Psychoanalysis and University in Brazil: Possibilities and Limits of This Articulation

The goal of this article is to clarify some of the aspects concerning the academic teaching and research that is carried out in the field of psychoanalysis in the Brazilian Universities, versus the transmission and training in psychoanalytic institutions. The author describes how psychoanalysis is present in the Brazilian university context, from undergraduate to graduate studies, and also points out perspectives regarding the future of psychoanalysis in Brazil.     

On the dynamics of institutional agreements

In this paper we investigate a logic for modelling individual and collective acceptances that is called acceptance logic. The logic has formulae of the form A_G:x j{\rm A}_{G:x} \varphi reading ‘if the agents in the set of agents G identify themselves with institution x then they together accept that j{\varphi} ’. We extend acceptance logic by two kinds of dynamic modal operators. The first kind are public announcements of the form x!y{x!\psi}, meaning that the agents learn that y{\psi} is the case in context x. Formulae of the form [x!y]j{[x!\psi]\varphi} mean that j{\varphi} is the case after every possible occurrence of the event x!ψ. Semantically, public announcements diminish the space of possible worlds accepted by agents and sets of agents. The announcement of ψ in context x makes all \lnoty{\lnot\psi} -worlds inaccessible to the agents in such context. In this logic, if the set of accessible worlds of G in context x is empty, then the agents in G are not functioning as members of x, they do not identify themselves with x. In such a situation the agents in G may have the possibility to join x. To model this we introduce here a second kind of dynamic modal operator of acceptance shifting of the form G:x-y{G:x\uparrow\psi}. The latter means that the agents in G shift (change) their acceptances in order to accept ψ in context x. Semantically, they make ψ-worlds accessible to G in the context x, which means that, after such operation, G is functioning as member of x (unless there are no ψ-worlds). We show that the resulting logic has a complete axiomatization in terms of reduction axioms for both dynamic operators. In the paper we also show how the logic of acceptance and its dynamic extension can be used to model some interesting aspects of judgement aggregation. In particular, we apply our logic of acceptance to a classical scenario in judgment aggregation, the so-called ‘doctrinal paradox’ or ‘discursive dilemma’ (Pettit, Philosophical Issues 11:268–299, 2001; Kornhauser and Sager, Yale Law Journal 96:82–117, 1986).     

BIOLOGY TEACHERS’ CONCEPTIONS ABOUT THE ORIGIN OF LIFE IN BRAZIL,ARGENTINA, AND URUGUAY: A COMPARATIVE STUDY

Teachers’ conceptions about the origin of life in three Latin American countries with contrasting levels of secularism were analyzed: Argentina (Catholic constitution), Brazil (formally secular but not in practice), and Uruguay (consolidated secularism). A European survey questionnaire was used and the interpretation of the results drew on Barbour's four categories concerning the relationships of science and religion. A large majority of Argentinian and Uruguayan teachers were clearly evolutionist, even when believing in God (Independence or Dialogue category), with no difference between Argentina and Uruguay. The majority of Brazilian teachers assumed a religious position about the origin of life, being creationist (Conflict or Independence categories) or evolutionary creationist (Dialogue or Integration categories). Differences of Brazilian teachers’ conceptions may result from the higher percentage of evangelicals and lower proportion of agnostics/atheists. Brazilian Catholic teachers were more creationist than their Catholic colleagues in Argentina and Uruguay. Distinct patterns were found, but further research is needed to understand possible classroom impacts.     

Paradoxical choice and the reinforcing value of information

Animal Cognition - Signals that reduce uncertainty can be valuable because well-informed decision-makers can better align their preferences to opportunities. However, some birds and mammals display...     

Self-regulation in early childhood: the interplay between family risk,temperament and teacher–child interactions

Abstract

This study investigates the interplay between family risk and the quality of classroom interactions and their impact on self-regulation skills in two groups of children—children from socioeconomically disadvantaged backgrounds (at-risk) and non-risk children. Participants included 485 children (N = 93 classrooms)—233 (N = 47 classrooms) of which were from socioeconomically disadvantaged areas. Temperament was measured using teacher report. Trained observers rated classroom quality via live observations of a typical preschool day. Behavioral regulation was assessed using direct measures and emotional regulation was assessed using a teacher report. Analyses using multiple group structural equation modeling showed that at-risk children had lower levels of cool behavior regulation than non-risk children. In addition, classroom quality was positively linked to cool behavioral self-regulation. Moderating effects were additionally found between family risk and classroom quality on both hot behavioral regulation and emotional regulation. Classroom quality served as a protective factor for children exposed to more risk factors. Results showed complex associations between individual characteristics, classroom quality, and family risk, indicating a need to further explore the interplay among these variables.     

Psychometric properties of the Portuguese version of the Alabama Parenting Questionnaire parent form

ABSTRACT

The Alabama Parenting Questionnaire parent form (APQ-P) is one of the most commonly used measures to assess parenting practices. The current study evaluated the psychometric properties of the APQ-P using a community sample of 499 Portuguese mothers of children and adolescents aged 10 to 17 years. Confirmatory factor analysis revealed adequate psychometric properties of a three-factor model (positive parenting, ineffective parenting, and poor monitoring) in a solution of 20-items. After comparing the three-factor model across children’s age groups (≤13 vs. ≥14), partial metric and partial scalar invariance were found. Items loadings were similar between groups for ineffective parenting and poor monitoring, and factor scores were similar between groups for positive parenting. The 20-item version can be an appropriate measure of parenting, relevant for research and intervention purposes. Future studies should validate the current findings in independent samples, and devote particular attention to different parenting practices across different children’s age groups.