Could time detect a faking-good attitude? A study with the MMPI-2-RF

Background and Purpose: Research on the relationship between response latency (RL) and faking in self-administered testing scenarios have generated contradictory findings. We explored this relationship further, aiming to add further insight into the reliability of self-report measures. We compared RLs and T-scores on the MMPI-2-RF (validity and restructured clinical [RC] scales) in four experimental groups. Our hypotheses were that: the Fake-Good Speeded group would obtain a different completion time; show higher RLs than the Honesty Speeded Group in the validity scales; show higher T-Scores in the L-r and K-r scales and lower T-scores in the F-r and RC scales; and show higher levels of tension and fatigue. Finally, the impact of the speeded condition in malingering was assessed. Materials and Methods: The sample was comprised of 135 subjects (M = 26.64; SD = 1.88 years old), all of whom were graduates (having completed at least 17 years of instruction), male, and Caucasian. Subjects were randomly assigned to four groups: Honesty Speeded, Fake-Good Speeded, Honesty Un-Speeded, and Fake-Good Un-Speeded. A software version of the MMPI-2-RF and Visual Analog Scale (VAS) were administered. To test the hypotheses, MANOVAs and binomial logistic regressions were run. Results: Significant differences were found between the four groups, and particularly between the Honest and Fake-Good groups in terms of test completion time and the L-r and K-r scales. The speeded condition increased T-scores in the L-r and K-r scales but decreased T-scores in some of the RC scales. The Fake groups also scored higher on the VAS Tension subscale. Completion times for the first and second parts of the MMPI-2-RF and T-scores for the K-r scale seemed to predict malingering. Conclusion: The speeded condition seemed to bring out the malingerers. Limitations include the sample size and gender bias

Teacher education and subjective transformation: Scopes and limits of a teacher education process

En el marco de un proyecto que estudia la transformación subjetiva y el cambio en las prácticas pedagógicas de docentes en ejercicio, el presente trabajo constituye un estudio de caso sobre una docente de nivel Inicial que participó en un dispositivo de formación basado en el análisis de sus propias clases videofilmadas. El análisis clínico realizado sobre sus prácticas y entrevistas desde un marco que combina teorías psicoanalíticas y cognitivas dio lugar a la elaboración de hipótesis sobre los alcances y las limitaciones que parece haber tenido el dispositivo en tanto provocador de transformación de esquemas, representaciones, rasgos subjetivos y prácticas pedagógicas de la docente, así como sobre la dinámica misma del proceso.As part of a project studying the subjective transformation and change in teaching practices of in-service teachers, this paper is a case study of a preschool teacher who participated in a course based on the analysis of her filmed own classes. Clinical analysis of her practices and interviews from a framework that combines psychoanalytic and cognitive theories led to a series of hypotheses about the scope and limits of the course promoting transformations of scheme, representations, subjective features and teaching practices, as well as the dynamics of the own processFil: Manrique, Maria Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Mazza, Diana Rita. Universidad de Buenos Aires. Facultad de Filosofía y Letras; Argentin

A monetary policy framework for the European Central Bank to deal with uncertainty. Bruegel Policy Contribution Issue n˚21 | November 2018

In this Policy Contribution prepared for the European Parliament’s Committee on Economic and Monetary Affairs (ECON) as an input to the Monetary Dialogue, the authors review the emerging challenges to central banks, and propose an updated definition of price stability and an adequately refined monetary policy framework

Extra-articular tenodesis combined with an anterior cruciate ligament reconstruction in acute anterior cruciate ligament tear in elite female football players

