Comparação das categorias espaciais por meio de sistemas lingüístico e pictórico em pré-escolares de diferentes grupos sócio-econômico-culturais Comparison of spacial categories in preschool children by means of linguistic and pictorial methods in three different socio-economic-cultural groups

Foi investigado um sistema discriminativo relacionado à psicolingüística a ser aplicado no Programa Centro de Educação e Alimentação de Pré-Escolar (CEAPE). Optou-se por explorar a representação espacial por meio de sistemas lingüístico e pictórico. A amostra estudada foi constituída de 105 crianças de 3 a 6 anos e meio pertencentes a três grupos: do Programa CEAPE, de um grupo controle "Não-Ceapense" e de um outro de nível sócio-econômico alto da cidade de São Paulo. Estudou-se o poder discriminativo das perguntas nos três grupos de pré-escolares. Em relação às variáveis, nível sócio-econômico-cultural e estimulação, houve diferenças significativas para testes de compreensão lingüística em favor do grupo de alto nível sócio-econômico-cultural. As percentagens de categorias dominadas por 100% dos componentes dos três grupos foram, respectivamente: 41,7% (São Paulo), 30,6% (CEAPE) e, 25,0% (não CEAPE); 95% dos componentes dos três grupos dominaram, respectivamente, 50,0% (São Paulo), 47,2% (CEAPE) e 36,1% (não CEAPE) das categorias.<br>A research into a system, related to psycholinguistics, which is to be applied to a CEAPE program for preschool-age children is described. The choice fell upon spacial representation through linguistic and pictorial systems. A cross-section of ages was studied (from 3 to 6). Sample children came from 3 groups: those from a CEAPE program, a control group of children not covered by CEAPE and a high level socio-economic group from the city of S. Paulo, Brazil. The differentiating power of the items was studied in the 3 groups. With regard to socio-economic-cultural level and stimulation, significant differences in linguistic understanding to the advantage of the high level socio-economic-cultural group were observed Percentages of categories in which all subjects, answered correcty were respectively: 41.7% (S. Paulo), 30.6% (CEAPE) and 25.0% (non-CEAPE). Ninety-five percent of the members of the 3 groups gave correct answers to 50.0% (S. Paulo), 47.2% (CEAPE) and 36.1% (non-CEAPE) of the items, respectively

A call for global action to conserve native trout in the 21st century and beyond

Trout and char (hereafter, trout) represent some of the more cul-turally, economically and ecologically important taxa of freshwater fishes worldwide (Kershner, Williams, Gresswell, & Lobón-Cerviá, 2019a). Native to all continents in the Northern Hemisphere (as well as western Mediterranean Africa), trout belong to seven genera (Oncorhynchus, Salvelinus, Salmo, Hucho, Parahucho, Brachymystax and Salvethymus), which are distributed across more than 60 countries (Muhlfeld et al., 2019). Despite their broad im-portance as indicators of biodiversity in cold-water ecosystems (Haak & Williams, 2013), as well as cultural icons for food and rec-reation, nearly half of the world's recognised trout species (IUCN, 2018) are imperilled or at risk of global extinction (Muhlfeld et al., 2018, 2019). The root causes of their vulnerability include broad-scale alteration of landscapes and watersheds, dams, overhar-vest, pollution, interactions with hatchery-bred conspecifics and non-native species. However, emerging threats such as climate change and related problems such as the spread of diseases and parasites pose significant challenges and uncertainties to native trout and their habitats (Kovach et al., 2016; Muhlfeld et al., 2018). Ultimately, conservation of native trout depends on understand-ing their diversity, a willingness to address threats at their root causes and implementing progressive conservation solutions that promote persistence of these iconic species in the face of growing human pressures