A concern for fairness is a fundamental and universal element of morality. To examine the extent to which cultural norms are integrated into fairness cognitions and influence social preferences regarding equality and equity, a large sample of children (N 2,163) aged 4-11 were tested in 13 diverse countries. Children participated in three versions of a third-party, contextualized distributive justice game between two hypothetical recipients differing in terms of wealth, merit, and empathy. Social decision-making in these games revealed universal age-related shifts from equality-based to equity-based distribution motivations across cultures. However, differences in levels of individualism and collectivism between the 13 countries predicted the age and extent to which children favor equity in each condition. Children from the most individualistic cultures endorsed equitable distributions to a greater degree than children from more collectivist cultures when recipients differed in regards to wealth and merit. However, in an empathy context where recipients differed in injury, children from the most collectivist cultures exhibited greater preferences to distribute resource equitably compared to children from more individualistic cultures. Children from the more individualistic cultures also favored equitable distributions at an earlier age than children from more collectivist cultures overall. These results demonstrate aspects of both cross-cultural similarity and divergence in the development of fairness preferences.
BackgroundWhile fluid intelligence has proved to be central to executive functioning, logical reasoning and other frontal functions, the role of this ability in psychosocial adaptation has not been well characterized.Methodology/Principal FindingsA random-probabilistic sample of 2370 secondary school students completed measures of fluid intelligence (Raven's Progressive Matrices, RPM) and several measures of psychological adaptation: bullying (Delaware Bullying Questionnaire), domestic abuse of adolescents (Conflict Tactic Scale), drug intake (ONUDD), self-esteem (Rosenberg's Self Esteem Scale) and the Perceived Mental Health Scale (Spanish adaptation).Lower fluid intelligence scores were associated with physical violence, both in the role of victim and victimizer. Drug intake, especially cannabis, cocaine and inhalants and lower self-esteem were also associated with lower fluid intelligence. Finally, scores on the perceived mental health assessment were better when fluid intelligence scores were higher.Conclusions/SignificanceOur results show evidence of a strong association between psychosocial adaptation and fluid intelligence, suggesting that the latter is not only central to executive functioning but also forms part of a more general capacity for adaptation to social contexts.
Chile ha tenido un incremento sostenido de población inmigrante, pero poco se conoce sobre su impacto en el sistema escolar. Por medio de metodologías mixtas, se recolectó información acerca de las percepciones y prejuicios que estudiantes y profesores, de comunas de la Región Metropolitana de Chile, poseen respecto de la inmigración y la multiculturalidad. Este artículo caracteriza aspectos asociados al prejuicio existente hacia los inmigrantes en el sistema escolar, tanto a nivel explícito como implícito, corroborando la hipótesis de contacto propuesta por la psicología social; y brindando orientaciones tendientes a potenciar la inclusión de la diversidad cultural en el sistema educacional, tanto a nivel de contexto, políticas como prácticas pedagógicas.
Objetivos: determinar la prevalencia de los agentes etiológicos de las infecciones vaginales en mujeres embarazadas y no embarazadas sintomáticas del centro de salud "La Milagrosa", de Armenia (Quindío, Colombia), en un periodo comprendido entre noviembre y diciembre de 2007 y enero de 2008.Materiales y métodos: estudio de prevalencia. Se tomaron muestras en 230 pacientes que consultaron por síntomas asociados a infección vaginal en el centro de salud "La Milagrosa". A todas las pacientes se les tomó muestras de flujo vaginal para la medición del pH, test de amina, identificación microscópica de células clave (células epiteliales que contienen bacterias, indicando la presencia de Gardnerella), Trichomonas vaginalis, levaduras e hifas. Se hicieron cultivos en agar sangre, Sabouraud y Mac Conckey y se realizó la técnica de tinción de Gram. Los datos fueron analizados en el programa Epi Info versión 6.Resultados: la principal causa de infección fue cocobacilos gram variable tipo Gardnerella (39%), seguida de Candida spp (6,5%) y Trichomonas vaginalis (5,7%).Conclusiones: en pacientes sintomáticas de flujo vaginal se encontró mayor prevalencia de vaginosis bacteriana.
En el presente artículo, se pone el foco en la migración hacia Chile, especialmente de los niños, niñas y adolescentes que ingresan al sistema educacional chileno y el uso de la investigación socio territorial como una forma de analizar la construcción de identidades, que son dinámicas e influyen en la inclusión educativa de los mismos. Una de las metas del sistema educacional chileno dice relación con brindar un ambiente educativo de calidad, donde equitativamente todos los estudiantes puedan alcanzar su potencial académico. En ese contexto, uno de los tópicos recurrentes en el debate sobre migración y escuela es la tensión existente entre la consolidación de prejuicios y estereotipos o la capacidad de la institución escolar para modificarlos. En este artículo se identifican los aportes del enfoque socio territorial para la comprensión de la migración, así como para orientar el diseño de políticas públicas y de las estrategias de las escuelas para enfrentar los desafíos de la migración.Descriptores: Educación de los inmigrantes, Identidad cultural, Educación integradora, Segregación racial, Sociología urbana.In this article, the focus is on migration towards Chile, especially the children and adolescents entering the Chilean educational system and the use of socio-territorial research as a way of analyzing the construction of identities, which are dynamic and thus influence the educational inclusion of them. One of the goals of the Chilean educational system is related to providing a quality educational environment, where all students can equitably reach their academic potential. In this context, one of the recurring topics in the debate on immigration and school is the tension between the consolidation of prejudices and stereotypes or the capacity of the school to modify them. This paper highlights the importance of socioterritorial studies to understand immigration, and how these progressively influence spatial groups (school community and migrants) and representations / prejudices associated to them.
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