El bienestar psicológico en las personas de alta capacidad intelectual ha sido motivo de controversia en la literatura especializada. En ocasiones se ha considerado que estas personas son más proclives a un desajuste psicológico, mientras que otras veces los resultados han sido poco concluyentes. En el presente trabajo se ha estudiado el bienestar psicológico en personas de altas capacidades intelectuales, administrando la Escala de Bienestar Psicológico a 28 participantes de edades comprendidas entre los 22 y 34 años de edad. Fueron divididos en 2 grupos, uno de altas capacidades y otro de inteligencia estándar. El grupo de altas capacidades había sido identificado como tal 25 años atrás, cuando tenían una edad comprendida entre los 5 y 13 años, utilizando el modelo de los 3 anillos de Renzulli. Los resultados indicaron la inexistencia de diferencias significativas entre los participantes de altas capacidades e inteligencia estándar en las diferentes subescalas de bienestar personal, a excepción de la subescala de bienestar material.

En este artículo se resalta la necesidad de contar con un test fiable para la selección de futuros operadores en los servicios de tráfico marítimo. Se presenta el proceso de creación del Situation Awareness Test for Vessel Traffic Services (SAT-VTS) [Prueba de Conciencia Situacional para Servicios de Tráfico Marítimo]. Se expone la base teórica sobre la que descansa la prueba, que es la conciencia situacional, y el proceso de su construcción y validación, para lo que se utilizó una prueba de jueces expertos y posteriormente una muestra de posibles futuros candidatos (N = 138), alumnos de Náutica de la Universidad de Cádiz. Se detallan los niveles de fiabilidad de la prueba (α = .864) así como otras características psicométricas.

Operational development and arithmetic knowledge: Piaget's theory revisited. The purpose of this study was to find out if participants that had higher performance on operational development tasks were also better on calculation and mathematical problem solving skills. This knowledge should allow better mathematical learning disabilities' screening for primary school children. A total of 122 first grade students aged from 77-99 months participated in this study. They were assessed by the Tedi-Math test on numerical competence and logical operations skills. Results suggest that students with a higher score in the logical operations' tests had higher performance on arithmetic tasks as well, even if math problems were displayed either on paper and pencil or verbal format. Although these data were not found in all logical operations skills, the seriation and addition decomposition logic tasks could be used for mathematical learning disabilities assessment.

Se plantea el objetivo de comprobar si los participantes que muestren mejor ejecucion en desarrollo operatorio son tambien mejores en habilidades de calculo y resolucion de problemas. Este conocimiento permitiria un mejor screening del alumnado que pudiera presentar dificultades de aprendizaje. Han participado 122 alumnos entre 77 y 95 meses de edad. Fueron valorados mediante el test Tedi-Math que registra diversos componentes de la competencia numerica y logica. Los resultados que hemos encontrado permiten afirmar que aquellos que hacen bien las pruebas logicas son tambien los mejores en tareas aritmeticas, sean los problemas presentados en el formato clasico o en forma de problemas aritmeticos verbales. Esta tendencia no se ha encontrado en todas las pruebas logicas aplicadas. Sin embargo, seria justificable la utilizacion de pruebas logicas (seriacion y descomposicion aditiva) en la evaluacion de las dificultades de aprendizaje de las matematicas.

Operational development and arithmetic knowledge: Piaget’s theory revisited. The purpose of this study was to find out if participants that had higher performance on operational development tasks were also better on calculation and mathematical problem solving skills. This knowledge should allow better mathematical learning disabilities’ screening for primary school children. A total of 122 first grade students aged from 77-99 months participated in this study. They were assessed by the Tedi-Math test on numerical competence and logical operations skills. Results suggest that students with a higher score in the logical operations’ tests had higher performance on arithmetic tasks as well, even if math problems were displayed either on paper and pencil or verbal format. Although these data were not found in all logical operations skills, the seriation and addition decomposition logic tasks could be used for mathematical learning disabilities assessment.

The ability to read is a basic acquisition that conditions children's social integration and it is an important factor in school success. It is considered a complex activity in which different levels of cognitive processes are involved. The relationship between phonological awareness, naming speed and learning to read has been widely studied. Research on this topic has previously been carried out with different training procedures, or with children with reading and writing learning disabilities, or children with phonological awareness problems. The innovative aspect of this research is that it presents a longitudinal study of the influence of phonological awareness and naming speed on reading with no training procedure. 85 kindergarten children were assessed with Rapid Automatized Naming Test, The Phonological Knowledge Test (PECO) and the Reading Test (PROLEC-R) at two development points: at 5,6 and at 6.5 years old. A correlational comparison and a hierarchical regression analysis were calculated in order to determine the explicit variance for phonological awareness and naming speed in reading. Results showed that phonological awareness and naming speed differentially explain variance in reading. The discrepancies found are a consequence of the different measurement techniques for phonological awareness and naming speed used by the diverse authors.

