Perception of looming visual motion from infancy to school age : a high-density EEG study of full-term and preterm children

By using high-density electroencephalogram (EEG), the present study investigated developmental trends in brain activity in response to looming visual motion from infancy to school-age in preterm children and their age- and gender-matched full-term peers. The children were tested at 4-5 months, 11-12 months, and at 6 years, where their looming-related brain responses were measured on a trials-by-trial basis. Analyses of looming-related visual evoked potentials (VEPs) revealed that the full-term children gradually decreased their VEP duration and time-to-collision with increasing age. The preterm children only decreased their VEP duration and time-to-collision from 11-12 months to 6 years, and showed significantly longer duration and time-to-collision at both 11-12 months and at 6 years compared to the full-term children. In addition, three preterm children were not able to switch to a more efficient timing-strategy based on the loom’s time-to-collision when timing their loomingrelated brain responses to the upcoming collision. Time-frequency analyses (TSEs) revealed that the full-term children showed shorter brain responses in higher frequency-bands with increasing age, while the preterm children showed their brain activity in the same duration and frequency-band during all three test sessions. In addition, the Movement Assessment Battery for Children (M-ABC) was included to investigate the children's motor function at 6 years. However, no differences between the full-term and preterm children could be observed in the motor domain. In sum, a clear developmental trend was observed in the full-term children's perception of looming visual motion, probably due to brain maturation and experience with self-produced locomotion. As the same developmental trend was not found in the preterm children, in addition to their worse performance compared to their full-term peers at both 11-12 months and 6 years, the developmental delay has been attributed to dorsal visual stream vulnerability related to preterm birth. Follow-up studies are therefore necessary to investigate if the preterm children will catch up with their full-term peers at a later age, or if they continue to show impaired perception of visual motion

The Development and Application of a Digitized Image Database for the Estimation of Age Based on Bone Histology

In this study, digital image analysis was incorporated into existing regression formulas for age estimation. Previous studies in forensic anthropology have utilized only the manual counting of Basic Structural Units (BSUs) within the bone matrix for age estimation. The integration of an image database with the accepted regression formulas (Kerley 1965 and Kerley and Ubelaker 1978) allows for data to be reexamined without having to be sampled from the original slides. Thus, the data will have a more dynamic nature, where it could be investigated by other researchers from the original readings. In addition, the data can help train future observers and be capable of more efficient communication to other researchers electronically. The sample consisted of thirty (30) femoral thin-section slides from the histological collection in University of Tennessee Forensic Center, which is part of the Department of Anthropology at the University of Tennessee Knoxville. The slides were chosen based on their clarity for image analysis. Of the thirty slides, nineteen had known ages, which were indicated in the Forensic Center records. The data was collected according to the prescribed methodology (Kerley 1965 and Kerley and Ubelaker 1978) and the regression equations were generated. The resulting age estimates for eighteen (18) of nineteen (19) slides with known ages were within the standard error of the regression equations. In fourteen (14) of nineteen (19) slides with known ages, the age estimate was within six years of known age. In Case #30 (O82-2), the estimated age was more than ten years from the actual age of 6 to 7 years. As a result, it is believed that the eleven (11) unknown slides will have accurate estimated ages, as long as the slides did not come from young subjects

El futuro en el s. XXI: ¿construcción de porvenir o destino inevitable? : La mirada de los jóvenes

