LA INTELIGENCIA CONSTITUYE UN CONSTRUCTO DE NOTABLE IMPACTO EN NUESTRO CONTEXTO SOCIOCULTURAL, EVIDENCIADO EN UN AMPLIO DESARROLLO DE DEFINICIONES CONCEPTUALES Y OPERACIONALES, DONDE SURGEN ASEVERACIONES QUE VAN DESDE PRIVILEGIAR ELEMENTOS DE TIPO COGNITIVO Y ABSTRACTO, A ELEMENTOS EMOCIONALES Y SOCIALES, HASTA PERSPECTIVAS QUE SE ENFOCAN EN LOS PROCESOS QUE SUBYACEN AL DESEMPEÑO INTELIGENTE, COMO ES EL CASO DE LAS FUNCIONES EJECUTIVAS (FE), LAS CUÁLES SE CONFIGURAN COMO PROCESOS COGNITIVOS QUE POSIBILITAN LA AUTORREGULACIÓN (MIYAKE & FRIEDMAN, 2012). DE IGUAL MODO, EXISTEN ENFOQUES QUE OTORGAN A LA INTELIGENCIA UN ROL RELEVANTE Y PREDICTIVO DEL RENDIMIENTO ESCOLAR, ASPECTO FORTALECIDO POR LA PERSPECTIVA PSICOMÉTRICA DONDE EL CONCEPTO DE INTELIGENCIA SE HA VINCULADO ESTRECHAMENTE CON EL APRENDIZAJE. EN ESTA LÍNEA, TAMBIÉN ENCONTRAMOS LA PERSPECTIVA CLÁSICA DE INTELIGENCIA CRISTALIZADA DE CATTELL (1943), LA CUAL HACE ALUSIÓN AL CONOCIMIENTO ADQUIRIDO A TRAVÉS DE PROCESOS EDUCATIVOS Y CULTURALES.

WE CONDUCTED TWO EMPIRICAL STUDIES TO (1) EXPLORE THE DIMENSIONALITY OF THE BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTION-2 (BRIEF-2) PARENT AND TEACHER FORMS, (2) EXAMINE THE ASSOCIATION BETWEEN THE PARENT AND TEACHER REPORTS, AND (3) ANALYZE THE RELATIONSHIP BETWEEN THE BRIEF-2 RATINGS AND PERFORMANCE-BASED MEASURES OF EXECUTIVE FUNCTIONS (EFS) (INCLUDING WORKING MEMORY, INHIBITION, AND SHIFTING TASKS) AND ACADEMIC ACHIEVEMENT IN CHILDREN. IN STUDY 1 (N = 212 PARENTS; N = 111 TEACHERS), CONFIRMATORY FACTOR ANALYSIS (CFA) SHOWED THAT A THREE-FACTOR SOLUTION THAT INCLUDED THE INDICES OF (1) BEHAVIOR REGULATION, (2) EMOTION REGULATION, AND (3) COGNITIVE REGULATION BEST FIT THE DATA. IN STUDY 2 (N = 275 8- TO 12-YEAR-OLD SPANISH-SPEAKING CHILDREN), SELECTIVE AND LOW CORRELATIONS WERE FOUND BETWEEN PERFORMANCE- AND RATER-BASED MEASURES OF EFS. IN ADDITION, LOW TO MODERATE CORRELATIONS WERE FOUND BETWEEN PARENT AND TEACHER REPORTS. HOWEVER, THE THREE INDICES OF BOTH FORMS OF THE BRIEF-2 WERE ASSOCIATED WITH THE DIVERSE ACADEMIC DOMAINS ANALYZED, ALTHOUGH DIFFERENCES EMERGED DEPENDING ON THE INFORMANT (TEACHER VS. PARENT). OUR RESULTS SUPPORT THE HYPOTHESIS THAT THE TWO EF MEASURES DOCUMENT DIFFERENT UNDERLYING PROCESSES. THE CLINICAL AND EDUCATIONAL IMPLICATIONS OF CONSIDERING BOTH PERSPECTIVES IN THE ASSESSMENT OF EFS IN CHILDREN WITH TYPICAL DEVELOPMENT AND IN CHILDREN WITH NEURODEVELOPMENTAL DISORDERS ARE DISCUSSED.

