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This research aims to know the opinions and attitudes of the Spanish population towards hate speech through a survey of 1,022 persons of both sexes and over 16 years of age. The results show a high awareness of hate speech: participants could identify these messages, assess their different intensities of severity, and understand the harm it causes. This high awareness may be because almost half of the sample has felt alluded to by these types of messages at some point. This group is more proactive in denouncing and counterattacking hate messages, although it is more frequent to remain on the sidelines. There is a hierarchy in the ratings in which racist and sexist comments are considered more severe than those directed at other minority groups (e.g., homeless people). Among the main reasons why people publish these expressions, participants point to the education of the authors, in particular, the rudeness and disrespect that are also perceived as a generalized aspect in today’s society. The polarized Spanish political context is seen as beneficial to the appearance of these messages, as well as the lack of a democratic culture that respects ideological diversity. What is most interesting is that although there is awareness of the seriousness of hate messages in other spheres and towards various groups, hate speech has become normalized in politics, as previously stated. [ABSTRACT FROM AUTHOR]

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The aim of this work is to analyze the dimensional structure of the Spanish version of the School and College Ability Test, employed in the process for the identification of students with high intellectual abilities. This test measures verbal and mathematical (or quantitative) abilities at three levels of difficulty: elementary (3rd, 4th, and 5th years in Primary school), intermediate (6th year in Primary school plus the 1st and 2nd years of Compulsory Secondary School or ESO), and advanced (3rd and 4th years of ESO plus the 1st and 2nd years of bachillerato – equivalent to High school). For each level there are two forms, X and Y. The research was undertaken with the results obtained from the application carried out for the validation and norming of the Spanish version of the test, and for which a representative sample of students from Navarre at these mentioned levels was taken. This study assessed the possible unidimensionality of the simplicity or the complexity of the structure of this test as an essential aspect of construct validity. To this end, the results were triangulated for the classic factorial techniques and non-parametric methods based on the item response theory. [ABSTRACT FROM PUBLISHER]