Análisis del desarrollo infantil en escolares de 5 a 6 años de zona rural y urbana de la Región del Bíobío, Chile (Analysis of child development in school children aged 5 to 6 in rural and urban areas of the Bíobío Region, Chile)

El estudio tuvo como objetivo analizar las diferencias en el desarrollo infantil en las dimensiones de motricidad, lenguaje, cognición y estado socioemocional en escolares de cinco y seis años pertenecientes a una escuela rural y otra urbana de la región del Biobío en Chile. El estudio fue observacional de corte transversal, con características descriptivas y analíticas. La muestra fue compuesta por 28 escolares de ambos sexos, distribuidos en siete niñas y siete niños de una zona rural (5.7±0.5 años) y siete niñas y siete niños de una zona urbana (5.6±0.6 años), seleccionada de forma no probabilística por conveniencia. Se evaluó el desarrollo infantil por medio del Test de Aprendizaje del Desarrollo Infantil (TADI). Los resultados muestran que existen diferencias significativas en los puntajes promedio de las dimensiones motriz y cognitiva (p˂0.05), con mejores resultados en los escolares de la zona rural. No hubo diferencias significativas en las dimensiones de lenguaje y estado socioemocional (p˃0.05), además se evidencia una relación positiva directa entre las dimensiones motriz y socioemocional para la zona urbana (p˂0.05). Se concluye que existen diferencias significativas en el desarrollo infantil entre los escolares pertenecientes a la zona rural y a la zona urbana, específicamente en las dimensiones motriz y cognitiva, con mejores resultados para los escolares de la zona rural. Abstract. The objective of the study was to analyze the differences in child development in the dimensions of motor skills, language, cognition, and socio-emotional state in five- and six-year-old school children belonging to a rural and an urban school in the Biobío region of Chile. The study was cross-sectional observational, with descriptive and analytical characteristics. The sample consisted of 28 school children of both sexes, seven girls and seven boys from rural areas (5.7 ± 0.5 years) and seven girls and seven boys from urban areas (5.6 ± 0.6 years) selected in a non-probabilistic way for convenience. Child development was assessed through the Child Development Learning Test (TADI). The results show that there are significant differences in the average scores of the motor and cognitive dimensions (p˂0.05), with better results in school children in rural areas. There were no significant differences in the dimensions of language and socio-emotional state (p˃0.05), in addition there was a direct positive relationship between the motor and socioemotional dimensions for the urban area (p˂0.05). Therefore, it is concluded that there are significant differences in child development between school children belonging to rural and urban areas, specifically in the motor and cognitive dimensions, with better results for school children in rural areas.

The role of elite education in social reproduction in France, Belgium and Chile: Towards an analytical model

Using a societal analysis perspective that articulates structural, institutional and cognitive dimensions, this article outlines a model examining the contribution made by the schooling system to the social construction of elites. The model is put to the test by a comparative study of elitist educational pathways and their contrasting organisational modes in France, Belgium and Chile. The article shows that both the education of elites, and the role played by school in providing access to privileged social positions, continue to be marked by the distinctive historical construction of each society and education system, despite cross-cutting trends that are linked to globalisation.

Intergenerational Contact Experiences and Their Relation to Ageism as a Multidimensional Construct

Research on intergroup contact suggests that negative contact experiences affect cognitive representations such as stereotypes more strongly than positive contact experiences. To comprehensively examine the full effect of intergroup contact, the valence of the contact experience as well as the affective and cognitive dimensions of prejudice should be assessed. In ageism research, previous studies typically focused only on contact of positive valence and were limited to the perspectives of younger individuals on older adults. Primary objective of this study is to examine both positive and negative contact frequency and their relation to affective and cognitive dimensions of ageism from the perspectives of younger adults between the age of 18 and 25 (study 1) and older adults between the age of 60 and 92 (study 2). Consistent with previous research on intergroup contact, our results confirm that both types of contact were similarly predictive of affective facets of prejudice. However, only in study 2 that assessed older adults’ agreement with contemporary stereotypes about young men and women, negative compared to positive contact frequency proved to be a stronger predictor of the cognitive dimension of ageism. Our findings emphasize the importance of focusing on all dimensions of prejudice and highlight the need to consider the perspectives of young and old in ageism research.

