Decision, Sensation, and Habituation: A Multi-Layer Dynamic Field Model for Inhibition of Return

Inhibition of Return (IOR) is one of the most consistent and widely studied effects in experimental psychology. The effect refers to a delayed response to visual stimuli in a cued location after initial priming at that location. This article presents a dynamic field model for IOR. The model describes the evolution of three coupled activation fields. The decision field, inspired by the intermediate layer of the superior colliculus, receives endogenous input and input from a sensory field. The sensory field, inspired by earlier sensory processing, receives exogenous input. Habituation of the sensory field is implemented by a reciprocal coupling with a third field, the habituation field. The model generates IOR because, due to the habituation of the sensory field, the decision field receives a reduced target-induced input in cue-target-compatible situations. The model is consistent with single-unit recordings of neurons of monkeys that perform IOR tasks. Such recordings have revealed that IOR phenomena parallel the activity of neurons in the intermediate layer of the superior colliculus and that neurons in this layer receive reduced input in cue-target-compatible situations. The model is also consistent with behavioral data concerning temporal expectancy effects. In a discussion, the multi-layer dynamic field account of IOR is used to illustrate the broader view that behavior consists of a tuning of the organism to the environment that continuously and concurrently takes place at different spatiotemporal scales

Leadership and quality in Higher Education

En la Universidad del Siglo XXI, la función de liderazgo está en la base de los procesos de surgimiento, mantenimiento e institucionalización de una nueva cultura de la calidad (Fernández Cruz, 2015). En este contexto, las universidades han creado unas Unidades de Calidad como responsables de los procesos de acreditación, seguimiento y renovación de títulos que deben actuar como verdaderos impulsores de unas acciones de mejora para las que resulta indispensable la puesta en marcha de procesos de evaluación y seguimiento que exigen el ejercicio de un liderazgo que fomente una cultura de calidad que impregne el quehacer diario de la institución. Los nuevos Títulos de Grado establecidos dentro del Espacio Europeo de Educación Superior demandan una serie de actuaciones que deben ser ejecutadas por los llamados Coordinadores de Grado como responsables de la coordinación de los equipos docentes. Además de lo anterior, el proceso de internacionalización que conlleva el Espacio Europeo de Educación Superior supone el desarrollo de estrategias de liderazgo a nivel interno, que se han traducido hacia el exterior en un fuerte liderazgo institucional (Cleveland-Innes, 2012; Juárez- Casalengua, 2015), y en un impulso y liderazgo político e institucional de la UE.In the 21st century university, the leadership function is at the base of the processes of emergence, maintenance and institutionalization of a new culture of quality (Fernández Cruz, 2015). In this context, the universities have created Quality Units to facilitate the process of accreditation, monitoring and renewal official degrees. This units must act as real drivers of improvement for which it is essential implement assessment and monitoring procedures that require a leadership that foster a culture quality in the daily activities of the institution. The new official degrees established under European Higher Education Area demand a series of actions that must be carried out by the so-called Degree Coordinators as responsible for the coordination of the teaching teams. In addition to the above, the internationalization that entails the European Higher Education Area implies the development of internal leadership strategies that have been turned into strong institutional leadership (Cleveland-Innes, 2012; Juárez-Casalengua, 2015), and in an impetus and political and institutional leadership of the EU. On the other hand, as most of the research on leadership has traditionally focused on managerial positions, we have wanted to approach from an alternative perspective the leadership function exercised by university students through the different representation positions they perform

Modifiable risk factors associated with prediabetes in men and women: A cross-sectional analysis of the cohort study in primary health care on the evolution of patients with prediabetes

Background: Prediabetes is a high-risk state for diabetes development, but little is known about the factors associated with this state. The aim of the study was to identify modifiable risk factors associated with the presence of prediabetes in men and women. Methods: Cohort Study in Primary Health Care on the Evolution of Patients with Prediabetes (PREDAPS-Study) is a prospective study on a cohort of 1184 subjects with prediabetes and another cohort of 838 subjects without glucose metabolism disorders. It is being conducted by 125 general practitioners in Spain. Data for this analysis were collected during the baseline stage in 2012. The modifiable risk factors included were: smoking habit, alcohol consumption, low physical activity, inadequate diet, hypertension, dyslipidemia, and obesity. To assess independent association between each factor and prediabetes, odds ratios (ORs) were estimated using logistic regression models. Results: Abdominal obesity, low plasma levels of high-density lipoprotein cholesterol (HDL-cholesterol), and hypertension were independently associated with the presence of prediabetes in both men and women. After adjusting for all factors, the respective ORs (95% Confidence Intervals) were 1.98 (1.41-2.79), 1.88 (1.23-2.88) and 1.86 (1.39-2.51) for men, and 1.89 (1.36-2.62), 1.58 (1.12-2.23) and 1.44 (1.07-1.92) for women. Also, general obesity was a risk factor in both sexes but did not reach statistical significance among men, after adjusting for all factors. Risky alcohol consumption was a risk factor for prediabetes in men, OR 1.49 (1.00-2.24). Conclusions: Obesity, low HDL-cholesterol levels, and hypertension were modifiable risk factors independently related to the presence of prediabetes in both sexes. The magnitudes of the associations were stronger for men than women. Abdominal obesity in both men and women displayed the strongest association with prediabetes. The findings suggest that there are some differences between men and women, which should be taken into account when implementing specific recommendations to prevent or delay the onset of diabetes in adult population

Liderazgo y calidad en la Educación Superior

En la Universidad del Siglo XXI, la función de liderazgo está en la base de los procesos de surgimiento, mantenimiento e institucionalización de una nueva cultura de la calidad (Fernández Cruz, 2015).En este contexto, las universidades han creado unas Unidades de Calidad como responsables de los procesos de acreditación, seguimiento y renovación de títulos que deben actuar como verdaderos impulsores de unas acciones de mejora para las que resulta indispensable la puesta en marcha de procesos de evaluación y seguimiento que exigen el ejercicio de un liderazgo que fomente una cultura de calidad que impregne el quehacer diario de la institución.Los nuevos Títulos de Grado establecidos dentro del Espacio Europeo de Educación Superior demandan una serie de actuaciones que deben ser ejecutadas por los llamados Coordinadores de Grado como responsables de la coordinación de los equipos docentes.Además de lo anterior, el proceso de internacionalización que conlleva el Espacio Europeo de Educación Superior supone el desarrollo de estrategias de liderazgo a nivel interno, que se han traducido hacia el exterior en un fuerte liderazgo institucional (Cleveland-Innes, 2012; Juárez-Casalengua, 2015), y en un impulso y liderazgo político e institucional de la UE.Por otra parte, y dado que la mayoría de los trabajos de investigación sobre liderazgo se han centrado tradicionalmente en los cargos directivos, hemos querido abordar desde una óptica alternativa la función de liderazgo que ejercen los estudiantes universitarios mediante los diferentes cargos de representación que desempeñan.Finalmente, dedicamos un apartado al estudio de la importancia que tiene la formación en liderazgo en los planes de estudio de los futuros maestros, comprobando que ante la carenciade una formación suficiente, los maestros buscan su preparación en el ejercicio del liderazgo fuera de su formación inicial: a través de cursos de formación continua o incluso de Másteres