A partir de una investigación bibliográfica y teórica sobre la concepción de futuro en adolescentes, conceptualizando a los mismos desde una visión psicoanalítica, se realizará un trabajo de campo en el cual se indagará ¿qué entiende por futuro el adolescente actual?, y, en función de esto, se investigará qué repercusiones trae dicha concepción en la configuración de su vida, esto es, ¿qué impactos produce esa concepción en la capacidad del adolescente para proyectar? Esta temática, la visión de futuro en adolescentes, se viene trabajando desde hace una década y sigue siendo de interés debido, principalmente, a los cambios sociales que se han producido y que hacen que el S. XXI se caracterice por un capitalismo de consumo masivo y un ritmo de vida vertiginoso, donde todo se quiere “ya” y todo caduca en tiempos acotados. Como consecuencia, se vive en la inmediatez, y la capacidad de proyección se encuentra condicionada por la idea de que no hay un porvenir asegurado. A partir de dichas consideraciones y tener presente que estamos frente a un contexto de instalación de una crisis hegemónica: la crisis de la autoridad, con la caída de la creencia en el otro y en el porvenir, es pertinente indagar qué ha pasado con la noción de futuro. Específicamente, y en lo que a este proyecto de investigación respecta, ¿qué entienden los adolescentes por futuro?, ya que la vida cobra sentido a partir de poder proyectar, y hoy nos vemos rodeados de jóvenes que disponen de tiempo, pero no de futuro, de proyecto. Ante esta situación, aparecen adultos respondiendo por los adolescentes, y surgen así frases del estilo “la juventud está perdida”. En este proyecto de investigación, pretendemos darle la palabra al adolescente. Conocer su concepción de futuro nos habilitará a pensar sus posicionamientos ante la vida. Para lograrlo, nos posicionamos desde el Psicoanálisis y a partir de concebir a la adolescencia como un tiempo de producción de algo nuevo a partir de las marcas de la historia infantil y la influencia de las expectativas sociales (Moreno, 1997). Como una estructura que no comienza ni finaliza en un momento de la vida, sino que es el producto de una historia que se inicia en cuanto aparece el proyecto de su vida en la historia de quienes lo engendraron.Starting from a bibliographic and theoretic research about the concept of future in adolescence, conceptualising them from a psychoanalytic perspective, a field work will be conducted by asking "what does future means for the actual adolescent?", and from this starting point, a research will be conducted regarding the impact this concept may have into the adolescent's life. Being "what consequences do this concept have in the adolescent's capacity to plan?". This topic, the vision about future in adolescents, has been developing for a decade and it still prevails mainly due to the social changes that have been happening throughout the XXI century; and all these characterising the period as a capitalism of massive consumption and a vertiginous lifestyle, in which everything should happen "right now" and anything expires right away. As a consequence, we live in immediacy, and the capacity of planning is conditioned by the idea that no future is assured. From these considerations and having in mind that our society is facing context of hegemonic crisis: the crisis of authority, together with the weakening of believing in others and in the future, it is relevant to ask what has happened to the notion of future. Specifically, and related to this particular research project, what do adolescents understand for future?, since life has a meaning from the moment we can plan, and today we see ourselves surrounded by young people who have time time but no future, no plans. In this situation, adults come up by replying on behalf of adolescents, and by creating quotes such as "youth is lost". In this research project, we expect to give the floor to adolescents. Getting to know their conception of future will allow us to think about their positionings about life. To make it possible, from psychoanalysis we conceive adolescence as a time to produce something new from the footprints of childhood and the influence of social expectations. As a structure that doesn't begin or finish in a moment in life, but rather as a product of a story that begins as soon as a life plan appears in the history of those who conceived it.Mesa de trabajos libres: Psicología y EducaciónFacultad de Psicologí

El futuro en el s. XXI: ¿construcción de porvenir o destino inevitable? : La mirada de los jóvenes

