Revista Liminales. Escritos sobre Psicología y Sociedad

A Transformative Alliance in Psychology

2025-03-27T18:43:36+00:00

Este número especial de Revista Liminales, Escritos sobre Psicología y Sociedad nace de la colaboración entre el Grupo de Investigación en Aprendizaje Humano (GIAH) de la Facultad de Estudios Superiores Iztacala de la Universidad Nacional Autónoma de México (UNAM) y la carrera de Psicología de la Facultad de Medicina y Ciencias de la Salud de la Universidad Central de Chile (UCEN).
Mientras la UNAM es la primera universidad mexicana en iniciar estudios en el campo de la psicología, la UCEN es la primera universidad privada en Chile en ofrecer dicha formación.
Esta alianza, que trasciende la competencia académica, nos invita a reflexionar sobre el verdadero sentido de la cooperación interuniversitaria en la construcción del conocimiento científico en el campo de la psicología.

Link between cognition and emotion in music listening in higher education students

2025-03-31T16:00:50+00:00

There is evidence that cognition and emotion are closely linked in music listening, as neuropsychological research shows that such activity is associated with complex patterns of neurophysiological activation, which can be reflected in individuals’ cognitive styles. The research reported herein was conducted with 406 higher education students from different programs within the same institution, assessing their cognitive styles in daily music listening, as well as their emotional attitudes towards this practice, using the Music-Empathizing-Systemizing Inventory (MESI) and the Inventory of Attitudes towards Music (IAM). The relationship between cognitive styles and attitudes was examined through the correlation between the scores of both instruments. The results show significant sex differences only in cognitive styles. Additionally, they indicate a low but significant correlation between empathetic cognitive style scores and scores reflecting a pleasurable value of music. Based on the evidence from this study, interventions in higher education institutions are proposed.

Characteristics of communication in violent family dynamics

2025-03-31T16:01:25+00:00

The study of the family encompasses significant elements to be addressed. Some authors have focused on family communication patterns as a key component that reflects family functioning by identifying individual perceptions of communication among its members (Rivero & Martínez-Pampliega, 2010). The objective was to compare communication patterns in two samples of university students who reported living or not living within a violent family dynamic. A total of 247 students with violence and 247 without participated, responding to the communication patterns instrument. The results show significantly greater communication in non-violent environments. In the conversation-oriented dimension, a lower mean is observed in families with violence compared to non-violent families, indicating that not only is communication within the family important, but also the type of communication expressed, in this case, positive communication skills. Regarding the conformity-oriented dimension, it was found that families with violence have a higher mean compared to non-violent families, suggesting that, although there is communication in violent families, it is imposed and reflects obedience within a hierarchical environment. In conclusion, family dynamics are crucial in the development of its members, and each component is fundamental to their psychological and social development. Therefore, it is necessary to continue researching elements that can strengthen it and intervene to achieve citizens committed to the world they will inhabit.

Escritura académica de estudiantes de habla hispana: Investigaciones en el campo Academic writing by spanish-speaking students: Research in the field

2025-03-31T16:01:57+00:00

Academic writing is of great importance for students. It constitutes a thinking tool that allows them to communicate their ideas to others, as well as to define and develop these ideas in an orderly manner for themselves; it allows them to join a specific discourse community, assume various roles, and strongly influences their academic performance. Achieving writing competence at an optimal level is difficult because it involves an elaborate form of discourse and grammatically complex production, which must be adjusted to the specific discipline. A writer must perform different actions, such as researching, citing, synthesizing, exposing, criticizing, and arguing, adopting the conventions of a genre of discourse and the terms appropriate to his or her audience. The objective of this work is to present an overview of the academic writing of Spanish-speaking students at various school levels, mainly secondary, high school, and university. The results of various published empirical research are reviewed and integrated to account for the advances and development trends regarding forms of evaluation and programs aimed at teaching the writing of academic texts. Although diversity in objectives and methods can be observed, the findings allow for a broad and detailed overview. The need to incorporate the teaching of disciplinary writing into each subject becomes evident. Writing practices should be an important part of curricular objectives, from secondary education to university, and even in support centers dedicated to promoting this competence.