THE AIM OF THE PRESENT STUDY WAS TO ANALYZE THE ASSOCIATION OF EXECUTIVE FUNCTION (EF) BASED ON PERFORMANCE-BASED MEASURES AND BEHAVIORAL RATINGS (BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTION-2 [BRIEF-2]) WITH COPING AND SOCIAL SKILLS IN CHILDREN. TO THIS END, WE FIRST EXAMINED THE STRUCTURE OF EF BASED ON PERFORMANCE-BASED MEASURES IN A CHILEAN SAMPLE OF 275 GIRLS AND BOYS AGED 8?12YEARS. CONFIRMATORY FACTOR ANALYSIS SHOWED THE BEST FIT FOR THE THREE-FACTOR SOLUTION, WITH (1) WORKING MEMORY, (2) COGNITIVE FLEXIBILITY, AND (3) INHIBITION AS SEPARATE BUT RELATED COMPONENTS. SELECTIVE ASSOCIATIONS WERE FOUND BETWEEN EF AND COPING AND SOCIAL SKILLS, WITH DIFFERENCES ACCORDING TO THE ASSESSMENT METHOD FOR EF. SPECIFICALLY, ONLY INHIBITORY CONTROL WAS RELATED TO THE CONSTRUCTS WHEN EF WAS ASSESSED BASED ON THE PERFORMANCE-BASED MEASURES. MEANWHILE, EF ASSESSED BASED ON THE BEHAVIORAL RATINGS, INCLUDING ALL DIMENSIONS OF THE BRIEF-2, WERE SELECTIVELY ASSOCIATED WITH COPING AND SOCIAL SKILLS, MAINLY WHEN THE EVALUATION WAS PERFORMED BY THE TEACHERS. FINALLY, STRUCTURAL EQUATION MODELS (SEM) SHOWED THAT INHIBITORY CONTROL HAD DIRECT EFFECTS ON COPING AND SOCIAL SKILLS. HOWEVER, WHEN EF WAS ASSESSED BASED ON RATINGS, DIFFERENCES WERE OBSERVED BETWEEN THE TEACHERS' AND PARENTS' REPORTS. THESE RESULTS REVEAL THE VARYING EFFECTS OF EF ON COPING AND SOCIAL SKILLS DEPENDING NOT ONLY ON THE MODALITY OF ASSESSMENT BUT ALSO ON THE INFORMANT, EMPHASIZING THE RELEVANCE OF COMPREHENSIVE EF EVALUATION; THEY ALSO PROVIDE RELEVANT INFORMATION REGARDING THE RELATIONSHIP BETWEEN EF AND COPING AND SOCIAL SKILLSIN CHILDREN.

LA FORMACIÓN DE PSICÓLOGOS CONSTITUYE UNA TAREA COMPLEJA QUE REVISTE GRANDES DESAFÍOS, NO SÓLO EN EL ESCENARIO DE EDUCACIÓN SUPERIOR A NIVEL INTERNACIONAL, SINO TAMBIÉN EN NUESTRA AMÉRICA LATINA. EN EFECTO, ENCONTRAMOS QUE SE INTERRELACIONAN DEMANDAS FORMATIVAS DE CALIDAD EN EL ÁMBITO NO SÓLO DE LAS COMPETENCIAS ESPECÍ?CAS REQUERIDAS A UN PROFESIONAL DE LA PSICOLOGÍA, SINO TAMBIÉN DE AQUELLAS QUE SE ORIENTAN A LA FORMACIÓN DE HABILIDADES GENÉRICAS Y TODO ESTO EN UN ESCENARIO SOCIOCULTURAL CARACTERIZADO POR PROFUNDAS TRANSFORMACIONES SOCIO HISTÓRICAS DERIVADAS DE LOS PROCESOS DE GLOBALIZACIÓN DEL CONOCIMIENTO, DE LA ECONOMÍA Y POR UNA EXIGENCIA PARADOJAL QUE DESPIERTA LA GLOBALIZACIÓN Y QUE SE CRISTALIZA EN LA BÚSQUEDA Y DEFENSA DE LA IDENTIDAD DE LAS REALIDADES LOCALES Y DE LOS PROCESOS SOCIOCULTURALES QUE EN ELLOS SE DESPIERTAN.

THE OBJECTIVE OF THE PRESENT STUDY WAS TO EXAMINE THE RELATIONSHIPS BETWEEN PERSONALITY CHARACTERISTICS, TIME PERSPECTIVE (TP), AND POSITIVE ORIENTATION (PO) ACROSS THREE COUNTRIES REPRESENTING DIFFERENT CULTURES: CHILE, HONG KONG, AND POLAND. THE PARTICIPANTS WERE UNIVERSITY STUDENTS; THEY COMPLETED THE ZIMBARDO TIME PERSPECTIVE INVENTORY, THE TEN-ITEM PERSONALITY INVENTORY, AND THE POSITIVE ORIENTATION SCALE. WE INVESTIGATED WHETHER PO COULD BE PREDICTED BY PERSONALITY TRAITS AND TP. THE STUDY REVEALED THAT TP DIMENSIONS PREDICTED PO EVEN AFTER CONTROLLING FOR PERSONALITY TRAITS. THIS EFFECT WAS FOUND IN ALL THREE COUNTRIES. ADDITIONALLY, THE STUDY REVEALED THE ROLE OF BALANCED TIME PERSPECTIVE AS A MODERATOR BETWEEN PERSONALITY TRAITS AND PO.