A partir de una investigación bibliográfica y teórica sobre la concepción de futuro en adolescentes, conceptualizando a los mismos desde una visión psicoanalítica, se realizará un trabajo de campo en el cual se indagará ¿qué entiende por futuro el adolescente actual?, y, en función de esto, se investigará qué repercusiones trae dicha concepción en la configuración de su vida, esto es, ¿qué impactos produce esa concepción en la capacidad del adolescente para proyectar? Esta temática, la visión de futuro en adolescentes, se viene trabajando desde hace una década y sigue siendo de interés debido, principalmente, a los cambios sociales que se han producido y que hacen que el S. XXI se caracterice por un capitalismo de consumo masivo y un ritmo de vida vertiginoso, donde todo se quiere “ya” y todo caduca en tiempos acotados. Como consecuencia, se vive en la inmediatez, y la capacidad de proyección se encuentra condicionada por la idea de que no hay un porvenir asegurado. A partir de dichas consideraciones y tener presente que estamos frente a un contexto de instalación de una crisis hegemónica: la crisis de la autoridad, con la caída de la creencia en el otro y en el porvenir, es pertinente indagar qué ha pasado con la noción de futuro. Específicamente, y en lo que a este proyecto de investigación respecta, ¿qué entienden los adolescentes por futuro?, ya que la vida cobra sentido a partir de poder proyectar, y hoy nos vemos rodeados de jóvenes que disponen de tiempo, pero no de futuro, de proyecto. Ante esta situación, aparecen adultos respondiendo por los adolescentes, y surgen así frases del estilo “la juventud está perdida”. En este proyecto de investigación, pretendemos darle la palabra al adolescente. Conocer su concepción de futuro nos habilitará a pensar sus posicionamientos ante la vida. Para lograrlo, nos posicionamos desde el Psicoanálisis y a partir de concebir a la adolescencia como un tiempo de producción de algo nuevo a partir de las marcas de la historia infantil y la influencia de las expectativas sociales (Moreno, 1997). Como una estructura que no comienza ni finaliza en un momento de la vida, sino que es el producto de una historia que se inicia en cuanto aparece el proyecto de su vida en la historia de quienes lo engendraron.Starting from a bibliographic and theoretic research about the concept of future in adolescence, conceptualising them from a psychoanalytic perspective, a field work will be conducted by asking "what does future means for the actual adolescent?", and from this starting point, a research will be conducted regarding the impact this concept may have into the adolescent's life. Being "what consequences do this concept have in the adolescent's capacity to plan?". This topic, the vision about future in adolescents, has been developing for a decade and it still prevails mainly due to the social changes that have been happening throughout the XXI century; and all these characterising the period as a capitalism of massive consumption and a vertiginous lifestyle, in which everything should happen "right now" and anything expires right away. As a consequence, we live in immediacy, and the capacity of planning is conditioned by the idea that no future is assured. From these considerations and having in mind that our society is facing context of hegemonic crisis: the crisis of authority, together with the weakening of believing in others and in the future, it is relevant to ask what has happened to the notion of future. Specifically, and related to this particular research project, what do adolescents understand for future?, since life has a meaning from the moment we can plan, and today we see ourselves surrounded by young people who have time time but no future, no plans. In this situation, adults come up by replying on behalf of adolescents, and by creating quotes such as "youth is lost". In this research project, we expect to give the floor to adolescents. Getting to know their conception of future will allow us to think about their positionings about life. To make it possible, from psychoanalysis we conceive adolescence as a time to produce something new from the footprints of childhood and the influence of social expectations. As a structure that doesn't begin or finish in a moment in life, but rather as a product of a story that begins as soon as a life plan appears in the history of those who conceived it.Mesa de trabajos libres: Psicología y EducaciónFacultad de Psicologí

"Hva tenker de andre når jeg feiler hver gang?" - En kvalitativ studie av elevers opplevelse av mestring og skam i kroppsøving i videregående skole