Los estilos cognitivos son definidos como estrategias habituales y estables que determinan los modos de percibir, recordar, pensar y solucionar problemas. El estilo cognitivo reflexividad-impulsividad hace referencia a la preferencia mostrada por las personas para responder rapidamente versus quien prefiere hacerlo de forma pausada para reducir el numero de errores en tareas de resolucion de problemas. La relacion entre reflexividad-impulsividad y alto nivel de CI no esta completamente aclarada. Nuestro objetivo fue conocer que dimension del estilo cognitivo reflexividadimpulsividad podemos considerar como caracteristica propia de los alumnos con alto nivel de inteligencia psicometrica. Se evaluo el CI de 50 estudiantes de primaria y secundaria con la escala de inteligencia de Wechsler revisada para ninos, asi como su estilo cognitivo reflexividad-impulsividad con el test de Emparejamiento de Figuras Familiares. Asimismo, fueron evaluados con las Escalas para la valoracion de las caracteristicas de comportamiento de estudiantes superiores de Renzulli. Los resultados muestran que hay una mayor frecuencia de estudiantes con CI alto (superior a 130 en la escala de Wechsler) que manifiestan un estilo cognitivo reflexivo.

Cognitive styles are a stable attitudes, preferences, or habitual strategies that determine individuals modes of perceiving, remembering, thinking, and problem solving. The impulsivity-reflectivity cognitive style refers preference for making responses quickly versus pausing to decrease the number of errors in problem-solving situations. Relationships between impulsivity-reflectivity and intelligence are still not clear. The aim of this project was to know what impulsivity-reflectivity dimension can be considered more common in gifted children assessed by a standard IQ test. 50 primary and secondary school children were assessed with the Wechsler Intelligence Scale for Children (WISC-r), the Renzulli Scale for Rating Behavioural Characteristics of Talented and Gifted Students, and the Matching Familiar Figures Test. Results suggest high IQ students (over 130 in WISC-r) were more likely to show a reflectivity cognitive style.

The relationship between the construct of mental attention and “giftedness” is not well established. Gifted individuals could make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic constructivist model developed by Pascual-Leone introduced the concept of mental attention or “effort”, relating it to mental capacity. The aim of this study is to investigate whether the measurement of mental capacity (M-measurement) is differential for a group of children with high IQs. 110 students between 4 and 18 years old participated in this study. Some were Gifted (n=70) and others Non-Gifted (n=40). Wechsler-R Scale and the Figural Intersection Test were administered to all participants. An interesting pattern was found in the younger groups. The gifted scored higher than the non-gifted in the Figural Intersection Test and much higher than their theoretical M. The non-gifted scored quite close to their theoretical M (based on age). In the oldest group, the gifted again achieved higher scores, but now they scored at the theoretical level, and the non-gifted underperformed.

The reaction of aliphatic esters with methyl thiocyanate and triflic anhydride affords substituted 4-alkoxy-2,6-bis(methylthio)pyrimidines with minor amounts of substituted S-methyl N-alkanoylthiocarbamates. The structure of the starting ester appears to determine the ratio of final products. Methylthio groups on the pyrimidine ring can be easily converted into methylsulfonyl groups by oxidation. Controlled substitution of one or both methylsulfonyl groups leads to the formation of aminodialkoxy- and trialkoxypyrimidines. ((c) Wiley-VCH Verlag GmbH & Co. KGaA, 69451 Weinheim, Germany, 2006)

Resumen es: Tras analizar las diferentes formas de abordar la identificacion de los ninos superdotados, se estudio la relacion de los enfoques psicometricos y operat...

The reported procedure provides a general approach to the synthesis of 2-substituted 5-methyl-4-(methylthio)oxazoles under mild conditions in good yields. The nature of the cyano group does not significantly affect the yields of the reaction and the product thiomethyl group may be reductively cleaved by Raney nickel (86-93%) or oxidized to a methylsulfonyl group by MCPBA (91-97%). The intermediacy of an α-trifloyl species in this reaction is suggested by spectroscopic evidence.

Children who are gifted have above-average intelligence, an unusual ability, or both. Little attention has been focused on qualitative assessments of their intelligence. The present study analysed the relations between IQ and operational approaches to the assessment of gifted children. 13 gifted and 13 non gifted elementary school children with ages ranging from 6.7 to 9.4 years, from Campo de Gibraltar-Spain School District, were evaluated with Piaget's Operational Assessment Task, the Figure Intersection Test, and the Wechsler Intelligence Scale for Children. Results found relationships between IQ measures and Piaget's developmental model; significant relationships were found between mental-attention capacity and Piaget's stages. Also discussed is the value of the Figure Intersection Test as an instrument for identifying giftedness.

The one-pot reaction of valerolactone with nitriles in the presence of triflic anhydride affords 2,4-disubstituted pyrano[2,3-d]pyrimidines. Subsequent addition of methyl thiocyanate leads to 2,4-bis(methylthio)pyranopyrimidines which can easily be converted into the corresponding methylsulfonyl derivatives. The reaction of these derivatives with different nucleophiles produces a variety of substituted pyranopyrimidines.

The reaction of 1-(methylthio)acetone with different nitriles in the presence of triflic anhydride led to the one-pot formation of 2-substituted 5-methyl-4-methylthio-1,3-oxazoles in good yield. 1,2- and 1,4-Bisozaxolyl-substituted benzenes were obtained when the reaction was carried out using aromatic dinitriles. The methylthio group at the C4 position of the oxazole ring was easily removed with Raney nickel to form 2-substituted 5-methyl-1,3-oxazoles in good yields. 4-Methylsulfonyl derivatives were prepared by the oxidation of the MeS group with m-CPBA. The proposed mechanism for the formation of oxazoles involves an unstable 1-(methylthio)-2-oxopropyl triflate, which was detected from the low-temperature NMR spectra.