim: characterize Theory of Mind in women with diagnosis of Turner´s Syndrome. Sample: 20 women with diagnosis of Turner´s Syndrome and its respective control cases. Methods: Metaphoric Communications and Strange Stories of Happé. Results and discussion: statistically significant differences were found between women with diagnosis of TS and their control group in many of the sub dimensions of strange stories, obtaining, significant differences in total score, with high effect magnitude. The social difficulties in women with diagnosis of Turner´s Syndrome may be associated to an impairment in Theory of Mind related to recognition of non-literal senses, implying a dephasing in the pragmatic aspects of social communication.

La teoría de la mente es la capacidad de atribuir mente a otros. El Síndrome de Turner es un trastorno cromosómico caracterizado por un desarrollo atípico de ciertas áreas cerebrales implicadas en procesos cognitivos sociales, existiendo evidencia empírica del déficit presente en su funcionamiento social. Objetivo: caracterizar la Teoría de la Mente en mujeres con diagnóstico de Síndrome de Turner. Muestra: 20 mujeres con diagnóstico de Síndrome de Turner y sus controles. Instrumento: comunicaciones metafóricas e historias extrañas de Happé. Resultados y discusión: se hallaron diferencias estadísticamente significativas entre el grupo clínico y control en varias sub-dimensiones de las historias extrañas y en el puntaje total, con una magnitud del efecto alta. Las dificultades sociales presentes en las mujeres con diagnóstico de Síndrome de Turner podrían vincularse con un déficit en Teoría de la Mente respecto del reconocimiento de sentidos no literales, implicando un desfasaje en los aspectos pragmáticos de la comunicación social.

El objetivo de este trabajo fue analizar las relaciones entre el conocimiento conceptual y el procedimental de las fracciones durante su aprendizaje. Para esto se efectuó una búsqueda bibliográfica en las bases de datos ERIC, PsycInfo, Scielo y Redalyc, con los siguientes términos en español y sus equivalentes en inglés: fracciones (fractions), conocimiento conceptual (conceptual knowledge), conocimiento procedimental (procedural knowledge) y niños (children), combinados de diferente forma con el operador booleano AND (Y). Los resultados de esta búsqueda permitieron hallar quince artículos empíricos que pueden clasificarse en cuatro grupos de investigaciones: las que indican una relación bidireccional, las que sugieren una relación unidireccional, las que muestran cierta independencia o restricciones en su vinculación y, por último, las que señalan que las relaciones varían según los sujetos. Esta falta de acuerdo podría explicarse por ciertas diferencias metodológicas de los estudios, por ejemplo, diferencias en el grado de consolidación del conocimiento de las fracciones de los participantes, el sentido conceptual o la habilidad procedimental estudiada, el tipo de enseñanza matemática recibida, etc. Por ello se sugiere que, para profundizar la comprensión de las relaciones entre el conocimiento conceptual y procedimental de las fracciones, estos aspectos metodológicos deben ser controlados.

The aim of this study was to analyze the relationship between conceptual knowledge and procedural knowledge of fractions during learning. For this propose, a literature search was conducted in the databases of ERIC, PsycINFO, Scielo and Redalyc, using the following terms in English and their equivalent word in Spanish: Fractions (fracciones), conceptual knowledge (conocimiento conceptual), procedural knowledge (conocimiento procedimental) and children (niños). The terms were combined in different ways using the Boolean operator AND. The results of this search produced fifteen empirical articles that can be classified into four research groups: those that indicate a bidirectional relationship, those that suggest unidirectional relationship, those that showed some independence or restrictions on their relationship and those stating that relationships vary according to subjects. This lack of agreement could be explained by some methodological differences among studies, for example, differences in the consolidation degree of fraction knowledge of the participants, the conceptual sense or procedural ability studied, the type of mathematical education received, etc. Therefore, so as to deepen the understanding of the relationship between conceptual and procedural knowledge of fractions, we suggest that such methodological aspects should be controlled.

