Learning to read and write in Spanish: phonology in addition to which other processes? / Aprendiendo a leer y escribir en español: además de la fonología, ¿qué otros procesos?

Abstract

This study reviews some of the most relevant cognitive skills related to literacy acquisition in Spanish. Beyond the well-known influence of phonological segmental skills, it highlights the growing importance of other cognitive skills needed for acquisition, whether explicit or implicit in nature, to which too little attention has been devoted, including suprasegmental or prosodic skills, morphological skills and the implicit learning of linguistic regularities. It appears that all these skills constitute relevant factors that should be taken into account in order to understand typical as well as atypical literacy development.     

A scale to measure wisdom

Abstract

The present study's purpose was to refine and test a newly developed self‐report instrument to assess wisdom. The empirical study was based on a sample of undergraduates recruited at two universities and Buddhists recruited at two temples. This sample filled out 23 items of the wisdom scale and, in addition, several other psychological self‐report scales. Items from the wisdom scale were factor analyzed and the following seven factors emerged: Balance/Harmony, Flow, Spirituality, Warmth, Care for Environment, Appreciation, and Intelligence. These dimensions were statistically significantly related to various outcome measures such as depression, perceived stress, and optimism scales. Statistically significant differences were found between various religious and socio‐demographic groups on the different factor scores. This study suggests that wisdom is a multidimensional and complex construct worthy of scientific investigation.     

Incidence of anovulatory menstrual cycles among dysmenorrheic and non-non-dysmenorrheic [corrected] women: effects on symptomatology and mood

The incidence of spontaneous anovulatory (SA) menstrual cycles among dysmenorrheic and non-dysmenorrheic women and their effects on symptomatology and mood were examined in 52 university students distributed into two groups (18 dysmenorrheic women and 34 non-dysmenorrheic women) according to the presence or absence of symptoms of primary dysmenorrhea. Women were tested in menstrual, ovulatory and premenstrual phases. In order to estimate the proportion of ovulatory and SA cycles the basal body temperature (BBT) method was used. Results indicated that the percentage of SA cycles found in dysmenorrheic women does not confirm that primary dysmenorrhea only occurs in ovulatory cycles. In addition, the ovulatory cycles did not present greater symptomatology than the anovulatory cycles in self-rating of negative affect. In fact, menstrual symptomatology was not associated with ovulatory cycles. These data confirm that primary dysmenorrhea does not only depend on the endocrine factors which regulate the menstrual cycle but also on other factors such as social or psychological ones.     

Implicit Identification with Academic Achievement among Latino College Students: The Role of Ethnic Identity and Significant Others

Two studies were conducted to test the hypothesis that identification with academic achievement among Latino college students was related to the extent to which their ethnic group and significant others were linked to academic achievement. Participants completed a series of implicit association tests measuring the interrelations among academic achievement, self, and ethnic groups (Study 1) or significant others (Study 2). Study 1 revealed that the more college students identified with Latinos (relative to Caucasians) and stereotyped Latinos as low academic achievers (relative to Caucasians), the less they identified with academic achievement. Study 2 showed that the more Latino college students identified with significant others and viewed these significant others as high academic achievers, the more they identified with academic achievement. These findings are consistent with principles of cognitive consistency and stress the socio-relational facets of the academic self-concept.     

Neighborhood and community factors: effects on deviant behavior and social competence

Socialization in a neighborhood and community at risk, defined in terms of violence, social alienation, school failure, and disruptive behavior, is a risk factor for the acquisition of antisocial and delinquent behavior. In order to test this hypothesis and examine the underlying mechanisms involved, 346 participants, 155 high-risk and 191 low-risk, aged 11 to 13, that is, under the age of criminal responsibility as established by the Spanish Law 5/2000 were selected. The results reveal that high-risk youngsters had higher rates of antisocial behavior and lower levels of social skills (i.e., greater tendency to externalize attribution of responsibility, fewer conflict resolution strategies, lower self esteem, and a lower degrees of emotional intelligence) in comparison to the lower-risk group. Finally, the results and implications of the study are discussed in the light of designing prevention programs.     

