Emotions have become one of the phenomena of greatest interest to researchers from different disciplines from the beginning of the 20th century to nowadays. Its study includes both theoretical and methodological aspects. Researchers have been using different methods to study emotion. One of those is emotional induction, in which the participants are presented with stimuli (images, words, sounds) that generate emotional responses. In Argentina, the normative data for the IAPS images, ANEW words and films are available, but there's not yet a base of acoustic stimuli validated in the local population. That is why the objective of this article is to present the results of the Argentine validation of the IADS-2 stimulus sets. The present work was carried out with the aim of validating the International Affective Digitized Sounds System (IADS-2), providing normative data in the Argentine population based on a sample of 281 Argentine university students, who evaluated a total of 167 sounds in the three affective dimensions: valence, arousal and dominance. In order to find evidence of the internal consistency of the instrument scores, reliability analyzes were carried out through Cronbach's alpha coefficient. Coefficients between .84 (set 1 valence) and .95 (set 2 arousal) were found, indicating that the reliability results obtained can be interpreted as between moderate and high. Regarding the distribution of the scores, a statistically significant associative relationship is observed between the two variables (r =-.77, p < .01) CI [-0.82,-0.71] only in the scores located in the lower quadrant (negative valence and high arousal), in which a lower level of pleasantness of the sound would indicate a greater activation by the participant. This relationship between valence and arousal in the case of pleasant sounds was not significant (r =-.01, p = .96). Finally, when valence is taken as the main variable of the two-dimensional space, it is observed that it explains 59 % of the variation in the arousal dimension (R-2 = .59, p < .01). No significant differences were found between the scores of men and women in Argentina in particular. Nevertheless, evidence is also reported on the differences in affective evaluations according to sex and country of origin. Males showed higher levels of dominance to the stimuli than females. On the other hand, Argentines showed lower levels of arousal and higher levels of control compared to Americans. Significant differences were found when the scores were evaluated based on the sex of the participants from each country. In this sense, the differences among the group of women are found in the arousal dimension (M-EEUU: 5.89, M-Arg: 5.40; p < .01; d = .40) and dominance (M-EEUU: 4.58, M-Arg: 5.02; p < .01; d = .34), and in the valence (H-EEUU: 4.88, H-Arg: 4.42; p < .01; d = .29), arousal (H-EEUU: 5.77, H-Arg: 5.42; p < .01; d = .30) and dominance dimensions (H-EEUU: 4.88, H-Arg: 5.34; p < .01; d = .42) for men. A corpus of acoustic emotional stimuli is provided that is reliable and valid when it comes to inducing emotional states in an experimental context. The main limitation to take into account is that most of the sample resided in the metropolitan area of Buenos Aires. At the same time, it is relevant to continue investigating the relationship between valence and arousal. Although the boomerang-shaped structure has been replicated in most of the validations, the variability present in the two-dimensional structure made up of these two dimensions makes it necessary to study other possible structures. It is encouraged that new normative data be provided both in other areas of Argentina and in other Latin American countries.
Causal cognition-representation and reasoning about events and causal relations-is fundamental to the human mind, since it allows us to diagnose causes, plan actions, solve problems, and predict future events. The bulk of research on causal cognition assumed a Cartesian-universalist perspective of cognition, which presents limitations in its scope because it is based on three supposedly universal ontological-cognitive domains (physical, biological, and psychosocial), it focuses on a cultural group (euro-descendant and urban Westerners) and considers culture as an input for domain-specific cognitive systems. In contrast, it has been suggested that culture is constitutive of cognitive processes related to causation, affecting both the content and processing of causal cognition. In such interaction, content plays a crucial role, as people often guide their reasoning and inferences with content-specific representations about properties, relationships, interactions, and a priori assumptions about how multiple causes combine in a given domain. This specific content is cultural, because not only its origin lies in cultural transmission, but also because it is shaped by causally relevant native concepts and categories, giving rise to cognitive diversity in causal attributions and framework theories of human groups. However, although there are previous studies that include minority populations, most have a perspective based on universality-variability dichotomy and work with external categories to the human group studied, which usually derives to universalisms or variability that always have a Western ontological-epistemological perspective as their reference. To overcome these limitations, it is necessary to use an ecological-relational perspective that avoids direct and inappropriate application of Western dualisms and considers native categories as a source for research more coherent with the ontology and epistemology of the human group studied. This work, show data analysis processing as a possible application of this perspective in a study on causal cognition among Wichi people. The Wichi are an indigenous population of Gran Chaco, with a strong native language-Wichi lhomtes-and a constellation of native categories that emphasize the relational character of their knowledge. Here, analyzed two interrelated corpus of data-one ethnographic, another experimental-, both made up of statements (N = 1449) from native speakers, residents of the Wich & iacute; Lawet community of Laguna Yema, Formosa, Argentina. Thus, by applying different methods and techniques of qualitative analysis, it identified five native conceptual repertoires of causal events, native attributes, explicit causes, ecosystem levels, and types of causes. In this sense, the work shows a conscientious process of searching Wichi's concepts, which emphasizes respect for native perspective, the cultural specificity of observational categories, and ecological validity. This work, with a theoretical-methodological approach focused on native perspective and their conceptual repertoires, provides a highly valuable differentiation to the psychological-cognitive study of this human group in particular and culturally diverse populations in general.