Psychological well-being: Gender differences in College Students and differences with General Population. The aim of this study was to analyze sex differences in Psychological Well-being among college students. Additionally, it was proposed to evaluate the difference between college students and general population. Psychological Well-being is the result of an evaluative assessment by the subject with respect to its own life. This study worked with a sample of 654 students (457 women and 197 men) of the National University of Mar del Plata. It was applied the Spanish adaptation (Díaz el at., 2006) of Ryff's Psychological Well-being Scale. For the analyses of sex differences t student test and Mann-Whitney's U test were carried out. The results showed that women scored significantly higher than men in the scales of Purpose in Life, Positive Relations with others and Personal Growth; and men scored significantly higher in Autonomy with regard to women. However the effect sizes of the differences were small. Regarding educational level, a difference between college students and general population was observed.

El objetivo del estudio fue analizar las diferencias según el sexo en el Bienestar Psicológico de estudiantes universitarios. Adicionalmente, se planteó evaluar la diferencia entre estudiantes universitarios y población general. Se entiende al Bienestar Psicológico como el resultado de una evaluación valorativa que realiza el sujeto respecto a su propia vida. Se trabajó con una muestra de 654 estudiantes de la Universidad Nacional de Mar del Plata, a quienes se les aplicó la adaptación española de la Escala de Bienestar Psicológico de Ryff, realizada por Díaz et al. (2006) y para los análisis de las diferencias se llevaron a cabo pruebas t de comparación de medias y pruebas U de Mann-Whitney. Los resultados mostraron que las mujeres puntuaron significativamente más alto que los hombres en las escalas de Propósito en la Vida, Relacionamiento Positivo y Crecimiento Personal; y los hombres puntuaron significativamente más alto en Autonomía con respecto a las mujeres. Sin embargo los tamaños del efecto de las diferencias fueron pequeños. Respecto al nivel educativo, se observó una diferencia marcada entre estudiantes universitarios y población normotípica.

The psychological well-being (PW) is a quality of life indicator at individual and collective levels. The university population is vulnerable to low levels of PW. Sex and personality features affect the PW. To deepen one’s knowledge of these factors would be of value to the development of interventions - according to the specific requirements for college students. The objective of this paper is to compare the predictive capacity of sex and personality features on the dimensions of the PW, and analyze if sex has a moderating effect in relation to personality and PW. We evaluated to 407 college students through self-report questionnaires. Sex resulted a significant predictor for autonomy and personal growth. The personality features showed predictive capacity over the dimensions of PW: extraversion, neuroticism, self-acceptance awareness, and control of the environment; extraversion and pleasantness over positive relationships; extraversion, neuroticism, and openness to the experience over autonomy; awareness, pleasantness and openness to the experience over personal growth and the five features on the purpose in life. Sex presented a moderating effect on the relationship of the conscience features with the personal growth dimension. The personality features were associated with the dimensions of PW following most of the relations profiles hypothesized by the literature. This work delves into the knowledge of the factors that influence on PW. It is hoped that this will contribute to develop interventions destined to improve the quality of life of this population group.

El bienestar psicológico (BP) es un indicador de calidad de vida a nivel individual y colectivo. La población universitaria es vulnerable a bajos niveles de BP. El sexo y los rasgos de personalidad afectan el BP. Profundizar en el conocimiento de estos factores sería de valor para el desarrollo de intervenciones acordes con las necesidades específicas de los universitarios. El objetivo de este trabajo es comparar la capacidad predictiva del sexo y de los rasgos de personalidad sobre las dimensiones del BP y analizar si el sexo posee un efecto moderador en relación a la personalidad y el BP. Se evaluaron 407 estudiantes universitarios mediante cuestionarios de autoinforme. El sexo resultó un predictor significativo para autonomía y crecimiento personal. Los rasgos de personalidad mostraron capacidad predictiva sobre las dimensiones de BP: extraversión, neuroticismo y conciencia sobre autoaceptación y dominio del entorno; extraversión y agradabilidad sobre relaciones positivas; extraversión, neuroticismo y apertura a la experiencia sobre autonomía; conciencia, agradabilidad y apertura a la experiencia sobre crecimiento personal y los cinco rasgos sobre propósito en la vida. El sexo presentó un efecto moderador para la relación del rasgo conciencia con la dimensión crecimiento personal. Los rasgos de personalidad se asociaron con las dimensiones de BP siguiendo en su mayoría los perfiles de relaciones hipotetizados por la literatura. Este trabajo profundiza en el conocimiento de los factores que influyen sobre el BP. Se espera que contribuya a desarrollar intervenciones destinadas a mejorar la calidad de vida de este grupo poblacional.