Psychological factors related to body weight control

2025-03-31T16:02:41+00:00

According to the National Health and Nutrition Survey (ENSANUT), 2022, (Aburto, 2023), the prevalence of obesity continues to increase at a national level. Psychology explores the relationship between behavior and this condition. This study describes interbehavioral research aimed at identifying relevant psychological factors for body weight control. A sample of 579 volunteers meeting the inclusion criteria participated in the study. The battery of instruments, Psychological Factors Associated with the Regulation of Body Weight (FPARPC), which demonstrates reliability and validity, was applied online using Google Forms. To estimate success in regulating body weight, both the maximum and current BMI were considered. Participants who maintained or decreased their BMI to any degree without falling below the normal range were classified as successful; otherwise, they were classified as unsuccessful. Various statistical analyses were conducted. Among the main findings, a statistically significant difference was observed between the two groups (successful and unsuccessful) regarding Changes in Lifestyle. Moderate effect differences were identified in Competencies, Tendencies and Health Motives. Additionally, a low-effect difference was found in Weight-Related Propensities. Finally, a statistically significant difference was observed in Effects. The results are discussed in light of all evaluated factors and compared with findings from other approaches.

A Contingency Analysis of 'Gratitude': The Parables of the Grateful Dog and the Ungrateful Teacher

2025-03-31T16:03:12+00:00

In order to understand one of the character strengths proposed within the framework of Positive Psychology that has generated a great deal of research, “gratitude,” a contingency analysis of this strength is presented using the contingency symbolic language proposed by Mechner (2008) through a story of loyalty, the anecdote of the grateful dog, and a story of betrayal, the anecdote of the ungrateful teacher. Some of the most cited articles on the topic are reviewed as a background for the definition, highlighting the convergences on the topic, as well as other sources that have explored different aspects of the term, to subsequently offer a contingency definition, free of ambiguities, that allows the conceptual and methodological advancement of research on the topic. Finally, some meta-analyses are reviewed that summarize the current status of research on the topic, especially with regard to the way in which positive psychology interventions based on gratitude support health.

Self-feeding in toddlers at risk of malnutrition: microanalysis of caregiver-child interactions

2025-03-31T16:03:44+00:00

Encouraging autonomy during complementary feeding is essential for developing healthy eating habits and self-regulation. This study assessed the prevalence of self-feeding and its correlation with caregivers’ behaviors in 21 malnourished or at-risk infants aged 6 to 18 months. Using a category-based system through direct observation of caregiver-child interactions during feeding, caregiver behaviors and the child’s acceptance and autonomy in consuming solid and liquid foods were analyzed. The results indicated a low prevalence of self-feeding across all age groups, with dependent feeding behaviors being more common, such as caregivers frequently offering food directly into the child’s mouth. Although a slight increase in feeding autonomy was observed with age, no significant age-related differences were found. Additionally, a negative correlation was found between the child’s attention to non-food-related stimuli and solid food intake. These findings emphasize the importance of promoting feeding practices that support autonomy and self-regulation to improve nutritional status.

Diálogos intergeneracionales como idea resistente en contextos de reparación del Estado

2025-03-31T16:04:17+00:00

Human rights violations have forced States to implement reparation policies for affected individuals and their families. In Chile, the systematic violations committed during the civil-military regime (1973 to 1990) and the Social Outbreak (2019) led the government to carry out reparation policies. Some of these are embedded in hospital contexts under a biomedical model, which reproduces a pathological view that frames the complex identity of the sick. This article seeks to challenge the conventional, pathologizing idea of reparation that leads individuals to identify solely as victims and objects of reparation. I propose that linguistic practices among different generations—through which the present is discussed, memory is constructed, and the meaning of the experience of repression and its legacy is transformed—can be a way to resist the hegemonic narrative of the past and the state’s mandate of victimization and reparation.

Students as co-researchers: boys' and girls' experiences and meanings about participation in a school reporters' workshop at a school in the Metropolitan Region

2025-03-31T16:04:49+00:00

This research aimed to understand the meanings that students at a school in the Metropolitan Region make about their experiences of participation in the school context, using an action research design using a participatory approach through an initiative of children as co-researchers. An extracurricular workshop for child reporters was held with a total of 30 second year students (9 to 14 years old). The results indicate that the meaning of the experiences of participation in the co-researchers’ workshop can be grouped into three categories: 1) experiences of learning achievement, 2) subjective experiences of the process, and 3) experiences of broadening the perspective of the social world. In these situations, participants’ perceptions of their feelings when they are recognized, their enjoyment and contribution to the development of the activities and to the educational community were identified from the perspective of the participants. The importance of socializing with others and the support of their peers was highlighted. All of the above is directly related to the exercise of the right to participation and inclusion.