This study examined differential associations between phenotypic domains of the triarchic conceptualization of psychopathy (boldness, meanness, and disinhibition;Patrick, Fowles, & Krueger, 2009), as assessed by the Triarchic Psychopathy Measure (Patrick, 2010b), and the five-factor model (FFM) of normal personality, as indexed by the Revised NEO Personality Inventory (Costa & McCrae, 1992; Spanish version, Costa & McCrae, 1999), in 349 undergraduates (96 men). Distinctive patterns of correlations for psychopathy components did not differ significantly across gender, although relations between Meanness and Agreeableness were stronger for men than for women. Our findings are largely consistent with the conceptualization of psychopathy in terms of FFM constructs and provide discriminant evidence in support of all 3 triarchic domains. Thus, meanness is marked by low Agreeableness and some degree of low Conscientiousness, whereas disinhibition is characterized both by low Conscientiousness and low Agreeableness along with high Neuroticism and Extraversion. Notably, the constellation of low Neuroticism, high Extraversion, and high Openness, with facets of low Agreeableness, supports the idea that boldness encompasses some adaptive features of psychological adjustment while depicting the interpersonal features of psychopathy.

The role of the two dimensions of psychopathy -dispositional fearlessness (theorized to reflect variations in reactivity of the brain's defensive system) and externalizing proneness (presumed to reflect variations in function of anterior regulatory systems)-in fear learning was examined in a sample of undergraduates assessed using the Psychopathic Personality Inventory-Revised (PPI-R) who participated in a differential aversive conditioning task. Only scores on selfreported 'fearless dominance' -irrespective of scores on 'impulsive antisociality'-were related to diminished acquisition of physiological fear. Consistent with dual-process accounts of psychopathy proposing divergent etiological pathways for the interpersonal/affective and the social deviance features of the disorder, our results lend support to the existence of a deficit in reactivity of the brain's defensive system underlying the fearlessness dimension of psychopathy.

Resumen: Este trabajo proporciona los valores normativos españoles de las 358 imágenes que forman los conjuntos 15 a 20 del International Affective Picture System (IAPS). En este estudio participaron 811 estudiantes universitarios (521 mujeres) que evaluaron las imágenes en las dimensiones emocionales de valencia, activación y dominancia. Las correlaciones entre las evaluaciones estadounidenses y las españolas en todas las dimensiones fueron altamente significativas y, como en Estados Unidos, la distribución de las imá-genes en el espacio bidimensional afectivo definido por las dimensiones de valencia y activación adoptó la típica forma de boomerang. Los resultados confirmaron, asimismo, las diferencias de género encontradas en Estados Unidos en las evaluaciones de las imágenes aversivas. Estos resultados son totalmente consistentes con los obtenidos en la primera y segunda parte de la adaptación española, y demuestran que la estandarización del IAPS en nuestro país ha sido adecuada. Por último, se ratificaron las pequeñas diferencias transculturales encontradas en las evaluaciones de activación y dominancia: los españoles tendieron a asignar a las imágenes mayores puntuaciones en activación y menores en dominancia que los estadounidenses. Estos datos apoyan los estereotipos culturales de estos países y sugieren que el IAPS podría ser un indicador fiable de diferencias transculturales en la disposición emocional. Palabras clave: International Affective Picture System (IAPS); emoción; valencia afectiva; activación; dominancia; diferencias transculturales; diferencias de géne-ro.Title: Spanish adaptation of the "International Affective Picture System" (IAPS). Third part. Abstract: The Spanish norms for pictures in shows 15 to 20 of the International Affective Picture System (IAPS) are reported in this paper. Participants were 811 undergraduate university students (521 women), who rated the valence, arousal, and dominance of 358 pictures. The correlations between the North-American and the Spanish ratings were all highly significant and, like in the United States, the picture distribution in the bidimensional affective space, defined by the ratings on affective valence and arousal, displayed the typical boomerang shape. Our data also corroborated gender differences in aversive pictures found in North-Americans. These results are fully consistent with those obtained in the first and second part of the Spanish adaptation, and demonstrate that the standardization of IAPS in our country has been successful. Finally, our data confirmed the cross-cultural differences found in arousal and dominance ratings: Spanish participants tended to assign higher arousal and lower dominance scores to the pictures, as a whole, than North-Americans. These data support the general cultural stereotypes that exist for these countries and suggest that the IAPS might be a reliably index of cultural differences in emotional disposition. Key words: International Affective Picture System (IAPS); emotion; affective valence; arousal; dominance; ...