Turner Syndrome is a chromosomal, not inherited, disorder highest population incidence in females, determined by the partial or complete deletion of chromosome X. Is characterized by short stature and digenesia gonadal and, in a psychosocial level, one of the most common traits are the difficulties in establishing interpersonal relationships. In the development of women with diagnosis of Turner syndrome involves genetic, family, educational and social factors that are relevant in the establishment and consolidation of personality. This last one results from the interaction between biological and environmental factors among which are the inheritance and the learnings. The influence of the personality is a determining factor in the behavior and in the way to adapt to the environment, and may be favorable or pathological depending on the degree of flexibility in the situations of stress. The study of the influence of biological and environmental factors on human development is part of the new contributions of the biopsychosocial paradigm, which seeks to understand the psychological processes through a comprehensive vision that takes into account the interaction between biological, psychological and social factors in the development. This interdisciplinary approach oriented perspective becomes more conducive to addressing people with genetic disorders frame, since the differential impact of each of these factors in psychosocial development directly affect their quality of life. The study of personality in people with genetic disorders, and especially in the Turner Syndrome, is currently a vacant area in psychological research. The aim of the present study was to characterize the personality of adult women with Turner syndrome living in Latin America. The sample was intentional non-probability and corresponds to 60 women between 18 and 55 years. The data were gathered through a virtual version of the Millon Multiaxial Clinical Inventory II in the Spanish version. The direct scores transformed on scores Rate-Base and descriptive statistics of frequencies and measures of central tendency were obtained to characterize the sample. Subsequently the odds ratio was calculated to obtain the index of the probability of women with a diagnosis of Turner syndrome present personality disorders. The presence of a personality disorder was considered when the score in the Rate-Base was greater than 84. The results show that the probability that women with a diagnosis of Turner syndrome presents of suffering from personality disorders, in comparison with a clinical normative sample, is higher for all disorders, being antisocial, self-destructive and compulsive scales those presenting the highest percentages. Thus, despite the limitations encountered, it is important to consider that, according to the finding of the scientific literature, personality is partly determined by biological factors, and in this sense the Turner syndrome has a particular specificity to result from loss of genetic material and therefore cause physical and neuropsychological distinctive characteristics. At the same time, environmental factors would be responsible for modular the development of biological predispositions of certain personality traits, and in this sense social relations, the process of socialization and stimulation that provide girls with a diagnosis of Turner Syndrome from the early years of life, could have a strong impact on the development of what in future will be formed personality style. The results are important for therapeutic work with women diagnosed with Turner syndrome because as having empirical information about their characteristics and personality disorders may be possible to diagramming programs specific treatments they consider their particular way of relating to themselves and the environment, seeking to develop new strategies to improve their quality of life. And at the same time, suggests possible interventions at the family level, especially during childhood, aimed at the prevention of development of dysfunctional personality characteristics.

El Síndrome de Turner es el trastorno cromosómico, no heredable, de mayor incidencia poblacional en el sexo femenino, determinado por la deleción parcial o total del cromosoma X. En el desarrollo de las mujeres con este diagnóstico intervienen factores genéticos, familiares, educacionales y sociales que resultan relevantes en la consolidación de la personalidad. El objetivo del trabajo realizado fue caracterizar la personalidad de mujeres adultas con Síndrome de Turner residentes en Latinoamérica. La muestra fue de tipo no probabilístico intencional y corresponde a 60 mujeres entre 18 y 55 años. Los datos se recabaron a través de una versión virtual del Inventario Clínico Multiaxial de Millon II. Se transformaron las puntuaciones directas en puntuaciones Tasa Base y se obtuvieron estadísticos descriptivos de frecuencias y medidas de tendencia central para caracterizar a las participantes de la muestra. Posteriormente se calculó la razón de momios para obtener el índice de la probabilidad que las mujeres con diagnóstico de Síndrome de Turner presentaran trastornos de la personalidad. Los resultados obtenidos muestran que la probabilidad que presenta dicha población de padecer trastornos de personalidad, en comparación con una muestra clínica normativa, resulta superior para todos los trastornos, siendo las escalas autodestructiva, compulsiva y antisocial aquellas que presentan los porcentajes más altos. Los datos obtenidos dan cuenta de la vulnerabilidad que presenta la población estudiada de padecer trastornos de personalidad y son útiles para el desarrollo de terapias específicas que consideren dichas características en pos de una mejor calidad de vida.