Denne studien tar for seg skam knyttet til mestringssituasjoner i kroppsøving. Ut ifra et kjønnsdelt perspektiv, forstås elevenes atferdsmønster og opplevelser som uttrykk for skam og frykt for skam. Studien er basert på et kvalitativt forskningsdesign, og datamaterialet består av observasjonsnotater og feltsamtaler fra to kroppsøvingsklasser i videregående skole, samt 8 intervjuer med elever fra klassene. Skam forstås i studien som en sentral følelse i hverdagen og kan beskrives som frykten for å ikke være verdig kjærlighet, tilhørighet eller tilknytning til andre mennesker (Brown, 2014; Scheff, 2003). I studien ble det funnet at guttene opplever kulturelle forventninger til prestasjoner og ferdigheter, og til å tåle å ‘høre det’ ved mislykkede mestringsforsøk. En manglende evne til å nå opp til disse forventningene kan føre til en tilknytning til uønskede identiteter, og derav skam og frykt for skam. Jentene opplever også en kulturell forventning om prestasjoner og ferdigheter, og konsekvensene av å ikke nå opp kan knyttes til en følelse av skam og frykt for skam. Samtidig opplever jentene motstridende og lave forventninger til at de har evne til å leve opp til forventningene, spesielt fra guttene i klassen. Å bli tilskrevet lave forventninger er forbundet med uønskede identiteter, som videre er forbundet med skam og frykt for skam (Brown, 2007). Elevene bruker skjuleteknikker for å beskytte seg mot avsløring av lave prestasjoner og ferdigheter, og manglende evne til å leve opp til de kulturelle forventningene i kroppsøvingsfaget. Av denne grunn kan skjulteknikkene bli forstått som et atferdsmønster basert på en skambasert frykt for å ikke være verdig en tilhørighet til klassen og medelever. Ved mislykkede mestringsforsøk er elevenes opplevelse av situasjonen avhengig av medelevenes reaksjoner på forsøket, og medelever kan slik bidra til eller forhindre en opplevelse av skam. Skamhåndteringsmekanismer blir benyttet for å forhindre en bevist opplevelse av skam, og som en beskyttelse ovenfor uforutsigbare reaksjoner fra medelever og lærer.The purpose of this Master thesis is to examine the shame related to mastery experiences in physical education. From a gender perspective, the student’s behavior and experiences are understood as an expression of shame and fear of shame. The study is based on qualitative research, and the data consists of observational notes and field notes from two physical education classes in high school, along with eight interviews with students from the same classes. Shame is understood as an important feeling in the daily life of a human and is considered as the fear of not being worthy for love, belonging or connection (Brown, 2014; Scheff, 2003). The study showed that boys experience cultural expectations related to their achievements and skills, and they are expected to deal with teasing and comments in cases where they fail or are unsuccessful. Failure to meet the expectations can, in some cases, connect them to unwanted identities and elicit a feeling of shame, or fear of shame. The girls also experience a cultural expectation to their achievements and skill, and the consequences of not meeting them is connected to a feeling of shame and fear of shame. At the same time the girls experience conflicting and low expectations of their ability to meet the cultural expectations, especially from the boys in the class. To be attributed to low expectations is also related with unwanted identities and can elicit a feeling of shame and fear of shame (Brown, 2007). The students use hiding techniques to protect themselves from exposing low achievements and skills, and a low ability to meet the cultural expectations in physical education. Because of this, the hiding techniques are considered as behavior founded on the shame-based fear of not being worthy of belonging to the class and their classmate ́s. In cases of failure, the experience of the situation depends on their classmate’s reaction to the failure, therefore, peers have a possibility to contribute, or prevent experiences of shame. Shame protection strategies are used to prevent conscious experiences of shame, and as protection from unpredictable reactions of classmates and teachers

Los fundamentos de un fallo histórico : Los crímenes sexuales en el Terrorismo de Estado son delitos de Lesa humanidad en Mar del Plata

La condena a reclusión perpetua a Gregorio Molina por violación y violación en grado de tentativa en junio de 2010 marcó un antes y un después en la historia de los procesos penales contra represores argentinos. El Tribunal consideró que eran delitos de Lesa humanidad y “que los tormentos padecidos por las mujeres eran específicos y dirigidos contra ellas por su condición de mujer, en una clara intencionalidad discriminatoria”. Así tras muchos años de silencio, la justicia condenaba por primera vez la sistematicidad de los crímenes sexuales ocurridos durante el Terrorismo de Estado. En este artículo, se describen y analizan los fundamentos que dieron lugar a esta sentencia. Un recorrido que se inicia en el Juicio por la Verdad en Mar del Plata e invita a pensar los debates aún pendientes.Mesa 12: La Dictadura. Memoria, Derechos Humanos y JusticiaFacultad de Humanidades y Ciencias de la Educació

Aportes a la estructura de agregación del Indicador Sintético de Actividad Económica para el Partido de General Pueyrredon (ISAE-GP) a partir de la desagregación temporal de series económicas

Esta investigación analiza y aplica distintos métodos de desagregación temporal de series de baja frecuencia representativas de los sectores Construcción, Agrícola y Financiero para el partido de General Pueyrredon en el período 2014-2018. Las series mensuales obtenidas son luego incluidas en el Indicador Sintético de Actividad Económica del Municipio de General Pueyrredon (ISAE-GP), de reciente elaboración en el Centro de Investigaciones Económicas y Sociales de la FCEyS-UNMDP, evaluando finalmente el efecto de dicha inclusión sobre la calidad del indicador. A tal fin, el trabajo contribuye a estructurar una metodología de elección de un proceso adecuado de desagregación, en función de las series patrón disponibles. Esta motivación surge de la propia dinámica del problema de desagregación temporal, que habitualmente es resuelto a partir de la aplicación de algún método estadístico, en función de su disponibilidad en distintos softwares. Sin embargo, según se demuestra en este trabajo, los resultados del proceso de desagregación dependen del método empleado y en especial de las series de alta frecuencia consideradas "patrón", por lo que la elección de los mismos no resulta indiferente. Los resultados indican que las mensualizaciones utilizando como patrón a series de alta frecuencia que presenten elevada correlación con las variables a desagregar generan series de mejor calidad y la incorporación de dichas variables mensualizadas al ISAE-GP mejora su capacidad explicativa del entramado productivo propio del partido.Fil: Fernandez, Mailen. Universidad Nacional de Mar del Plata. Facultad de Ciencias Económicas y Sociales; Argentina