This study examined BIS/BAS scales (Carver & White, 1994)

No abstract

Several challenges make it difficult to simultaneously investigate central and autonomous nervous system correlates of conditioned stimulus (CS) processing in classical conditioning paradigms. Such challenges include, for example, the discrepant requirements of electroencephalography (EEG) and electrodermal activity (EDA) recordings with regard to multiple repetitions of conditions and sufficient trial duration. Here, we propose a MultiCS conditioning set-up, in which we increased the number of CSs, decreased the number of learning trials, and used trials of short and long durations for meeting requirements of simultaneous EEG–EDA recording in a differential aversive conditioning task. Forty-eight participants underwent MultiCS conditioning, in which four neutral faces (CS+) were paired four times each with aversive electric stimulation (unconditioned stimulus) during acquisition, while four different neutral faces (CS−) remained unpaired. When comparing after relative to before learning measurements, EEG revealed an enhanced centro-posterior positivity to CS+ vs. CS− during 368–600 ms, and subjective ratings indicated CS+ to be less pleasant and more arousing than CS−. Furthermore, changes in CS valence and arousal were strong enough to bias subjective ratings when faces of CS+/CS− identity were displayed with different emotional expression (happy, angry) in a post-experimental behavioral task. In contrast to a persistent neural and evaluative CS+/CS− differentiation that sustained multiple unreinforced CS presentations, electrodermal differentiation was rapidly extinguished. Current results suggest that MultiCS conditioning provides a promising paradigm for investigating pre–post-learning changes under minimal influences of extinction and overlearning of simple stimulus features. Our data also revealed methodological pitfalls, such as the possibility of occurring artifacts when combining different acquisition systems for central and peripheral psychophysiological measures.

Ciberbullying y violencia en la universidad, ¿cómo afecta al abandono?Cyberbullying and violence at university, how does it affect dropout? Alejandra Dobarro, Raúl Carbajal López, Isabel Ayala Galavis, Javier Herrero y Ana Bernardo. Universidad de Oviedo ResumenEl objetivo de este trabajo fue analizar el ciberbullying en estudiantes universitarios y cómo esto puede afectar al abandono universitario. Para lograr este objetivo, se diseñó y aplicó un cuestionario a la muestra piloto. Los resultados muestran que el ciberbullying ocurre con menos frecuencia que en otros niveles educativos. Además, se muestra una correlación entre cibervictimización y rendimiento académico, sentimiento de pertenencia y percepción de apoyo que el estudiante tiene. Todavía hay pocos estudios sobre este tema, pero se debe continuar investigando en esta línea, para poder comparar estos resultados con otros de trabajos sobre este tema. Palabras clave: abandono universitario, ciberbullying, rendimiento académico. AbstractThe aim of this paper was to analyze ciberbullying in universitary students and how this can affect to university dropout. To achieve this objective, a questionnaire was design and applied to pilot sample. Results show that ciberbullying occurs less frequently than in other educational levels. Also, show correlation between cybervictimization and academic achievement, feeling of belonging and perception of support that the student has. There are still few studies on this subject, but should continue to investigate this line, to can compared these outcomes with others of works about this subject. Keywords: university dropout, cyberbullying, academic achievement Introducción La Estrategia Europa 2020 propone como uno de los objetivos a alcanzar el reducir la tasa de abandono escolar a menos del 10 % y aumentar hasta el 40 % la de titulados de la enseñanza superior (Comisión Europea, 2012). Sin embargo, la realidad es que el informe Datos y Cifras del Sistema Universitario Español que elabora el Ministerio de Educación, Cultura y Deporte (2016), nos informa que la Universidad asturiana tiene un 24,8% de abandonos permanentes y un 10,1% de cambios de titulación o abandonos temporales. Estos indicadores, como índice de calidad de las Universidades, revelan la necesidad de estudiar factores y variables relacionadas con el abandono y permanencia en los estudios superiores, a fin de proponer políticas y medidas más eficaces que permitan disminuir estas cifras. Conocer qué factores intervienen en la toma de decisiones que el estudiante hace respecto a qué titulación elegir o si continuar o no en la misma, permitirá ofrecer una orientación y apoyo más ajustado por parte de las instituciones educativas y por ello reducir las tasas de abandono.El fenómeno del abandono universitario es claramente multicausal y multidimensional, de ahí que existan diferentes modelos teóricos que tratan de dar una explicación al fenómeno centrándose en unos u otros factores. Tanto los modelos explicativos como los resultados obtenidos en estudios empíric...

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