El objetivo de este trabajo ha sido proveer datos empíricos sobre el desempeño en lectura de estudiantes de educación primaria de escuelas de gestión pública y privada de Mar del Plata, Argentina, considerando las diferencias en el nivel socioeconómico de los participantes. Se trabajó con 227 niños y niñas, de primer y tercer año de la educación primaria. Para medir el desempeño en lectura se utilizaron 10 escalas de la batería de Evaluación Neuropsicológica Infantil (ENI), cuatro de ellas sobre decodificación y seis sobre comprensión. Para evaluar el nivel socioeconómico y cultural (NSEC) de los alumnos se consideró el tipo de escuela a la que asisten y se recabó información sobre clase social, condición socioocupacional del jefe/a de familia, nivel educacional de los padres y situación ocupacional actual del jefe/a de familia de los participantes. Los resultados permitieron confirmar que el desempeño en pruebas de lectura varía en función del tipo de escuela, y se encontró en prácticamente todas las tareas administradas un desempeño inferior en estudiantes de la escuela pública, provenientes de familias de NSEC más bajo. También se estableció que la diferencia en tareas de acceso léxico se reduce con el tiempo de escolarización. En conclusión, es importante insistir en la escolarización temprana de los niños de NSEC más desfavorecidos, con el objeto de compensar los déficits que produce la escasa estimulación para la lectura y la pobreza de sus contextos alfabetizadores.

The aim of this work was to provide empirical data about reading performance in elementary school children from public and private schools in Mar del Plata, Argentina, considering the differences in their socioeconomic status (SES). The sample consisted of 227 1st and 3rd graders (male and female). In order to assess reading performance, we administered 10 scales from the Child Neuropsychological Assessment Set -known by the acronym ENI in Spanish-, four of them related to decoding and six related to comprehension. To assess the participants´ SES, we considered the type of school (public or private) they go to, and we requested information about social class, sociooccupational status of the head of household, parents' educational level and current occupational status of the head of household. Our results confirm that reading performance varies with type of school and SES, as students that go to a public school and come from lower socioeconomic backgrounds underperformed in almost all the tests. We also found that differences in lexical access tasks are reduced during schooling. To conclude, we insist in the early schooling of children that come from disadvantaged socioeconomic backgrounds, in order to mitigate the deficits caused by a weak reading stimulation and a poor literacy environment.

O objetivo deste trabalho tem sido o de prover dados empíricos sobre o desempenho em leitura de estudantes de educação primária de escolas de gestão pública e privada de Mar del Plata, Argentina, considerando as diferenças no nível socioeconómico dos participantes. Trabalhouse com 227 crianças, de 1ro e 3ro ano da educação primária. Para mensurar o desempenho em leitura utilizaramse 10 escalas da bateria de Avaliação Neuropsicológica Infantil (ANI), quatro delas sobre decodificação e seis acerca de compreensão. Para avaliar o nível socioeconômico e cultural (NSEC) dos alunos considerouse o tipo de escola ao que assistem, e se obteve informação sobre classe social, condição sócioocupacional do chefe de família, nível educacional dos pais e situação ocupacional atual do chefe de família dos participantes.Os resultados permitiram confirmar que o desempenho em provas de leitura varia em função do tipo de escola, encontrando em praticamente todas as tarefas administradas um desempenho inferior em estudantes da escola pública, proveniente de famílias de NSEC mais baixo. Também estabeleceuse que a diferença em tarefas de acesso léxico se reduz com o tempo de escolarização. Concluise na importância de insistir na escolarização prematura das crianças de NSEC mais desfavorecido, com o objeto de compensar os déficits que produz a escassa estimulação para a leitura e a pobreza de seus contextos alfabetizadores.