There is extensive literature that reflects the importance of the body for trans* people and how their relationship with it appears to be a critical node in the establishment of their identity. Evidence for this has been provided by both queer studies and clinical research on the physical and mental health of trans* people. In this regard, studies conducted in Chile are consistent as well with international research, indicating that the body is a place where identity is subjected to tension. However, when referring to the corporeity for trans* people, most studies address it as if would be a universal experience, an instrument of social functionality that makes it possible to be recognized as a feminine or masculine object. In an effort to understand the trans* phenomenon, authors have continued to establish disjointed categories and separate the identity from the body as a mere receptacle for the subject manifesting themselves, resulting in a gaze that thingifies bodies that dissent with gender stereotypes. This type of approach reduces experience to a mere review of social categories to study conceptions of body image and determine how to fit a 'container' of binary expectations that are already internalized. This perspective is not only insufficient, but it also has the potential to become pathologizing, since it tries to explain experiences of gender dissonance as mere instances of social maladjustment. A new line of research in trans* studies proposes that the gender experience in trans* people comprises proprioceptive and interoceptive components, which appear before the establishment of a body image and play a key role in the sensory dimension of gender. From this perspective, gender is part of the sense of self since one's feeling in one's body has the particularity of being gendered. Fausto-Sterling proposes that it is the gendered attributes and attitudes of caregivers while interacting with the infant with female or male genitals that produce a spectrum of gendered behaviors and subjective inclinations internalized as symbolic interpretations of the world. Thus, gender/sex identity, a psychological experience beyond genitals, emerges as a unique process of interaction between a specific sensory-motor system and the environment that it inhabits. If the emergence of gender identity is an embodied, physiological, intersubjective, and historical process, comprising interoceptive and exteroceptive elements as well as recurrent events grounded in interactions with others, it is relevant to determine how a specific culture can influence this process. The knowledge about the embodied experience of gender is historical and situated: most of the evidence produced using this approach has been collected using caucasian cisgender subjects residing in the northern hemisphere. Studies suggest that integrated, consistent experience of the body differs across cultures and that embodied experience changes when the language of origin changes. An intercultural study that included more than 45 cultures detected a range of mentalizing profiles that could be ascribed to factors such as language, values, and parenting styles in each culture. To enrich the comprehension of the phenomenon of embodied gender in trans* people in Latin American culture, it is fundamental to pose situated questions focused on the pre-reflective, non-representational dimension of said experience, in order to offer a situated and sensitive understanding capable of informing the support delivered in gender-affirming processes, involving the whole breadth of these experiences so that they can be true opportunities for liberation. Approaches like this has both methodological and ethical implications: it helps to design better support methods for gender affirming processes, and it nourishes the knowledge from experiences of trans* people, thus contributing to de-pathologization of trans* identities.