PURPOSE: The growing popularity of elite soccer among female participants has led to increased incidents of anterior cruciate ligament (ACL) ruptures. Many authors underline a positive glide after ACL reconstruction (ACLR), especially in women. In fact, an isolated intra-articular ACLR may be inadequate to control rotational instability after a combined injury of the ACL and the peripheral structures of the knee. Extra-articular procedures are sometimes used in primary cases displaying excessive antero-lateral rotatory instability. The purpose of this case series was to report subjective and objective outcomes after combined ACL and lateral extra-articular tenodesis (LET) with a minimum 4-year follow-up in a selected high-risk population of elite female football players. METHODS: Between January 2007 and December 2010, 16 elite Italian female football players were included in the study. All patients underwent the same surgical technique: anatomical ACLR with autogenous semitendinosus and gracilis tendons. After the intra-articular reconstruction was performed, an additional extra-articular MacIntosh modified Coker-Arnold procedure was carried out. Patients were assessed pre- and post-operatively with the subjective and objective International Knee Documentation Committee (IKDC) evaluation form, Tegner activity scale (TAS) and Lysholm score. Joint laxity was assessed with KT-1000 by measuring the side-to-side (S/S) differences in displacement at manual maximum (mm) testing. RESULTS: At a mean follow-up of 72.6 ± 8.1 months, two independent examiners reviewed all players. All of the patients had a fully recovered range of motion. Lachman test was negative in all patients (100 %). The evaluation of joint laxity and clinical evaluation showed a statistically significant improvement. No patients experienced complication or a re-rupture. DISCUSSION: The rationale of combining extra-articular procedures with ACLR is to restrict the internal rotation of the reconstructed knee, taking advantage of its long lever arm and thus providing more stability in the rotational axis and preventing the ACL graft from undergoing further excessive strain. CONCLUSIONS: The combination of an LET with ACLR in elite female football players demonstrated excellent results in terms of subjective scales, post-operative residual laxity and re-rupture rate with no complication, and a complete return to sport activity

Comparing virtual vs real faces expressing emotions in children with autism: An eye-tracking study

AbstractDifficulties in processing emotional facial expressions is considered a central characteristic of children with autism spectrum condition (ASC). In addition, there is a growing interest in the use of virtual avatars capable of expressing emotions as an intervention aimed at improving the social skills of these individuals. One potential use of avatars is that they could enhance facial recognition and guide attention. However, this aspect needs further investigation. The aim of our study is to assess differences in eye gaze processes in children with ASC when they see avatar faces expressing emotions compared to real faces. Eye-tracking methodology was used to compare the performance of children with ASC between avatar and real faces. A repeated-measures general linear model was adopted to understand which characteristics of the stimuli could influence the stimuli's fixation times. Survival analysis was performed to understand differences in exploration behaviour between avatar and real faces. Differences between emotion recognition accuracy and the number of fixations were evaluated through a paired t-test. Our results confirm that children with autism have higher capacities to process and recognize emotions when these are presented by avatar faces. Children with autism are more attracted to the mouth or the eyes depending on the stimulus type (avatar or real) and the emotion expressed by the stimulus. Also, they are more attracted to avatar faces expressing negative emotions (anger and sadness), and to real faces expressing surprise. Differences were not found regarding happiness. Finally, they show a higher degree of exploration of avatar faces. All these elements, such as interest in the avatar and reduced attention to the eyes, can offer important elements in planning an efficient intervention

L’AGGETTIVO E L’AVVERBIO IN ITALIANO E IN CINESE: ANALISI CONTRASTIVA E PROPOSTE GLOTTODIDATTICHE

Il presente lavoro fornisce un’analisi contrastiva tra italiano e cinese in merito alle categorie grammaticali dell’aggettivo e dell’avverbio, al fine di individuare, da un lato, gli ostacoli che un apprendente sinofono può incontrare nello studio della lingua italiana, ed elaborare, dall’altro, strategie che rendano più efficace l’intervento didattico. La prima parte del contributo illustra sinteticamente la morfosintassi della lingua cinese, che si caratterizza per un maggior rigore e un maggior grado di prevedibilità rispetto alla frase italiana. La seconda parte è dedicata rispettivamente all’aggettivo e all’avverbio; del primo si analizzano la funzione predicativa e attributiva; del secondo i criteri con cui le due lingue classificano questa parte del discorso nonché la sua posizione nella frase, unica  e fissa nel caso del cinese, flessibile nel caso dell’italiano. Il filo conduttore che guida il presente lavoro è la convinzione che nell’insegnamento della grammatica a sinofoni siano necessarie spiegazioni esplicite, anche di quei tratti che solitamente sono impliciti nel sillabo.     Adjectives and adverbs in Italian and Chinese: contrastive analysis and glottodidactic reflections   This article provides a contrastive analysis between Italian and Chinese adjectives and adverbs, in order to identify, on the one hand, the obstacles that Chinese speakers face when learning Italian, and, on the other hand, which strategies are the most appropriate for effective teaching. It initially takes into account the Chinese morphosyntax, which is more rigorous and predictable than it is in Italian. The second part is devoted to adjectives and adverbs. We analyze the attributive and the predicative function of adjectives, and the criteria by which the two languages classify adverbs and their position in sentences, unique and fixed in Chinese, but more flexible in Italian. The main thread of the article highlights the necessity for explicit grammar teaching, including those aspects which are usually implicit in textbooks

Chapter Emergency remote teaching: an explorative tool

The worldwide rapid spread and severity of the infectious disease caused by Coronavirus forced the WHO to declare a global state of pandemic emergency during March 2020, by leading the governments around the world to adopt policies that created the widest rift of education systems in human history. Italy have temporarily closed each educational institution, by causing the disruption of tertiary education for 16.89% of the Italian learner’s population. To ensure the “pedagogic continuity”, universities adopted the transitioning from traditional face-to-face to online learning. This paradigm shift to fully remote teaching solutions represents the so-called emergency remote teaching (ERT) in contrast to the traditional teaching inspired by Bologna process principles such as teaching quality and student satisfaction. In a landscape of emerging difficulties connected to ERT contexts, the quality assurance of higher education recalled by the Bologna Process may be not appropriate. We propose an evaluation model for the quality and ERT success across two dimensions used as proxy variables: students’ engagement (SE) and success performance (SP). Within the faculties, we analysed the performance and hence the knowledge, skills and/or attitudes acquired by learners, within the students, the focus was the engagement as interest, motivation and involvement. Under this perspective our research question has an explorative nature: we are interested in detecting empirical evidence about the learning assessment and engagement in higher education with focus on students’ engagement and their success performance during ERT. The investigation carried out on Iulm University’s student population (N=775). We integrated textual data related to the students evaluation of ERT and their career data such as credits, marks before and post disease. The results show the relations between the two dimensions taken into account, with a multidimensional approach we created a factorial plan useful to create an agile tool of analysis in the ERT context

Creative intelligence and giftedness compared: measurement methods and applications in schools

openLo scopo del seguente elaborato scritto è di andare ad analizzare e confrontare due costrutti complessi: l’intelligenza creativa e la plus-dotazione, con uno sguardo particolare verso l’ambiente scolastico. Nel corso degli anni, molti studiosi hanno analizzato il rapporto che intercorre tra intelligenza e creatività, cercando di capire se esistano effettive connessioni, e, attraverso l’elaborazione del tema dell’intelligenza creativa, la risposta è parsa, nella maggior parte dei casi, affermativa. Il tema della plus dotazione è, invece, più recente, ma ugualmente affascinante. Ho operato il confronto tra questi due temi attraverso un’analisi dei modelli e dei metodi di misurazione. L’elaborato si conclude con uno sguardo alle prospettive future, principalmente inerenti al mondo scolastico. In particolare, per quanto riguarda l’intelligenza creativa, l’obiettivo è che possa venire valorizzata maggiormente nelle scuole, con l’adozione di metodi di valutazione non inflessibili; mentre, per quanto riguarda la plus dotazione, l’obiettivo è quello di un riconoscimento precoce, per far si che, le persone con questa capacità cognitiva fuori dalla norma, possano esprimerla al meglio

OBSERVACIONES EN CASCADA REALIZADA POR LOS REGISTRADORES A LOS TITULOS ROGADOS VULNERA LAS REGLAS PARA LA CALIFICACIÓN REGISTRAL HUANUCO 2018