En la actualidad se considera la comprensión lectora como un proceso constructivo que depende de la participación de componentes para crear una representación en la mente del lector. La construcción de este modelo mental requiere de la elaboración de inferencias puente y elaborativas. El objetivo del trabajo fue evaluar el rol diferencial de los procesos controlados y conscientes en la ejecución de ambos tipos de inferencias. Se evaluaron 107 niños de 8 y 9 años, alumnos de escuelas de gestión pública y privada de Mar del Plata, Argentina. Se utilizaron siete tareas de evaluación de las Funciones Ejecutivas y dos tareas de realización de inferencias. Los resultados mostraron una asociación fuerte entre el funcionamiento ejecutivo y la generación de inferencias elaborativas.

Currently reading comprehension is seen as a constructive process that depends on the involvement of different components that work together in order to create a representation in the reader's mind. Building a mental model of text requires the development of elaborative and bridging inferences. The aim of this study was to assess the differential role that conscious and controlled processes have in execution of both types of inferences. We evaluated an incidental sample of 107 children aged 8 and 9, including participants from both genders, who were attending public and private schools in the city of Mar del Plata, Argentina. Seven tasks were used for the assessment of executive functions, and two tasks involving inferences. The results showed a strong association between executive functioning (working memory, monitoring and cognitive flexibility) and the generation of elaborative inferences.

Na atualidade se considera a compreensão leitora como um processo construtivo que depende da participação de componentes para criar uma representação na mente do leitor. A construção deste modelo mental requer da elaboração de inferências ponte e elaborativas. O objetivo do trabalho foi avaliar o papel diferencial dos processos controlados e conscientes na execução de ambos os tipos de inferências. Avaliaram-se 107 crianças de 8 e 9 anos, alunos de escolas de gestão pública e privada de Mar del Plata, Argentina. Utilizaram-se sete tarefas de avaliação das Funções Executivas e duas tarefas de realização de inferências. Os resultados mostraram uma associação forte entre o funcionamento executivo e a geração de inferências elaborativas.

Mostly of children with difficulties in reading comprehension possess low performances in a set of cognitive processes. The aim of the present study is to establish a cognitive profile associated with the low performance in reading comprehension in relation to the skill of reading monitoring, production of inferences, vocabulary, working memory and, inhibitory capacity in spanish-speaking children. For it several tasks were applied in children by high and low performances in reading comprehension. The results showed that though the children with bad comprehension present low performances in these skills, a consistent profile cannot be established since there are children with problems in comprehension that they present normal or top performance in some of these cognitive skills.

La mayoría de los niños con dificultades en la comprensión lectora poseen rendimientos inferiores en un conjunto de procesos cognitivos. El objetivo del presente estudio es establecer un perfil cognitivo asociado al bajo rendimiento en comprensión lectora en relación a la habilidad de monitoreo, a la producción de inferencias, al vocabulario, a la amplitud de memoria de trabajo y a la capacidad inhibitoria, en niños hispanoparlantes. Para ello se administraron tareas correspondientes a dichos procesos en niños con altos y bajos rendimientos en comprensión lectora. Los resultados mostraron que si bien los niños con mala comprensión presentan bajos rendimientos en estas habilidades, no puede establecerse un perfil consistente ya que hay niños con problemas en comprensión que presentan normal o superior rendimiento en algunas de estas habilidades cognitivas.

El objetivo de este trabajo es analizar el uso de estrategias semánticas en población infantil y el efecto del funcionamiento ejecutivo sobre la frecuencia de uso de estas estrategias. Se trabajó con una muestra de 185 niños escolarizados de escuelas de gestión privada divididos en 4 grupos en función del curso. Los niños realizaron 4 ensayos de aprendizaje analizándose la cantidad de estrategias utilizadas a lo largo de los ensayos así como las diferencias de ensayo a ensayo. Además, se utilizaron diferentes tareas e índices de evaluación de la función ejecutiva. En primer lugar, los resultados muestran que, en la medida que se incrementa el nivel de escolaridad, los niños tienden a implementar un número mayor de estrategias semánticas en tareas de aprendizaje y recuerdo. En segundo lugar, se realizó un análisis discriminado por curso de las curvas de aprendizaje de las estrategias semánticas. Se encontró que, cuando se controlan las variables de funcionamiento ejecutivo, sólo se obtiene un efecto significativo para el factor ensayos, y desaparece la significación estadística tanto en la adquisición y uso de estrategias entre los ensayos en los distintos cursos, como en las diferencias en el total de estrategias empleadas entre los cursos. De este modo, los resultados indican que el funcionamiento ejecutivo puede jugar un rol de importancia en el uso de estrategias de codificación de información en niños.