Psychological workplace violence (PWV) is any violent behaviour of a verbal, gestural, gestural or attitudinal form violence against a worker or a specific work group that affects their mental, social or moral health. This violence can take the form of threats, intimidation, isolation, discredit or systematic blocking. The objective was to compare the visibility of vertical-horizontal psychological violence in the workplace in a Peruvian group of health workers. This comparison was carried out between the pretest and posttest stages (a two-stage posttest) of an "Online Awareness of Psychological Violence" (APV) cycle. A total of 41 health sector workers participated voluntarily and anonymously in the pre-test and 29 in the second post-test stage. Data were collected using the abbreviated 13-item EVP-health scale with previously established validity and reliability. As an effect of the APV cycle, the visibility of PWV increased; there was also a decrease in violence in the group of workers appeared, which constituted a short-term inverse effect. One month after applying the APV cycle, reports of frequent PWV were reduced from 55.6% in the pretest to 37% in the posttest, and reports of absence of PWV increased with a 22.2% net variation. Groups of PWV indicators with greater and lesser visibility were identified as requiring generation of cognitive changes or changes simultaneous with experiential interventions. A baseline of indicators of underreporting short-term complaints about PWV (by omission) was generated for health workers. The agents of internal PWV can be hierarchically based or a colleague. This form of violence leaves no visible traces, but causes job dissatisfaction that directly affects the professional development of staff. PWV shows no differences between health care groups or between developed and underdeveloped countries, and is attributed, at least in part, to the precariousness of working conditions where the common denominator is psychosocial risk factors. Addressing the issue of occupational health is relevant, as this phenomenon is known for its economic impact on the total costs of illnesses and accidents. Studies on internal PWV among health professionals at the national level are scarce, and in terms of interventions aimed at reducing PWV and the visibility of complaints, the number of studies is almost non-existent despite their usefulness in guiding institutional or individual interventions and the accompaniment or follow-up of cases. Therefore, in order to improve prevention of PWV it is necessary to implement reporting visibility mechanisms, and so far it is not known whether the effectiveness of virtual courses on PWV content retention issues is equal to or worse than that of face-to-face courses. The development of this study establishes a baseline to propose alternatives to reduce the training gaps through awareness-raising to raise the visibility of PWV in the long term; and in the short term, the study contributes to collecting data that provide knowledge to improve the system for recording complaints, and to provide support for legal and emotional accompaniment of victims. To meet the objective of the study the online awareness cycle was developed over five days in March 2022 in synchronous-asynchronous modes, orienting the training towards cognitive skills to prevent PWV, promote mental health and give warnings of psychosocial risks at work. The participation rate was 70.7% up to pre-testing. The contents developed in the awareness cycle were more directed towards cognitive changes, as simultaneous changes including attitudinal changes, by their nature, require experiential trainings that cannot be easily addressed through an online experience. Future studies could compare the visibility versus inverse effect of PWV from the second to the sixth month of follow-up, extending the study to external physical violence and psychological violence. Similarly, experimental designs could be considered to compare the effectiveness of content with and without experiential training in simultaneously modifying cognitive-attitudinal indicators of PWV in the health sector and in other work sectors.
The 21st century presents a great challenge for university education because achieving the highest quality in teaching has become a priority. University educational quality depends on the teaching provided by its professors, with the perception of teacher self-efficacy being a powerful predictor of teacher performance, even better than real skills and knowledge, because good performance requires self-regulatory processes, such as self-assessment, self-monitoring, and mainly an adequate management of disturbing thoughts and emotional reactions, which are positively affected by self-efficacy. For this reason, to ensure that an educational institution is of quality, it is not enough to have the most brilliant teachers, but to make them believe that they are capable of successfully facing challenges. Given the proven positive influence exerted by teacher self-efficacy on the performance of the university professor, and that it is related to various teacher variables, it is necessary to study these variables in order to increase the perception of the construct in the teaching staff. For this reason, the objective of this study was to determine the relationship between the perception of teacher self-efficacy and the sociodemographic variables of the professors of a private Peruvian university in the city of Lima. The sociodemographic variables can be of two types: personal (sex, age and marital status) and professional, which include aspects related to the academic and professional development of the university professor, such as, for example, the age of beginning teaching, the profession of teacher, the number of years of teaching experience, among others. The method of this research considered a quantitative approach and a descriptive-correlational level of research. The sample was obtained through a non-probabilistic sampling resulting in 112 teachers (47 women and 65 men) representing 49% of the population. Two instruments were applied, firstly, a Data Questionnaire in order to collect information about the personal and professional variables of the teachers in the sample. Likewise, for the measurement of the construct, the Teaching Self-efficacy Scale of university professors was applied, made up of 44 items that reflect the most characteristic activities of all university professors, distributed in four dimensions: Teaching planning; Student involvement in learning, Interaction and creation of a positive climate in the classroom; Assessment of student learning and of the teaching function itself (self-assessment). The instrument is answered using a Likert-type scale from 1 to 6 points, ranging from not very capable to very capable. The content validity of the scale yielded inter-rater agreement values higher than .80, by Aiken's V and a reliability of .971, by Cronbach's alpha, in the total scale and values between .89 and .92 in its dimensions. To establish the relationship between the variables, the chi-square coefficient, Spearman's rho and the punctual biserial correlation were applied; finding as a result very low, low and moderate correlations. The main conclusions indicate that women, older teachers, those who are married, those who have pedagogical training, studied a master's degree or a career in Education/Pedagogy, teachers who started teaching between 30-40 years of age, have between 10 and 30 students, whose dedication is part-time, those in the contracted category or have 1 to 3 investigations, are trained and updated more frequently and those who teach in the professional career of Education and teach between 2 and 3 courses per year, are the teachers who perceive themselves to be more self-efficacious. These results should be considered by those who propose and design teacher training programs in Peruvian universities because, although some variables cannot be manipulated, the study information will help prevent low teacher self-efficacy in university professors and, with it, the opportunity for young people to access a quality university education.