El artículo 40 del TUO del Reglamento General de los Registros Públicos (RGRP) prescribe que si el título presentado adoleciera de defecto subsanable o su inscripción no pudiera realizarse debido a un obstáculo emanado de la partida registral, el Registrador formulará la observación respectiva. El artículo 42 prevé las causales de tacha del título siendo uno de ellos los obstáculos insalvables que emanen de la partida registral. El mismo reglamento señala que todas las tachas y observaciones serán fundamentadas jurídicamente y por escrito en forma simultánea, bajo responsabilidad. Podrán formularse nuevas observaciones sólo si se fundan en defecto de los documentos presentados para subsanar la observación (art. 39). Sin embargo, el ejercicio calificador del registrador ha sido constantemente el centro de grandes polémicas, no sólo entre los teóricos nacionales, sino también en el extranjero. Tanto los jueces, como los notarios y las autoridades administrativas, cuando sus dispositivos reciben observaciones por parte del Registro, se oponen, en lo general, a un acatamiento pacífico. Su disgusto suele expresarse bajo la forma de una simple queja verbal hasta llegar a las acusaciones de desacato en el ámbito judicial. En la actualidad no se hallan completamente superados, sobre todo en alusión a los legajos judiciales, las reuniones entre instrumentadores y Registro; por parte de los magistrados. Estos funcionarios por la facultad legal del “imperium” judicial han sido los primeros en responder frente a las observaciones o rechazos que esencialmente debe practicar el registrador en su función calificadora. La sola presencia de un funcionario, extraño a la actividad del instrumentador del acto, que tenga la facultad de inspeccionar y estudiar críticamente lo ejercido e instrumentado, ya se nos presenta el problema. Es una disputa continua por instaurar la validez o invalidez de los legajos, conceder o privar congruencia registral, con los lógicos encuentros y pendencias en torno a todo ello. Peor aún, cuando habiéndose subsanado las observaciones vertidas en primer momento por el registrador, esto observa nuevamente el titulo rogado, observando otros supuestos no observados en la primera oportunidad que tuvo para hacerlo, generándose la observación en cascada que abordamos en la presente investigación.Tesi

I balsamici: fermentazione acetica, viscosit\ue0 e parametri sensoriali

La produzione di aceto di vino \ue8 un processo che utilizza materie prime dal valore relativamente basso per ottenere un prodotto che raggiunge prezzi relativamente alti. La categoria merceologica che maggiormente beneficia dell\u2019uso di questi prodotti \u201cpoveri\u201d \ue8 quella relativa ai condimenti alimentari agrodolci a base di mosto concentrato e/o cotto e aceto di vino, cio\ue8 tutti i prodotti che hanno un esplicito riferimento al termine \u201cbalsamico\u201d. Indubbiamente la diffusione di prodotti balsamici sul mercato \ue8 in forte crescita, anche grazie allo sviluppo di nuove forme di presentazione e di utilizzo del prodotto base (come glasse, creme, spume, spray) e una continua ricerca dell\u2019aromatizzazione distintiva e particolare (attraverso l\u2019utilizzo di fragranze o seguendo processi di produzione peculiari). Nelle province di Modena e Reggio Emilia \ue8 concentrata l\u2019intera produzione di aceti \u201cbalsamici\u201d a denominazione protetta italiani: due DOP per l\u2019aceto balsamico tradizionale di Modena (ABTM) e quello di Reggio Emilia (ABTRE) e una IGP per l\u2019aceto balsamico di Modena (ABM). L\u2019ABT non \ue8 aceto di vino bens\uec di mosto cotto, tuttavia nell\u2019ABM l\u2019acidit\ue0 deriva dal comune aceto di vino ottenuto per fermentazione in sommerso. La linea di prodotti sviluppati coniuga gli aspetti migliori dal punto di vista qualitativo ed economico delle due tipologie, introducendo numerose innovazioni: i) le fermentazioni dirette e in condizioni statiche consentono un risparmio energetico notevole e favoriscono la formazione di composti secondari sensorialmente positivi, anche grazie all\u2019impiego di lieviti e batteri acetici specifici e selezionati appositamente per le loro caratteristiche fermentative; ii) il processo di concentrazione del mosto tramite cottura \ue8 assente o fortemente limitato mentre l\u2019invecchiamento \ue8 accelerato tramite l\u2019utilizzo di tecniche di condizionamento ambientale ecosostenibile; iii) non sono presenti additivi e conservanti di nessun genere in quanto vengono impiegate tecniche di conservazione basate sull\u2019impiego oculato degli stessi microrganismi usati nelle fermentazioni; iv) le condizioni di cottura applicate limitano al minimo la formazioni di composti tossici