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The aim of this study was to assess the effects of experience in mental imagery, imagery type (normal, bizarre, or mixed), and the repetition of mental imagery formation on imagery vividness. Two experiments were carried out: Experiment 1 consisted of a sample of 152 Spanish compulsory secondary education students who were shown a list of 16 simple sentences describing normal, bizarre, or mixed normal and bizarre situations prior to rating their imagery vividness. The procedure was repeated with the same imagery after a 24-hour interval. Subjects were also asked about their experience in using mental imagery. Subjects with mental imagery experience rated imagery vividness higher than inexperienced subjects. Image vividness scores were higher after repeating imagery formation than in the first imagery vividness ratings. Mixed and bizarre imagery obtained higher imagery vividness scores than normal imagery. In Experiment 2 a sample of 146 students, of the same academic background as in Experiment 1, were shown a list of 16 complex sentences under the same experimental conditions. Significant differences in imagery vividness ratings were observed in terms of experience and repetition of imagery. Ratings were higher for experienced than inexperienced subjects, and in the second ratings following the repetition of imagery formation. No significant differences in imagery vividness ratings were observed between both experimental groups in terms of imagery type. The results are discussed in the context of previous studies, and new lines of research are proposed.

The present study investigated whether the length of time subjects are allowed for image formation in image-aided word-memorization protocols influences recall. To this end, we selected 363 high-school students who were presented with a list of 24 words to be learned by the rote method, an image-aided method with normal image, or an image-aided method with bizarre image; the time allowed for image formation was 10, 20, or 40 seconds. Recall was then evaluated immediately after the test and 1 day later. Each subject participated in only 1 experimental condition. Our results indicate that both immediate and delayed free recall were significantly better in the image-aided groups than in the rote groups. Considering the image-aided groups, both immediate and delayed recall were affected by image type used and image presentation time, with recall significantly better in the 40-second group than in the other 2 groups. Significant differences were also detected between the image types.

En nuestra investigación deseábamos saber si la experiencia en la utilización de imágenes mentales y el tipo de imagen utilizada: sin imagen, imagen normal, imagen rara, e imagen mixta, influía en el recuerdo inmediato, al cabo de un día y de una semana. Para ello seleccionamos a 198 sujetos, con una media de edad de 14.4 años, y los distribuimos, al azar en cuatro grupos: el grupo que no utilizó imágenes mentales, el que utilizó imágenes normales, el que utilizó imágenes raras, y el grupo mixto. A los grupos se les presentaron 16 oraciones, cada una con tres palabras en mayúsculas. Los sujetos tenían que puntuar la relación entre las tres palabras (el grupo sin imagen), o la viveza suscitada por cada oración (grupos con imagen). Posteriormente se midió el recuerdo, el reconocimiento, el falso reconocimiento, el acceso a la oración, los ítems por oración recordados, y el número de oraciones totalmente recordadas. También se preguntó a los sujetos por su experiencia en la utilización de imágenes. Encontramos que la experiencia en la utilización de imágenes influyó al cabo de un día y de una semana en el recuerdo, en el reconocimiento, en el número de oraciones totalmente recordadas, y en el acceso a la oración. Los grupos que utilizaron imágenes raras e imágenes mixtas manifestaron, después de una semana, mayor rendimiento en todas las variables dependientes (excepto en ítems por sentencia recordados), que los grupos que utilizaron imágenes normales o no utilizaron imágenes mentales.

This study investigated relationships between visual imaging abilities (imaging capacity and imagery control) and academic performance in 146 Fine Arts students (31 men, 115 women). Mean age was 22.3 yr. (SD= 1.9; range 20-26 yr.). All of the participants who volunteered for the experiment regularly attended classes and were first, second, or third year students. For evaluation of imaging abilities, the Spanish versions of the Gordon Test of Visual Imagery Control, the Vividness of Visual Imagery Questionnaire, the Verbalizer-Visualizer Questionnaire, and Betts' Questionnaire Upon Mental Imagery were used. Academic performance was assessed in four areas, Drawing, Painting, Sculpture, and Complementary Subjects, over a three-year period. The results indicate that imagery control was associated with academic performance in Fine Arts. These findings are discussed in the context of previous studies, and new lines of research are proposed.

