A pesar de la relativamente corta historia de la Psicologia como ciencia, existen pocos constructos psicologicos que perduren 90 anos despues de su formulacion y que, aun mas, continuen plenamente vigentes en la actualidad. El factor «g» es sin duda alguna uno de esos escasos ejemplos y para contrastar su vigencia actual tan solo hace falta comprobar su lugar de preeminencia en los modelos factoriales de la inteligencia mas aceptados en la actualidad, bien como un factor de tercer orden en los modelos jerarquicos o bien identificado con un factor de segundo orden en el modelo del recientemente desaparecido R.B.Cattell.

The g Factor: The Science of Mental Ability

Objective To qualitatively review the literature of the past decade covering the epidemiology, clinical characteristics, natural course, biology, and other correlates of early-onset major depressive disorder (MDD) and dysthymic disorder (DD). Method A computerized search for articles published during the past 10 years was made and selected studies are presented. Results Early-onset MDD and DD are frequent, recurrent, and familial disorders that tend to continue into adulthood, and they are frequently accompanied by other psychiatric disorders. These disorders are usually associated with poor psychosocial and academic outcome and increased risk for substance abuse, bipolar disorder, and suicide. In addition, DD increases the risk for MDD. There is a secular increase in the prevalence of MDD, and it appears that MDD is occurring at an earlier age in successive cohorts. Several genetic, familial, demographic, psychosocial, cognitive, and biological correlates of onset and course of early-onset depression have been identified. Few studies, however, have examined the combined effects of these correlates. Conclusions Considerable advances have been made in our knowledge of early-onset depression. Nevertheless, further research is needed in understanding the pathogenesis of childhood mood disorders. Toward this end, studies aimed at elucidating mechanisms and interrelationships among the different domains of risk factors are needed.

Childhood and adolescent depression: a review of the past 10 years. Part I.

The Conners' Parent Rating Scale (CPRS) is a popular research and clinical tool for obtaining parental reports of childhood behavior problems The present study introduces a revised CPRS (CPRS-R) which has norms derived from a large, representative sample of North American children, uses confirmatory factor analysis to develop a definitive factor structure, and has an updated item content to reflect recent knowledge and developments concerning childhood behavior problems Exploratory and confirmatory factor-analytic results revealed a seven-factor model including the following factors: Cognitive Problems, Oppositional, Hyperactivity-Impulsivity, Anxious-Shy, Perfectionism, Social Problems, and Psychosomatic The psychometric properties of the revised scale appear adequate as demonstrated by good internal reliability coefficients, high test-retest reliability, and effective discriminatory power Advantages of the CPRS-R include a corresponding factor structure with the Conners' Teacher Rating Scale-Revised and comprehensive symptom coverage for attention deficit hyperactivity disorder (ADHD) and related disorders Factor congruence with the original CPRS as well as similarities with other parent rating scales are discussed

The revised Conners' Parent Rating Scale (CPRS-R): factor structure, reliability, and criterion validity.

A sample of 1,803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from grade 8 through Grade 12; the classifications were academically successfully school completers ("resilient" students), school completers with poorer academic performance (nonresilient completers), and noncompleters (dropouts). Groups were compared in terms of psychological characteristics and measures of "school engagement." Large, significant differences were found among groups on engagement behaviors, even after background and psychological characteristics were controlled statistically. The findings support the hypothesis that student engagement is an important component of academic resilience. Furthermore, they provide information for designing interventions to improve the educational prognoses of students at risk.

Academic success among students at risk for school failure

Two analyses were conducted to examine gender differences in global self-esteem In analysis I, a computerized literature search yielded 216 effect sizes, representing the testing of 97,121 respondents The overall effect size was 021, a small difference favoring males A significant quadratic effect of age indicated that the largest effect emerged in late adolescence (d = 033) In Analysis II, gender differences were examined using 3 large, nationally representative data sets from the National Center for Education Statistics (NCES) All of the NCES effect sizes, which collectively summarize the responses of approximately 48,000 young Americans, indicated higher male self-esteem (ds ranged from 004 to 024) Taken together, the 2 analyses provide evidence that males score higher on standard measures of global self-esteem than females, but the difference is small Potential reasons for the small yet consistent effect size are discussed

Gender differences in self-esteem: A meta-analysis.

The efficacy of short-term cognitive-behavioral therapy, relaxation training, and self-modeling interventions for the treatment of depression among middle school students was investigated. Sixty-ei...

Comparison of Cognitive-Behavioral, Relaxation, and Self-Modeling Interventions for Depression among Middle-School Students.

A multiple baseline design across three grade level groups with a comparison group was employed to investigate the effectiveness of yoga for improving time on task with 10 elementary school childre...

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Yoga as an Intervention for Children With Attention Problems.

In recent years, researchers and practitioners have become increasingly interested in students who have both learning disabilities and intellectual gifts. Intellectually gifted students are defined as those who demonstrate outstanding ability to grapple with complexity, or superior academic potential. The definition of learning disability states that the level of performance in a particular academic area is substantially below what would be expected based on one's general intellectual ability and that this incongruity cannot be explained by lack of educational opportunity in that academic area. This article explores several controversial issues surrounding the identification of students as both gifted and learning disabled. How does a discrepancy manifest itself in a student who is intellectually gifted? Do gifted students with learning disabilities experience masking effects? How can we effectively identify intellectually gifted students with learning disabilities? In addition, we argue against the use of profile analysis to identify gifted students with learning disabilities. Finally, we propose guidelines for school psychologists to identify students with intellectual gifts and learning disabilities, and we provide suggestions for how to best serve this unique population of students within the school environment. © 2001 John Wiley & Sons, Inc.

Best practices in the identification of gifted students with learning disabilities.

A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior

A multiple baseline design was used to examine the effects of participation in antecedent physical activity on the academic engagement of four elementary-school children diagnosed with autism spectrum disorder (ASD). The results indicated large effect sizes for academic engaged time for all four students. It was suggested that physical activity in the form of something as simple to implement as jogging may be efficacious in promoting academic achievement for students diagnosed with ASD. © 2010 Wiley Periodicals, Inc.

Thomas J. Kehle

Papers

Comparison of Cognitive-Behavioral, Relaxation, and Self-Modeling Interventions for Depression among Middle-School Students.

Yoga as an Intervention for Children With Attention Problems.

Best practices in the identification of gifted students with learning disabilities.

A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior

The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder