Universidad del Desarrollo

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Harshness and unpredictability during childhood: an approach from life-history theory to understanding risk behaviors
(Frontiers Media SA, 2025-10-16)
FIGUEROA VALDEBENITO, ORIANA CRISTINA
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Eugenio J. Guzmán-Lavín
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MUÑOZ REYES, JOSÉ ANTONIO
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NEREA ALDUNATE RUFF
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POLO RODRIGO, PABLO
Previous studies have investigated the relationship between childhood experiences of harshness and unpredictability and risky adult behaviors from a life-history theory perspective. However, findings have been inconsistent, suggesting that the relationship between early environments and current behavior is complex and may be influenced by moderating variables. This study examined whether childhood harshness (resource scarcity) and unpredictability (proximal environmental instability) were positively related to risk propensity, considering reproductive strategy-related trade-offs (i.e., the age of first sexual intercourse and the age of menarche) and current environmental factors (i.e., being in a committed relationship, perceived family support, and poverty rate of the participant's municipality) as potential moderators.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>We sampled 368 individuals in two settings: college classrooms and a controlled laboratory environment.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Overall, we did not find a clear relationship between perceived childhood environment and risk-taking. Contrary to expectations, we found a positive relationship between perceived childhood harshness and risk propensity in women who delayed their first sexual intercourse. Exploratory analyses by data collection setting revealed that harsh and unpredictable childhood environments may impact risk propensity differently, though no coherent pattern emerged.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>This study underscores the importance of context dependence and the need to consider additional variables that may moderate the relationship between childhood experiences and risk-taking behaviors.</jats:p></jats:sec>
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Self-select groups increase stability but reduce collaboration in high school physics
(American Physical Society (APS), 2025-06-09)
Diego Ramírez
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Eugenio J. Guzmán-Lavín
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Javier Pulgar
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CANDIA VALLEJOS, CRISTIAN ESTEBAN
Group configurations shape social skills and learning outcomes by fostering student interaction and collaboration. Yet, the factors influencing group formation, social cohesion, and group stability have remained understudied in physics education. Here, we examine these factors in a cohort of 90 students from ninth and tenth grades at a private school in Chile. For a semester-long physics project, students were assigned to groups either through random allocation (control group) or given the autonomy to form their own groups (experimental group). Our findings indicate that the groups formed by choice developed stronger friendship bonds throughout the semester, while the groups formed randomly demonstrated greater levels of cooperation and more frequent changes in membership, suggesting weaker social cohesion. Additionally, tenth-grade students were more likely to stay in their original groups, possibly indicating increased social maturity. These findings emphasize the ongoing challenge in education of balancing student choice in group formation with the need for diverse group compositions that enhance learning. This study provides practical recommendations for physics teachers and researchers.
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The Power of Food Advertisements: A Brief Mindfulness Instruction Does Not Prevent Psychophysiological Responses Triggered by Food Ads
(MDPI AG, 2025-02-25)
Constanza Baquedano
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David Martinez-Pernia
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Vicente Soto
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Álvaro Rivera-Rei
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Antonia Zepeda
Exposure to visually appealing food items can enhance their subjective realism, leading to increased cravings, salivation, and automatic approach tendencies. Prior research suggests that brief mindfulness instructions promoting dereification—recognizing stimuli as transient mental events—can mitigate these automatic reactions. Objectives: This study assesses whether brief mindfulness instruction can mitigate automatic consumption tendencies induced by food advertisements, exploring the corresponding behavioral, physiological, and neurophysiological mechanisms. Methods: Sixty participants were randomly assigned to two groups: one receiving brief mindfulness instruction and the other a non-dereifying control instruction while exposed to advertised foods. This was followed by an approach–avoidance task (AAT), during which behavioral data, salivary volume, event-related potentials (ERPs) from electroencephalogram recordings, and self-reports were collected. Results: The results showed no significant differences in approach behaviors between the groups. Hunger, food craving, and salivation levels increased uniformly in response to food cues for both groups. The N1, N2, P3, and late positive potential (LPP) ERPs remained unaltered by the instructions and consistent with the established AAT literature. Advertising heightened the appeal of neutral foods, as evidenced by increased N2, P3, and LPP responses. Conclusions: The brief mindfulness instruction failed to shield participants from the automatic responses elicited by food advertising, contrasting with the effects seen with non-advertised food.
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