El objetivo de este trabajo ha sido doble. En primer lugar, se estudia la relación entre la conducta prosocialantisocial y variables de personalidad (empatía, impulsividad, afán de aventura y autoconcepto). En segundo lugar se analiza la influencia del género en la conducta prosocial y antisocial. Para ello se ha utilizado una muestra de 421 niños y adolescentes de ambos sexos con edades comprendidas entre los 10 y los 18 años. Los resultados ponen de manifiesto una relación positiva entre conducta prosocial y Empatía, Afán de Aventura, Autoconcepto Positivo y Autoconcepto/Autoestima. Mientras que se observa una relación negativa entre conducta prosocial e Impulsividad y Autoconcepto Negativo. Por otro lado, la conducta antisocial presenta correlaciones similares a la conducta prosocial, pero en sentido inverso. En cuanto a las diferencias de género, las mujeres obtienen puntuaciones superiores en la mayoría de factores de conducta prosocial mientras que los varones presentan niveles superiores de conducta antisocial.

Four decades of research into peer bullying have produced an extensive body of knowledge. This work attempts to provide an integrative theoretical framework, which includes the specific theories and observations. The main aim is to organize the available knowledge in order to guide the development of effective interventions. To that end, several psychological theories are described that have been used and/or adapted with the aim of understanding peer bullying. All of them, at different ecological levels and different stages of the process, may describe it in terms of the relational dynamics of power. It is concluded that research needs to take this integrative framework into account; that is to say to consider multi-causal and holistic approaches to bullying. For the intervention, regardless of the format or the target population, the empowerment of the individuals, and the social awareness of the use and abuse of personal power are suggested. Key words: Bullying; peer violence; theoretical framework; review.Título: Propuestas teóricas en la investigación sobre acoso escolar: una revisión. Resumen: Cuatro décadas de investigación sobre acoso entre iguales han conseguido un extenso cuerpo de conocimientos. Este trabajo pretende ofrecer un marco teórico integrador que incluya las teorías y observaciones específicas realizadas hasta el momento. El objetivo es organizar los conocimientos disponibles para orientar en el desarrollo de investigaciones/intervenciones eficaces. Para ello se describen las diversas teorías psicológicas que se han utilizado y/o adaptado para comprender el acoso, en relación a las variables más relevantes. Dichas teorías específicas, muestran el acoso en diferentes niveles ecológicos y momentos del proceso, y pueden describirlo en términos de dinámicas relacionales de poder. Se concluye la necesidad de investigar teniendo en cuenta este marco teórico integrador, que considera la multicausalidad y la perspectiva holística del acoso. En la intervención, cualquiera que sea su formato o población objetivo, se sugiere procurar el empoderamiento de los individuos y la concienciación social en cuanto al uso y el abuso del poder personal. Palabras clave: Bullying; violencia entre pares; marco teórico; revisión.

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La violencia o agresividad entre escolares es un tema de actualidad de gran relevancia social debido, principalmente, a que la escuela es una de las instituciones, junto a la familia, en la que se forman los niños y adolescentes. Para abordar este tema es imprescindible conocer, entre otras cosas, qué rasgos caracterizan a los alumnos violentos o agresivos. En este trabajo, se estudia la relación entre variables tales como empatía, autocontrol e impulsividad, que forman parte del constructo denominado inteligencia emocional, con influencia en las conductas agresivas en el ambiente escolar. Los resultados son alentadores ya que permiten diseñar programas concretos de intervención en relación con las variables edad, el sexo y empatía en relación con la agresividad.Palabras clave: Bullying, agresividad, inteligencia emocional.

Sensory evaluation (SE) involves evoking, measuring and interpreting human responses to the properties of foods. Among these properties texture is an important one for food acceptability. Texture is mainly perceived through mastication, a process that changes food characteristics throughout time by comminuting and salivation. Electromyography (EMG) has emerged as a new tool in sensory evaluation mainly for assessing texture characteristics. Thus, it is interesting to analyze the knowledge so far generated and the procedures employed. Bipolar surface electrodes are placed on the four main masticatory muscles (masseter right-left and temporalis right-left) and their electric activity recorded during mastication. The signals need to be amplified and filtered, and afterwards their acquisition by a computer allows conditioning and analysis. The output is a series of bursts corresponding to the chews during mastication. EMG parameters include the area under the curve (linked to masticatory work) and voltage (linked to the force exerted) at different moments of the process. Many other parameters are derived from the recording and related to food texture characteristics. EMG allows the study of changes throughout the masticatory process, these changes in EMG parameters permit a better assessment of sensory characteristics than mechanical measurements. Nevertheless, close-fitting correlations have been found between sensorymechanical-EMG measurements. In the literature, texture assessment by using EMG includes many products like carrots, biscuits, cooked meat, cooked rice, cheese, etc., as well as different texture characteristics like tenderness, hardness, crunchiness, juiciness, among others. Nowadays, texture studies involving EMG are mainly linked to describing changes or differences in the signals, good descriptors of perceived differences. Nevertheless for quantifying purposes, in order to allow comparisons among authors, a first step should be undertaken to standardize EMG parameters definition and procedures used in SE.

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To improve Mahon cheese texture assessment, the relationship between instrumental and sensory measurements was sought. For that purpose 30 pieces of Mahon cheese from different batches and 2 different manufacturers were examined. Textural characteristics at different curing times were evaluated by uniaxial compression, puncture, and sensory analysis. Significant linear correlations were found between instrumental and sensory measurements. A logarithmic model (Weber-Fechner) fitted data better than a linear one. Only 1 factor was extracted when considering all the instrumental and sensory variables, thus indicating that both sets of measurements are related to the same phenomenon.The best predictors for Mahon cheese sensory attributes were found to be cheese moisture, deformability modulus, and slope in puncture.

Use of electromyography (EMG) to monitor mastication is a relatively new concept in assessing food physical and sensory properties. Although expert assessment of cheese characteristics is widely used, the effect of training in sensory analysis on mastication patterns, as assessed using EMG is not well known. Nine samples of the same Mahon cheese (60 days ripening) were given to 24 subjects (8 experts, 16 untrained) and EMG recorded for each chewing sequence. Three samples were tested in a single session by each subject, and three sessions carried out on different days. EMG was recorded from four masticatory muscles for each subject. From EMG records the following was extracted: number of chews, chewing time, mean and maximum voltage of EMG bursts (i.e. chews) across chewing sequence, chewing work and chewing rate. No gender bias was found for the EMG parameters considered, therefore, as regards gender, each group was considered to be homogeneous. Variability within-subjects across samples was greater for experts than untrained subjects. Significant differences in chewing time, chewing work and chewing rate were found between the expert and untrained groups. Data analysis of the three sessions showed an influence of cognitive constructs, mediating states, on the chewing process. The experts were found to be goal driven as to their mastication process. Experts showed no significant differences between sessions, untrained subjects were found to vary their EMG output in successive sessions for number of chews, chewing time, mean voltage, and chewing work.