La influencia de factores educativos y familiares sobre el aprendizaje de una segunda lengua, y los efectos sobre la inteligencia y cognición

Actualmente, la investigación científica acerca de la influencia de los factores educativos y familiares en el aprendizaje de una segunda lengua (L2) es limitada. En comparación, los efectos que tiene la L2 en la inteligencia y cognición han sido más estudiados. Por esta razón, el artículo presenta una revisión de la literatura empírica existente que relaciona lo mencionado anteriormente, ampliando así la temática del bilingüismo. Se buscaron artículos en cuatro bases de datos (PSICODOC, ISI Web of knowledge y SCOPUS), usando palabras claves específicas, en el periodo de 1990 hasta el 2012. De 79 artículos encontrados, 34 cumplieron con los criterios de inclusión para la revisión. Asimismo, se tuvieron en cuenta dos libros, de los cuales se revisó un capítulo por cada uno según los mismos criterios. En conjunto, los resultados arrojaron importantes datos teóricos y de investigación que relacionan el éxito en el aprendizaje de una L2 con la inteligencia y cognición, según la influencia de los factores educativos y familiares. En conclusión, se identificaron más factores educativos que familiares; lo cual a concepto de la autora evidencia la limitada investigación que se ha hecho sobre los factores familiares en el bilingüismo actualmente.

16/6-idiotype expressing antibodies induce brain inflammation and cognitive impairment in mice: the mosaic of central nervous system involvement in lupus

Background: The 16/6-idiotype (16/6-Id) of the human anti-DNA antibody was found to induce experimental lupus in naive mice, manifested by production of autoantibodies, leukopenia and elevated inflammatory markers, as well as kidney and brain involvement. We assessed behavior and brain pathology of naive mice injected intracerebra-ventricularly (ICV) with the 16/6-Id antibody. Methods: C3H female mice were injected ICV to the right hemisphere with the human 16/6-Id antibody or commercial human IgG antibodies (control). The mice were tested for depression by the forced swimming test (FST), locomotor and explorative activity by the staircase test, and cognitive functions were examined by the novel object recognition and Y-maze tests. Brain slices were stained for inflammatory processes. Results: 16/6-Id injected mice were cognitively impaired as shown by significant differences in the preference for a new object in the novel object recognition test compared to controls (P = 0.012). Similarly, the preference for spatial novelty in the Y-maze test was significantly higher in the control group compared to the 16/6-Id-injected mice (42% vs. 9%, respectively, P = 0.065). Depression-like behavior and locomotor activity were not significantly different between the16/6-Id-injected and the control mice. Immunohistochemistry analysis revealed an increase in astrocytes and microglial activation in the hippocampus and amygdala, in the 16/6-Id injected group compared to the control. Conclusions: Passive transfer of 16/6-Id antibodies directly into mice brain resulted in cognitive impairments and histological evidence for brain inflammation. These findings shed additional light on the diverse mosaic pathophysiology of neuropsychiatric lupus.

Type 2 diabetes; elderly; cognitive deficit; cognitive flexibility; executive functions Resumen

Through meditation, people become aware of what happens in the body and mind, accepting the present experiences as they are and getting a better understanding of the true nature of things. Meditation practices and its inclusion as an intervention technique, have generated great interest in identifying the brain mechanisms through which these practices operate. Different studies suggest that the practice of meditation is associated with the use of different neural networks as well as changes in brain structure and function, represented in higher concentration of gray matter structures at the hippocampus, the right anterior insula, orbital frontal cortex (OFC) and greater involvement of the anterior cingulate cortex (ACC). These and other unrelated studies, shows the multiple implications of the regular practice of mindfulness in the structures and functions of the brain and its relation to certain observable and subjective states in people who practice it. Such evidence enabling the inclusion of mindfulness in psychological therapy where multiple applications have been developed to prove its effectiveness in treating affective and emotional problems, crisis management, social skills, verbal creativity, addiction and craving management, family and caregivers stress of dementia patients and others. However, neuropsychological rehabilitation has no formal proposals for intervention from these findings. The aim of this paper is to propose use of Mindfulness in neuropsychological rehabilitation process, taking the positions and theory of A.R. Luria.