Comparative analysis of the perception of school violence in teachers, pupils, and families

The main aim of the present study is to analyze the opinion of pupils, families and teachers in four European countries (Spain, Hungary, Austria and the Czech Republic) on the prevalence of violent behavior and other problematic aspects related to coexistence in schools, and on the way in which individuals are personally affected by them. For this purpose, a single instrument was used. From the results obtained it emerges, first of all, that there are significant differences depending on who is analyzing the school problems. Generally, families perceive the problems analyzed as less common and feel less affected by them personally. Hungary was considered to be the country with the lowest levels of school violence. Pupils indicate their concern about the high levels of lack of motivation or boredom, whilst teachers are more preoccupied about the serious problems of coexistence, due in particular to the presence or use of weapons and drugs and to intercultural conflicts.     

Burnout in Spanish physiotherapists

Diverse works on health sciences emphasise the importance of burnout in specific jobs. However, there is a lack of research about the presence of this syndrome in Spanish physiotherapists. The aims of this study were to determine the prevalence of burnout among physiotherapists and the relationship with work-related factors. 462 questionnaires were sent to health-centres. The questionnaire of work-related factors was administered, as well as the Maslach burnout inventory (MBI). 258 responses were received (55.8% response rate) from Murcia and Valencia. Regarding results 10 (4%) physiotherapists showed severe burnout. In relation to work-related factors, significant differences were observed. Although the percentage of physiotherapists with severe burnout was relatively low, it is important take into account that the syndrome requires the combined presence of three dimensions, which implies a very relevant situation of mental deterioration.     

Value tradeoffs propel and inhibit behavior: Validating the 19 refined values in four countries

We assess the predictive and discriminant validity of the basic values in the refined Schwartz value theory by examining how value tradeoffs predict behavior in Italy, Poland, Russia, and the USA. One thousand eight hundred and fifty‐seven respondents reported their values and rated their own and a partner's behavior. Multigroup confirmatory factor analysis supported the distinctiveness of the 19 values and the 19 self‐rated and other‐rated behaviors. Multidimensional scaling analyses supported the circular motivational order of the 19 values. Findings affirmed the theorizing that behavior depends upon tradeoffs between values that propel and values that inhibit it. Across four countries, value importance, behavior frequency, and gender failed to moderate the strength of value–behavior relations. This raises the question of the conditions under which the widely cited assumption that normative pressure weakens value–behavior relations holds.     

Family Assisted Contingency Management within the Context of Evidence-Supported Treatment for Child Neglect and Drug Abuse

Contingency management (CM) has extensively been shown to be effective in reducing substance use disorders, but its effects in reducing child maltreatment have yet to be determined. The current study provides preliminary support for the utilization of an innovative family-assisted CM component in 18 mothers who were referred to an evidence-supported behavioral treatment for concurrent child neglect and drug abuse by Child Protective Service caseworkers. In the examined CM, participants were invited to indicate from a list of common actions incompatible with child neglect (i.e. positive parenting actions), the extent to which these actions had been experienced utilizing a 3-point scale (almost never, sometimes, almost always). For each item that was indicated to be almost never or sometimes experienced, the participants were queried to indicate if the neglect incompatible action should be targeted as a therapeutic goal. Contingencies were subsequently established in which the participants were rewarded by involved family members for their completion of therapeutic goals. At baseline, results indicated that there was a negative association between the number of neglect incompatible parenting actions that were infrequently experienced and child abuse potential. A hierarchical multiple regression analysis showed that the number of neglect incompatible actions targeted as therapeutic goals at baseline, but not the number of positive parenting actions experienced infrequently at baseline, predicted reduced child maltreatment potential following treatment. These findings suggest the examined CM may assist evidence supported behavioral treatment specific to child neglect and drug abuse.     

Napping reduces emotional attention bias during early childhood

Sleep loss alters processing of emotional stimuli in preschool‐aged children. However, the mechanism by which sleep modifies emotional processing in early childhood is unknown. We tested the hypothesis that a nap, compared to an equivalent time spent awake, reduces biases in attention allocation to affective information. Children (n = 43; M = 55.40 months, SD = 8.05 months) completed a Dot Probe task, which provides a measure of attention biases to emotional stimuli, following a mid‐day nap and an equivalent interval spent awake. No emotional attention biases emerged when children napped. However, when nap‐deprived, children exhibited biases towards negative and positive stimuli. This emotional bias after wake was greater in children who napped habitually. Gender differences also emerged such that females were more attentive to positive emotional stimuli whereas males showed heightened attention to negative emotional stimuli, regardless of having napped or not. Moreover, greater slow wave activity (SWA) during the nap was associated with faster responding, which suggests that SWA may promote efficiency of attention allocation. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=JIoZ8mzxQgg