Analisis Bentuk Stimulus, Dimensi Kognitif, dan Karakteristik HOTS pada Instrumen Evaluasi Mata Pelajaran IPA Karya Guru

The quality of the evaluation instrument describes the quality of learning in schools. Teachers must be able to plan good evaluation instruments. The quality of the evaluation instrument can be assessed from three aspects, including the stimulus, the cognitive dimension, and the characteristics of higher thinking skills (HOTS). This study aims to analyze the teacher's science subject evaluation instrument based on the form of stimulus, cognitive dimensions, and HOTS characteristics. This research is descriptive quantitative, where the data is presented as a percentage and then described. Qualitative tests on the content of the stimulus are used to group the items into a certain stimulus form. The cognitive process dimension identification sheet was developed based on Bloom's revised taxonomy. The classification of HOTS questions uses the HOTS characteristic identification criteria. The results showed that most of the questions made by the teacher did not have a stimulus, the distribution of the cognitive process dimensions of the questions was uneven, and the questions made were not HOTS. Based on the results of the analysis, it is concluded that the teacher's evaluation instrument was poor

Decision-making style profiles of pre-service biology teachers in socio-scientific issues

This study aimed to describe the decision-making style regarding the socio-scientific issue (SSI) of pre-service Biology teachers in four regions of Indonesia as a guide in designing active, varied, and creative learning involving students in each learning session. Data were collected using a questionnaire to 514 participants and analyzed descriptively-quantitatively. The results showed that each student's decision-making style is influenced by cognitive dimensions and processes during learning. Analytical decision-making styles also have a positive effect on gender, grade, region, and university.

Exploring Global Korea Scholarship as a Public Diplomacy Tool

Through international student mobility programs, such as Global Korea Scholarship (GKS), countries aim to influence international students’ beliefs about and attitudes toward the host country. In this article, we explore GKS’s role in bringing international students to the country and analyze changes in GKS students’ and alumni’s affective and cognitive evaluation of Korea after coming to the country. We compare results based on students’ and alumni’s length of stay, gender, and economic development level of their home country. Our findings suggest that after coming to Korea, GKS recipients evaluate Korea more positively in both affective and cognitive dimensions.

Cognitive Dimensions of Major Depressive Disorder

Cognitive Dimensions of Major Depressive Disorder (MDD) examines the key clinical and pathophysiological characteristics and treatment options of MDD. The volume emphasizes that while the traditional model of depression implicates mood as the primary symptom cluster, a more recently published conceptual understanding of depression has been extended to consider cognitive function as more than just a symptom. It furthers our understanding of the central role of the cognitive dimension for the pathophysiology, diagnosis, and treatment of MDD. It reviews the key cognitive dimensions of depression comprising impaired cognitive and emotional processes of cognitive function, emotion processing, and social cognitive processing. It focuses on the cognitive and emotional dimensions of depression and offers extended and novel diagnostic and treatment approaches ranging from pharmacological to psychological interventions targeting those dimensions of depression.

Assessment of cognitive dimensions

Assessment of cognitive dimensions underscores the importance of following standard quality and test performance criteria during the assessment of cognitive function in major depressive disorder (MDD). The chapter explains the relevance of high-quality and -standard assessments as these are used for purposes of diagnosis and the evaluation of treatment efficacy. It highlights the role of the assessment of social cognitive function as an important tool to capture cognitive function in the context of emotion processing and social interaction. The chapter supports the notion for best practise guidance for the assessment of cognition in MDD. It reviews meta-analytic studies, characterizes paper-and-pencil and digital test platforms, evaluates screening tools for cognitive impairment in MDD, and estimates the efficacy of cognitive change in clinical trials in MDD. It also reviews a broad range of tests for social cognitive function.