El futuro en el s. XXI: ¿construcción de porvenir o destino inevitable? : La mirada de los jóvenes

A partir de una investigación bibliográfica y teórica sobre la concepción de futuro en adolescentes, conceptualizando a los mismos desde una visión psicoanalítica, se realizará un trabajo de campo en el cual se indagará ¿qué entiende por futuro el adolescente actual?, y, en función de esto, se investigará qué repercusiones trae dicha concepción en la configuración de su vida, esto es, ¿qué impactos produce esa concepción en la capacidad del adolescente para proyectar? Esta temática, la visión de futuro en adolescentes, se viene trabajando desde hace una década y sigue siendo de interés debido, principalmente, a los cambios sociales que se han producido y que hacen que el S. XXI se caracterice por un capitalismo de consumo masivo y un ritmo de vida vertiginoso, donde todo se quiere “ya” y todo caduca en tiempos acotados. Como consecuencia, se vive en la inmediatez, y la capacidad de proyección se encuentra condicionada por la idea de que no hay un porvenir asegurado. A partir de dichas consideraciones y tener presente que estamos frente a un contexto de instalación de una crisis hegemónica: la crisis de la autoridad, con la caída de la creencia en el otro y en el porvenir, es pertinente indagar qué ha pasado con la noción de futuro. Específicamente, y en lo que a este proyecto de investigación respecta, ¿qué entienden los adolescentes por futuro?, ya que la vida cobra sentido a partir de poder proyectar, y hoy nos vemos rodeados de jóvenes que disponen de tiempo, pero no de futuro, de proyecto. Ante esta situación, aparecen adultos respondiendo por los adolescentes, y surgen así frases del estilo “la juventud está perdida”. En este proyecto de investigación, pretendemos darle la palabra al adolescente. Conocer su concepción de futuro nos habilitará a pensar sus posicionamientos ante la vida. Para lograrlo, nos posicionamos desde el Psicoanálisis y a partir de concebir a la adolescencia como un tiempo de producción de algo nuevo a partir de las marcas de la historia infantil y la influencia de las expectativas sociales (Moreno, 1997). Como una estructura que no comienza ni finaliza en un momento de la vida, sino que es el producto de una historia que se inicia en cuanto aparece el proyecto de su vida en la historia de quienes lo engendraron.Starting from a bibliographic and theoretic research about the concept of future in adolescence, conceptualising them from a psychoanalytic perspective, a field work will be conducted by asking "what does future means for the actual adolescent?", and from this starting point, a research will be conducted regarding the impact this concept may have into the adolescent's life. Being "what consequences do this concept have in the adolescent's capacity to plan?". This topic, the vision about future in adolescents, has been developing for a decade and it still prevails mainly due to the social changes that have been happening throughout the XXI century; and all these characterising the period as a capitalism of massive consumption and a vertiginous lifestyle, in which everything should happen "right now" and anything expires right away. As a consequence, we live in immediacy, and the capacity of planning is conditioned by the idea that no future is assured. From these considerations and having in mind that our society is facing context of hegemonic crisis: the crisis of authority, together with the weakening of believing in others and in the future, it is relevant to ask what has happened to the notion of future. Specifically, and related to this particular research project, what do adolescents understand for future?, since life has a meaning from the moment we can plan, and today we see ourselves surrounded by young people who have time time but no future, no plans. In this situation, adults come up by replying on behalf of adolescents, and by creating quotes such as "youth is lost". In this research project, we expect to give the floor to adolescents. Getting to know their conception of future will allow us to think about their positionings about life. To make it possible, from psychoanalysis we conceive adolescence as a time to produce something new from the footprints of childhood and the influence of social expectations. As a structure that doesn't begin or finish in a moment in life, but rather as a product of a story that begins as soon as a life plan appears in the history of those who conceived it.Mesa de trabajos libres: Psicología y EducaciónFacultad de Psicologí