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    Test de Aprendizaje y Desarrollo Infantil (TADI): Evidencia adicional de su validez a nivel poblacional
    (Sociedad Chilena de Pediatria, 2025-02-18)
    Marta Edwards
    ;
    Iván Armijo
    ;
    SCHONHAUT BERMAN, LUISA  
    ;
    Marcela Pardo
    ;
    Antonia Valdés
    El “Test de Aprendizaje y Desarrollo Infantil” (TADI) es una escala de tamizaje del desarrollo para niños/as de 6 a 72 meses construida en Chile.Objetivo: Determinar la validez de la primera edición de TADI muestra nivel poblacional.Metodología:Análisis psicométrico secundario de una muestra de 11.283 niños/as chilenos que participaron de la Encuesta Longitudinal de Primera Infancia (ELPI) 2012. Se evaluó validez convergente mediante el Análisis Factorial Confirmatorio (AFC), verificado mediante Análisis Factorial Exploratorio (AFE). Se consideraron variables sociales para la validez de constructo. Para la validez concurrente, sensibilidad, especificidad y correlación se tomaron como referencias las pruebas Battelle Developmental Inventory Segunda Edición (BDI-2) y el Test de Vocabulario en Imágenes Peabody (TVIP).Resultados: De los niños evaluados, 12,6% se categorizó en Retraso o Riesgo de Retraso, y 17,3% en categoría Alerta. El AFC arrojó buenos niveles de ajuste del modelo propuesto para los datos de la escala, en particular a edades mayores. El AFE reveló patrones diferentes para distintos rangos etarios. El TADI se correlacionó significativamente con los factores socioeconómicos, como la presencia de materiales de aprendizaje en el hogar, el nivel educativo del cuidador principal, el ingreso económico y la respuesta emocional de la madre. Se encontró correlación moderadamente positiva del TADI con el BDI-2 y el TVIP, con sensibilidad y especificidad cercanos a 0,70 al incluir la categoría Alerta.Conclusiones: Los adecuados valores psicométricos del TADI en una muestra poblacional ratifican su validez como instrumento de tamizaje del desarrollo de niños/as pequeños en Chile.
      2
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    Cognitive assessment in the Accelerating Medicines Partnership® Schizophrenia Program: harmonization priorities and strategies in a diverse international sample
    (Springer Science and Business Media LLC, 2025-03-24)
    Kelly Allott
    ;
    Walid Yassin
    ;
    Luis Alameda
    ;
    Tashrif Billah
    ;
    Owen Borders
    Scopus© Citations 5  7
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    Jealousy as Predicted by Allocation and Reception of Resources in an Economic Game
    (2024)
    BARBATO EPPLE, MARÍA TERESA  
    ;
    Ana María Fernández
    ;
    RODRÍGUEZ SICKERT, CARLOS ANDRÉS  
    ;
    David Buss
    ;
    POLO RODRIGO, PABLO  
    <jats:p> Evidence is abundant that evolution by selection has produced sex differences in the design of adaptations to solve the problems surrounding reproduction. A prime example is the design of human jealousy, which research suggests is triggered by distinct evoking acts that are specific challenges for women and men in their exclusive reproductive bond. It follows that jealousy would be directed toward driving away interlopers who could potentially threaten the bond with the romantic partner or increase mate retention efforts in response to sex-specific threats. To explore this possibility, we use as a methodological innovation an economic game for the evocation of jealousy. With a modified dictator game, we showed men and women in a committed relationship, conditions in which the partner or an intrasexual rival allocates money to (investing condition), or obtains money from (receiving condition), the partner or an opposite sex third party that they recently met. A sample of 56 heterosexual couples ( n = 112) participated in a laboratory setting. Our results show the different scenarios of this dictator game exerted the expected evocation of jealousy (controlling individual differences), with women being more jealous by the partner’s allocation of resources to a rival, and men reporting slightly more jealousy by their partner receiving money from a rival. We discuss the implications of this method to advance the comprehension of the adaptive function of sex differences in jealousy, the use of economic games, and possible modifications to improve the similarity of the game to a real assessment of actual male jealousy. </jats:p>
    Scopus© Citations 1
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    Scopus© Citations 8  10
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    A sense of community at school and the subjective well‐being of Chilean students
    (2021)
    VILLARROEL GUTIERREZ, ALEJANDRA ELVIRA  
    ;
    ALFARO INZUNZA, JAIME ANDRES  
    ;
    REYES REYES, FERNANDO TEDDY  
    ;
    CARRILLO BESTAGNO, GISELA MARTA OLIVIA  
    ;
    DITZEL LACOA, ANA LORETO  
