Adaptive Behavior (CA) is a set of skills learned and performed by people in their daily lives, which are categorized in the conceptual, social and practical domains. The objective of the research was to compare the CA skills according to sex and age range (under 10, between 10 and 16 and over 16) of the participants. A comparative-correlational design was used, which evaluated 457 students (between 5 and 18 years old) with the ABAS-II questionnaire. The results report that CA does not have significant differences when compared by sex, but in age ranges. Downward associations were observed as age increases when relating conceptual skills to social and practical domains. It is concluded that there are no differences in skills according to sex, but there are differences by age ranges and high positive correlations in the younger group, which tend to decrease in the other groups as they advance in age. It is believed necessary to continue deepening the evaluation of CA in children of typical development using the four dimensions of the instrument (conceptual, social, practical, work) in order to obtain results that allow generating comprehensive support for the better development of boys and girls.
educación
Prevalencia de neuromitos en académicos universitarios de Chile. Neuromyth prevalence in university academics in Chile
Introduction: A neuromyth is an interpretation error derived from a misunderstanding or mistaken belief about scientific findings, being frequent in educational contexts, but also in the area of neurology and other neurosciences. This research aimed to determine the prevalence of neuromyths among Chilean university scholars.
Methodology: Quantitative, non-experimental, cross-sectional study. The instrument used was the Neuromyth Prevalence Questionnaire, Spanish version. The sample considered 64 scholars from six Chilean universities.
Results: Among university teachers of education careers, four neuromyths had a prevalence higher than 70% in the items related to the relevance of the stimuli in the preschool stage and that individuals learn better when they receive information according to a learning style (visual, auditory or kinesthetic, VAK).
Conclusions and Recommendations: In conclusion, there is a high prevalence of neuromyths among the Chilean university scholars studied. As a challenge of scholar performance, they should adequately disseminate neuroscience research, as this impacts student training and their professional future. Furthermore, the awareness about neuromyths that prevail among them will allow us to address the dismissal of misconceptions that have lasted for a long time in the complex scenario of the interaction between educational sciences and neurosciences.