The aim of this study is to analyze the use of semantic strategies on child population as well as the effect of executive function on frequency use of these strategies. A sample of 185 schooled children in private schools divided in 4 groups according to the level participated in this study. Children performed 4 learning attempts, so the quantity of used strategies along assays as well as differences from assay to assay were analyzed. Moreover, different tasks and assessment indexes about executive function were used. First, results showed that as the school level increases children tend to apply a major number of semantic strategies in learning and memory tasks. Secondly, a discriminate analysis by course of the learning curves of semantic strategies was carried out. It was possible to find that when the executive function' variable is controlled, what is obtained is a significant effect for the assay factor, and the statistic significance disappears on both acquisition and used of strategies between assays in different courses, and on differences in all the strategies used between courses. As a matter of fact, results indicate that executive function can play a roll of importance in use of strategies of coding information in children.

O objeto do trabalho é analisar as relações do funcionamento cognitivo e o domínio das habilidades metalinguísticas com a aprendizagem formal da leitura no primeiro ano do primeiro grau da escola básica. As habilidades metalinguísticas têm a ver com a reflexão consciente acima dos diferentes patamares do sistema linguístico e se desenvolvem na infância, aprimorando-se com a escolaridade. Pela sua parte, o funcionamento cognitivo envolve processos necessários para perceber, selecionar, processar e armazenar informação, tarefas de importância num complexo processo como a leitura. Foram avaliados 127 meninos e meninas, alunos do primeiro ano, do primeiro grau de duas escolas da rede municipal de ensino e duas escolas particulares da cidade de Mar del Plata, Argentina, a quem lhes foram administrados instrumentos para avaliar seus desempenhos em memória, atenção, funções executivas, raciocínio, habilidades metalinguísticas e leitura. Os resultados indicam, de forma sistemática, que tanto os processos cognitivos como as habilidades metalinguísticas associam-se de forma significativa ao desempenho em diferentes medidas de leitura. As conclusões discutem essas relações e destacam a influência dos fatores individuais no processo de aprendizagem da leitura.

This work aims at analyzing the cognitive operation relations and the dominion of the metalinguistic abilities with the formal reading learning process during the school's first year. The metalinguistic abilities imply the conscientious reflection upon the different levels from the linguistic system and they are developed during childhood, perfecting itself with the schooling process. The cognitive operation involves necessary processes to perceive, select, process and store information, which are relevant tasks in a complex process like reading. A total of 127 primary education students from the Basic cycle first year of two public and two private schools of Mar del Plata city, Argentina, were evaluated with psychological instruments to determine their performances in memory, awareness, executive functions, reasoning, metalinguistic abilities and reading. The results indicate that both the mental processes and the metalinguistic abilities are associated significantly to the performance in different reading measures. The conclusions discuss these relations and highlight the individual factors influence in the process of reading learning.

El objetivo de este trabajo es el de analizar las relaciones del funcionamiento cognitivo y el dominio de las habilidades metalingüísticas con el aprendizaje formal de la lectura durante el primer año de la escuela. Las habilidades metalingüísticas implican la reflexión conciente sobre los diferentes niveles del sistema lingüístico y se desarrollan durante la infancia, perfeccionándose con la escolaridad. Por otra parte, el funcionamiento cognitivo involucra procesos necesarios para percibir, seleccionar, procesar y almacenar información, tareas de relevancia en un proceso complejo como la lectura. Se evaluaron 127 niños y niñas, alumnos del primer año del ciclo básico de la educación primaria de dos escuelas públicas y dos privadas de la ciudad de Mar del Plata, Argentina, a quienes se les administraron instrumentos para determinar sus desempeños en memoria, atención, funciones ejecutivas, razonamiento, habilidades metalingüísticas y lectura. Los resultados indican, de forma sistemática, que tanto los procesos cognitivos como las habilidades metalingüísticas se asocian de manera significativa al desempeño en diferentes medidas de lectura. Las conclusiones discuten estas relaciones y advierten sobre la influencia de los factores individuales en el proceso de aprendizaje de la lectura.