La paráfrasis se puede concebir como la habilidad que tiene el lector o un escucha de reformular las ideas principales de un texto o un hablante sin distorsionarlas. Para elaborarla es indispensable contar con un dominio del idioma. En el ámbito universitario esta habilidad es importante porque es una manera de fomentar la comprensión lectora. Algunos autores han planteado diferentes tipologías de paráfrasis por ejemplo Barrón-Cedeño, Vila y Rosso (2010). Aun cuando esta habilidad es trascendente en la formación universitaria, no existe una caracterización del tipo de paráfrasis que usan los universitarios. El presente trabajo tuvo como objetivo caracterizar el tipo de paráfrasis utilizado por los estudiantes universitarios. Bajo un estudio de tipo descriptivo transversal, participaron 133 estudiantes de la carrera de psicología en la Facultad de Estudios Superiores Iztacala. Para la evaluación de la paráfrasis se implementó un inventario con 20 ítems diseñado bajo la propuesta por Barrón-Cedeño et al. (2010). Los resultados, muestran que los estudiantes emplean con mayor frecuencia la tipología de cambio de orden, en cuanto a la complejidad, se observa una preferencia por las paráfrasis de complejidad media. Si bien se encontraron diferencias entre los semestres, estas no son estadísticamente significativas. Se sugiere el diseño de programas para fortalecer dicha habilidad

Previous research indicates that cultural variations exist in conceptualizations of compassion, potentially attributable to the extent to which individuals in diverse cultural settings want to avoid (versus accept) feeling negative emotions and the significance they place on emotion sharing as a component of compassion. The present study investigates the conceptualization of compassion among individuals in Mexico and the United States, aiming to understand why these cultural differences occur. We hypothesized that Mexicans (1) would want to avoid feeling negative less, (2) would consequently regard emotion sharing as a more critical element of a compassionate response, and (3) would therefore conceptualize a compassionate face as one that mirrors sadness more and expresses happiness less compared to U.S. Americans. Participants from Mexico and the United States engaged in a reverse correlation task, selecting stimuli that most closely resembled a compassionate face. The selected images were aggregated and coded for the extent of sadness and happiness depicted. Additionally, participants indicated how much they wanted to avoid feeling negative and, by using an open-ended format, described what a compassionate response would entail in their view. These responses were coded for whether or not they focused on emotion sharing. Consistent with our hypotheses, Mexicans, who want to avoid feeling negative less compared to U.S. Americans, place greater importance on emotion sharing in a compassionate response. This variation is associated with Mexicans conceptualizing a compassionate face as one that portrays more sadness and less happiness compared to U.S. Americans. People in different cultural contexts have different views about what compassion might entail. Understanding and embracing these cultural differences in compassion can help us navigate our increasingly multicultural world, fostering more meaningful connections and guiding our actions with more humility and sensitivity.

The aim of this study was to model a situation that induced choice between following two incompatible rules, each associated with a different rate of reinforcement. In Experiment 1, eight undergraduate students were exposed to a two-component multiple schedule (training). In each component, there was a concurrent variable interval (VI)–extinction (EXT) schedule. Participants were given two rules that instructed them to respond to the VI alternative in the presence of different discriminative stimuli. The side of the VI schedule changed in each component and offered a different reinforcer rate according to the discriminative stimuli in the operation. When both discriminative stimuli were concurrently presented (test), participants favored the alternative previously instructed by the rule, which was associated with the greatest reinforcer rate, whereas indifference was observed in the absence of discriminative stimuli. Experiment 2 tested the effects of reinforcement rate using the same procedure without providing rules. During training, participants gradually developed a preference for the VI alternatives. In the choice test phase, participants favored the alternative associated with the stimuli with the highest reinforcer rate when both discriminative stimuli were present. Unsystematic preference was observed in the absence of discriminative stimuli. Two alternative explanations were provided for the findings.

En el presente artículo se propone un modelo tecnológico de capacitación psicológica. Se comienza describiendo los objetivos del modelo de capacitación, enfocados en el comportamiento individual. Acto seguido, describa el enfoque y los tipos de capacitación reconocidos por el modelo, seguidos por la presentación del esquema del proceso general, el cual está compuesto por 4 momentos: la identificación de variables psicológicas, la evaluación diagnóstica, el diseño de la intervención y la fase de entrenamiento. Una vez abordado el esquema, describa el proceso de entrenamiento y las alternativas de evaluación que el modelo contempla. Por último, se concluye resaltando la importancia de la implementación del modelo,

Antecedents. The transactional stress model has been used to study the behavior of oncologic patients throughout their diagnosis and medical treatment. The variability in the patients' behavior and its repercussions on therapeutic adherence are susceptible of analysis, based on the cognitive appraisal of the situation and the individual's resources to cope with the demands of the environment. Objective. The present study aimed at developing the Cognitive Appraisal and Stress Assessment and assessing its validity and reliability. Method. The study was cross-sectional, with a sample of 200 patients from the oncology service at Juárez General Hospital in Mexico City. Analyses included exploratory factor analysis (EFA) and internal consistency. Results. The results show that the scale is made up of 30 items in two factors: Primary Appraisal with 13 items, and Secondary Appraisal with 17 items. The main findings suggest that the scale has adequate properties in terms of reliability and validity, and maintains theoretical coherence with the transactional stress model. El modelo transaccional de estrés se ha utilizado para estudiar el comportamiento de pacientes oncológicos a lo largo del diagnóstico y el tratamiento médico. La variabilidad en el comportamiento de los pacientes y sus repercusiones en la adherencia terapéutica pueden ser examinadas con base en la evaluación cognitiva de la situación y en sus recursos para afrontar las demandas del entorno. El objetivo de este trabajo se centró en la construcción de la Escala de Evaluación Cognitiva y Estrés y en el análisis de su validez y confiabilidad, para lo cual se llevó a cabo un estudio transversal en una muestra de 200 pacientes atendidos en el servicio de oncología del Hospital Juárez de México. Se efectuó un análisis factorial exploratorio y un análisis de consistencia interna. Los resultados muestran que la escala se conforma de 30 ítems con dos factores, uno con 13 ítems, Evaluación Primaria, y el otro, Evaluación Secundaria, con 17 ítems. Se concluye que dicha escala es una herramienta de medida que muestra propiedades adecuadas en cuanto a su confiabilidad y validez, y que mantiene coherencia teórica con el modelo transaccional de estrés.