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Resumen Objetivo: Describir los resultados de un estudio de estandarización de tareas neuropsicológicas para evaluar la atención en estudiantes universitarios. Metodología: 208 estudiantes universitarios de la ciudad de Manizales (Colombia), sin patología neurológica o psiquiátrica asociada, evaluados con el Test del Trazo parte A y parte B (TMT A, B), y el Test de adición serial auditiva pautada (PASAT). Plan de análisis: La validez de apariencia fue evaluada mediante juicio de expertos; la de contenido utilizando análisis factorial; la de criterio concurrente a través del coeficiente de correlación de Pearson; la consistencia interna con el coeficiente alfa de Cronbach; la consistencia relacionada con el tiempo de aplicación y entre evaluadores, mediante la proporción de aciertos, la prueba t para comparación de medias y el coeficiente de correlación. La normalidad de los datos se determinó empleando la prueba de Shapiro Wilk. La comparación entre puntuaciones medias de hombres y mujeres se realizó utilizando la U de Mann - Whitney o t de Student. Se obtuvieron baremos para las pruebas incluidas en la investigación. Resultados: Se encontró adecuada validez de contenido para las tareas atencionales contempladas en el estudio, así mismo, adecuada validez de criterio y confiabilidad para la prueba PASAT, y baja validez de criterio y niveles moderados de confiabilidad pretest - postest, para el caso de las tareas de TMT A, B, en la muestra de estudiantes universitarios considerada en el estudio. Abstract Objective: This study aimed to describe the results of a standardization study of some classical neuropsychological tasks for attention assessment: Trail Making Test A, B, Paced auditory serial addition test (PASAT). Methodology: The sample consisted of 208 healthy college students from Manizales, with no associated neurological or psychiatric pathology. The instruments used were the Rey verbal auditory learning test, the Rey complex test, the serial auditory test Pattern and Benton visual retention test. Analysis Plan: the validity of appearance was assessed through expert judgment; the content was evaluated by factorial analysis; the validity of concurrent criterion, through the Pearson´s correlation coefficient and the internal consistency by Cronbach’s alpha coefficient. Consistency related to the time of instrument administration by different evaluators, was analyzed according to the number of hits, the difference of means and the correlation coefficient. The data consistency was analyzed by means of the Shapiro Wilk test. The male and female were collated by the U of Mann-Whitney or Student’s t, and finally the scores obtained by for each one of the tests were included in the research. Results: It was evidenced adequate content validity for the attentional tasks included in the study, as well as suitable criterion validity and reliability for the PASAT test, and low criterion validity and moderate levels of pretest, posttest reliability in the case of TMT (A) and TMT (B) tasks provided by the university students sample considered in the study.

Resumen En el presente articulo se describen los resultados de un estudio de normalización y estandarización de tareas neuropsicológicas para evaluar la memoria en población universitaria. En el estudio participaron 208 estudiantes universitarios de Manizales sin patología neurológica o psiquiátrica asociada, evaluados con el Test de Aprendizaje Auditivo Verbal de Rey, el Test de la figura compleja de Rey, el Test de Audición Serial Pautada (Pasat), y Test de Retención Visual de Benton. En relación con el plan de análisis estadístico puede indicarse que la validez de apariencia fue evaluada mediante juicio de expertos; la de contenido utilizando análisis factorial; la validez de criterio concurrente, a través del coeficiente de correlación; la consistencia interna con el coeficiente alfa de Cronbach; la consistencia relacionada con el tiempo de aplicación mediante la proporción de aciertos y la consistencia relacionada con la aplicación por diferentes evaluadores, utilizando el coeficiente de correlación intraclase y la proporción de aciertos. Para establecer la normalidad de los datos se empleó la prueba de Shapiro Wilk, la comparación entre puntuaciones medias de hombres y mujeres se realizó con la U de Mann - Whitney o t de Student, finalmente se obtuvieron baremos para los test incluidos. Entre los resultados puede indicarse que se evidenció adecuada validez de apariencia, contenido y criterio concurrente para cada test, altos niveles de consistencia interna, confiabilidad pretest - postest, y confiabilidad relacionada con la aplicación de los diferentes evaluadores para las pruebas. Abstract This study aimed to describe the results of a standardization study of some neuropsychological tasks for memory assessment. In relation to the methodology, this study had a sample size of 208 healthy college students from Manizales, with no associated neurological or psychiatric pathology. The instruments used were the Rey auditory verbal learning test, the Rey complex test, the serial auditory test Pattern and Benton visual retention test. In relation to the analysis plan, it can be said that the validity of appearance was worked through expert judgment; Content validity was worked using factor analysis; The validity of concurrent criterion, through the correlation coefficient; The internal consistency with Cronbach’s alpha coefficient; Consistency related to the time of application by the proportion of hits and consistency related to the application by different evaluators, using the intraclass correlation coefficient. Prior to the analyzes the normality of the data was determined using the Shapiro Wilk test. The comparison between the mean scores of men and women was done using the U of Mann - Whitney or Student ‘s t, and finally we obtained the scores for each one of the tests included in the research. Among the results it was found adequate validity of appearance, content and concurrent criteria were evidenced for the different memory tests used. As well as high levels of internal consistency, pretest - post reliability, and reliability related to the application of the different evaluators for the tests that were used.

Objective: Most studies on conduct disorder (CD) have focused on male adolescents, disregarding analysis of this psychopathology in women. The purpose of this study was to identify differences in empathy and theory of mind (ToM) in a group of adolescent women with CD and a control group. Method: Thirty-six adolescent women were selected from an initial sample of 239 adolescents (CD group = 18, control group = 18). Empathy and ToM were evaluated through objective instruments. Mean comparisons and multivariate analysis were performed to ascertain differences between cases and controls and to propose a prediction model based on clinical status. Results: Significant differences in empathic abilities and ToM were found between the groups. The model that differentiated both groups was composed of eye-reading ability, perspective taking, and personal distress. Conclusion: These findings are consistent with previous studies. Capacity to take the other’s perspective and the recognition of emotions in the face are protective factors against CD in women.

This study describes a series of exploratory and confirmatory factor analyses that were conducted with the 44-item Social Anxiety Questionnaire for Children- 4th version (SAQ-CIV) to identify a reduced set of items that might be used to construct a new abbreviated instrument for measuring social anxiety in children and adolescents. The fourth version of the Social Anxiety Questionnaire for Children (SAQ-CIV) was administered to 12,801 non-clinical participants (ages 9 to 15 years) from 12 Latin American countries and Spain. Exploratory and confirmatory factor analysis supported a 6-factor structure of social anxiety in children, replicating a similar structure to that of adults (Caballo et al. in Behavioral Psychology/Psicologia Conductual, 18(1), 5–34, 2010; Caballo et al. in Behavior Therapy, 43(2), 313–328, 2012): 1) Interactions with the opposite sex, 2) Criticism and embarrassment, 3) Speaking in public/Talking to teachers, 4) Assertive expression of annoyance and disgust, 5) Performing in public, and 6) Interactions with strangers. Each of the factors contains 4 items, yielding an abbreviated 24-item instrument, the Social Anxiety Questionnaire for Children (SAQ-C). The present results suggest this is a reliable, valid, and culturally sensitive instrument to assess social anxiety in youth.