Introduction Suicidal behaviour is particularly frequent in patients with psychosis. Therefore, prevention is a key objective of mental health policies. The aim of the current work is to systematically review the association between neurocognitive functioning and suicidal behaviour in patients with first‐episode psychosis (FEP). Material and Methods Of the 3051 studies reviewed, only 7 met the inclusion criteria. Documents in English from their earliest date of coverage until January 2022 were searched for in the following databases: PubMed, Science Direct, Web of Science, Cochrane Library, PsycINFO (ProQuest), and Springerlink. We used the PICO strategy to collect and categorize the data from each selected manuscript. Results Overall, the results showed that the risk of suicidal behaviour is higher for FEP patients in the presence of a number of factors: poorer general neuropsychological functioning (except for working memory), poorer social cognition, more depressive symptoms, longer duration of untreated psychosis, higher awareness of the illness, poorer premorbid adjustment, and more frequent cannabis use. Discussion Comprehensive general neuropsychology and assessment of social cognition, together with routine clinical record keeping, may help to identify FEP patients at a greater risk of attempting suicide.

Integración de los graduados universitarios en el mercado profesional.Formación en competencias horizontales. Integration of college graduates in the professional market. Horizontal skills trainingRocío Gómez-Juncal, Dolores Dopico, Silvia García, Cristina Varela Universidade de Vigo Resumen As habilidades sociais de comunicación, por ser capacidades cognitivas que se veñen demandando cada vez con máis forza na sociedade da información actual, onde os cambios son constantes e requiren dunha adaptación aos mismos de forma fluida e versátil, son capacidades que é necesario coñecer para afondar no seu desenvolvemento, xa que as empresas cada vez as valoran máis, sendo a súa importancia tal que poden marcar a diferencia á hora de conseguir un emprego. Ante currículums similares, as habilidades sociais soen decantar a balanza hacia aqueles candidatos que destacan polas "destrezas" como a seguridade nun mesmo ou o control emocional. Por todo o anteriormente exposto, consideramos que a intervención na mellora do coñecemento das potencialidades dos recén titulados, os situará en mellor lugar na consecución dun posto de emprego adaptado ás súas necesidades, por eso axudarlles a conseguir unha presentación óptima do seu perfil profesional, conseguir que preparen o seu dossier de traballos realizados durante a súa formación universitaria, conseguindo que os presenten dun xeito que transmita seguridade ó empregador, fará que os recén titulados estean nunha posición de ventaxa frente a outros iguais que non recibiran este tipo de formación. Neste traballo de investigación preténdese comparar entre dous grupos de titulados universitarios, que se diferencian na formación en habilidades sociais profesionais, as diferencias na incorporación laboral en diferentes áreas: tempo de espera para a incorporación, calidade e adaptación á mesma, entendendo que a intervención educativa transversal terá impacto no éxito na incorporación profesional, e a autopercepción exitosa neste aspecto. Palabras chave: Formación, competencias horizontais, competencias profesionais, emprego Abstract Social skills of communication, as cognitive abilities that are demanding ever more strongly in the information society today, where change is constant and require an adaptation to themselves fluently and versatile capabilities that are necessary to know deeply in its development, as companies increasingly value the most, and its importance so that may make a difference in getting a job. Before curriculums similar social skills tend to decant the balance towards candidates who stand for "skills" as security in the same or emotional control. For all the above, we consider that the intervention in improving the knowledge of the potential of newly graduates, placed in the best place in achieving a post employment tailored to their needs, so help them achieve optimal presentation of your professional profile, get prepare your dossier of work performed during their university education, managing the present in a way that conveys security or employer will make the...

The present study aimed to investigate the possible influences of age and imaging control capacity on word recognition accuracy (i.e., accuracy of identification of words presented previously), and level of confidence in the correctness of answers. A total of 129 subjects aged 20-40 years (n = 49), 41-60 years (n = 40), or over 60 years (n = 40), all with university-level education, took part in the study. Subjects were additionally classified as strong or weak imagers on the basis of the Gordon Test of Visual Imagery Control. All subjects were presented with a list of 40 words, and subsequently with a recognition test list of 80 words (the 40 original words, plus another 40 words); subjects were asked to decide which of the 80 words had been presented previously, and to rate their confidence in each judgment on a 1-4 scale. We obtained significant differences of age on discrimination (A') or P(A), and of imaging control capacity on discrimination (A').Vividness of imagery has been associated with cognitive performance in many experimental studies (e.g., [1-3]), above all with memory (for review, see [4][5][6][7]). However, little is known about the effects of subjects' imaging capacity on metamemory. Mecklenbräuker [8] did not find any relationship between subjects' understanding of mental image concepts and their memory performance. Denis 179 Ó 2007, Baywood Publishing Co., Inc.