    <jats:title>Abstract</jats:title><jats:sec><jats:label /><jats:p>Understand the degree to which a Sense of Community at School can predict the Life Satisfaction of Chilean students in the fifth and seventh grades. The classroom and school components will be presented separately. The research was designed as a descriptive study using a survey with a probabilistic sample made up of 1959 students (52.6% male and 47.4% female) in the fifth and seventh grades at elementary schools in the cities of Concepción and Santiago in Chile. A multiple linear regression analysis was done using the Multidimensional Scales of School Sense of Community (SOC‐S) and Classroom Sense of Community (SOC‐C) as predictors of life satisfaction measured with the Student Life Satisfaction Scale (SLSS). Multigroup analysis was conducted to make comparisons by sex and grade. The dimension of “sense of belonging and emotional connection” of the SOC‐C and the dimension of “belonging” of the SOC‐S predict life satisfaction for fifth grade students. The additional dimension of “emotional connection” of the SOC‐S scale was included for the seventh‐grade students. The sense that one is part of the school community is a dimension that affects childhood life satisfaction. Its level of contribution varies by age, with the sense of belonging and emotional connection variables being the relevant ones.</jats:p></jats:sec>
    Scopus© Citations 8  1
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      11
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    Patient and Carer Experiences with Bladder Cancer: Results from a Global Survey in 45 Countries
    (2023)
    Lydia E. Makaroff
    ;
    Alex Filicevas
    ;
    Shannon Boldon
    ;
    Patrick Hensley
    ;
    Peter C. Black
      7Scopus© Citations 8
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    Scopus© Citations 6  1
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    Debate sobre el retorno a clases presenciales en Pandemia
    (2021)
    Alfonso Correa D.
    ;
    Isabel González L.
    ;
    Mireya Sepúlveda M.
    ;
    Verónica Burón K.
    ;
    Patricia Salinas A.
    <jats:p>Las implicancias del cierre de los establecimientos educacionales durante la pandemia por COVID-19 y la discusión generada respecto de la apertura de estos, nos invitan y nos exigen plantearnos, desde las distintas posiciones y responsabilidades, los cambios que debemos hacer como sociedad a nivel educacional. En este artículo, un conjunto de profesionales de la salud, recaban información y reflexionan sobre las repercusiones del retorno y del no retorno a las actividades escolares presenciales, a nivel de la salud física, emocional y en la formación académica. A partir de lo que se sabe que son factores protectores y posibles amenazas frente al retorno, se concluye que cada realidad local debe tomar su propia decisión informada, con la participación de todos, en búsqueda del bien común, que favorezca a los estudiantes, que proteja a los profesores y que se privilegie el rol del sistema educativo en la formación socioemocional. La escuela es un espacio de contención de las emociones y necesidades de adaptación que los alumnos y sus familias han vivido en este tiempo de incertidumbres. Todos tenemos un nivel de responsabilidad en la construcción de una nueva civilización en torno a estos temas que vinculan educación, salud física, salud mental, colaboración social y responsabilidad individual. Las diferencias en las condiciones de vida de las personas y la desigualdad de oportunidades se han vuelto más visibles que antes (otras todavía están ocultas) y generan una oportunidad de cambios que juntos debemos afrontar.</jats:p>
    Scopus© Citations 10
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    “There Is No (Where a)<i>Face</i>Like Home”: Recognition and Appraisal Responses to Masked Facial<i>Dialects</i>of Emotion in Four Different National Cultures
    (2021)
    Myron Tsikandilakis
    ;
    Zhaoliang Yu
    ;
    Leonie Kausel
    ;
    Gonzalo Boncompte
    ;
    Renzo C. Lanfranco
    <jats:p>The theory of universal emotions suggests that certain emotions such as fear, anger, disgust, sadness, surprise and happiness can be encountered cross-culturally. These emotions are expressed using specific facial movements that enable human communication. More recently, theoretical and empirical models have been used to propose that universal emotions could be expressed via discretely different facial movements in different cultures due to the non-convergent social evolution that takes place in different geographical areas. This has prompted the consideration that own-culture emotional faces have distinct evolutionary important sociobiological value and can be processed automatically, and without conscious awareness. In this paper, we tested this hypothesis using backward masking. We showed, in two different experiments per country of origin, to participants in Britain, Chile, New Zealand and Singapore, backward masked own and other-culture emotional faces. We assessed detection and recognition performance, and self-reports for emotionality and familiarity. We presented thorough cross-cultural experimental evidence that when using Bayesian assessment of non-parametric receiver operating characteristics and hit-versus-miss detection and recognition response analyses, masked faces showing own cultural dialects of emotion were rated higher for emotionality and familiarity compared to other-culture emotional faces and that this effect involved conscious awareness.</jats:p>
      7Scopus© Citations 11