Artículos Psicología

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Editorial: Neuropsychology of human growth
(2024) Semper, J.V. Orón; Asensio, Samuel; Ceric Garrido, Francisco; Cortés, Manuel E.; Lizasoain, Inmaculada
Gestión educativa basada en evidencias para la mejora escolar
(2024) Villarroel, Verónica; Gallardo-Aguayo, Consuelo
Esta investigación buscó profundizar en la gestión y uso de datos para la mejora educativa en establecimientos educacionales de la provincia de Concepción. A través de un enfoque cuantitativo exploratorio, se aplicó un cuestionario a 38 directivos escolares, buscando identificar fortalezas, debilidades y oportunidades. Los resultados mostraron que más del 80% valoran y están familiarizados con datos internos y externos que facilitan la gestión educativa, lo que es una fortaleza. Por otra parte, los directivos de colegios científico-humanistas resultan más entendidos en estos procesos, en comparación a los de otras modalidades educativas. Las debilidades se relacionan con limitaciones a nivel de competencias profesionales para la sistematización, análisis y posterior empleo de la información recopilada para la toma de decisiones y el monitoreo de la gestión educativa. Se concluye sobre la necesidad de entregar recursos y capacitación para la instalación de una cultura para la gestión educativa basada en evidencias.
The influence of parent’s expectations and children’s early skills on children’s future STEM career prospects
(2024) Morales, María Francisca; Río, María Francisca del; Espinoza, Ana María
Introduction: This paper investigates indicators of STEM career expectations among middle school children in Chile, with a focus on the roles of parental career expectations and children’s early skills (communication, cognitive, socio-emotional skills, and executive functions), and the moderating effects of gender and family socioeconomic sta tus. Method: Using data from the Chilean ‘Encuesta Longitudinal de la Primera Infancia’ 2017 wave, the study involved 2959 children from 10 to 12 years of age. Both children’s and parents’ career expectations were measured through open questions. The assessment of the same children’s early skills was conducted in the 2012 wave when the children were from five to seven years of age, using the Battelle Developmental Inventory and the Backward Digit Span tests. Results: Findings revealed that boys, especially those with mothers with higher educational levels who have STEM expectations for their children, are more likely to expect to continue STEM careers in the future. A significant moderation effect was also found, indicating that parental expectations have a stronger association with girls’ and lower-middle SES children’s STEM career preferences. No significant results were observed for children’s early skills on later STEM career expectations. Conclusions: The study suggests that educational strategies involving family engagement are important for fostering equitable STEM career opportunities.
Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university
(2024) Cobo-Rendón, Rubia; García-Álvarez, Diego; Cobo Rendon, Ramón; Santana, Javiera
Autonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, F(1, 286) = 4.67, p = 0.032, η2 = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, F(1, 286) = 11.23, p < 0.001, η2 = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender.
Psychometric Properties of the PorgesBody Perception Questionnaire (BPQ-sf)in a Sample of Chilean Adults
(2024) Tejada, María del Carmen; Montemurro Garcia, Manuel; Muñoz-Najar Pacheco, Andrés; Ceric Garrido, Francisco
Interoceptive sensitivity involves focusing an individual’s attention on internal bodilyprocesses, such as gastrointestinal, cardiac, and respiratory sensations. This processis significant for both physical and mental health, as it relates to adaptive andemotional processes. Various questionnaires are available to assess interoceptivesensitivity, and the aim of this study was to analyze the psychometric properties ofthe short form of the Body Perception Questionnaire (BPQ-sf). A total of 276 adultsaged between 18 and 77 years participated. The BPQ-sf, adapted byCabrera andcolleagues (2018), was used in an online version. The results demonstrate a second-order factor model with adequate fit indices (χ2= 1568.90[985];χ2/df= 1.59;RMSEA =.046[.042,.051], CFI =.96, TLI =.96) and satisfactory Cronbach’s alpha(α>.80) and McDonald’s omega (ω>.80) coefficients, considering the dimensionof body awareness and autonomic reactivity, subdivided into supra-diaphragmaticand sub-diaphragmatic reactivity. These findings suggest that the BPQ-sf hasvalid and reliable psychometric properties, making it suitable for use in the Chileancontext. It facilitates access to internal bodily states and allows the study ofinteroceptive sensitivity in relation to other cognitive and affective processes, such asanxiety, depression, and pain. Furthermore, it provides a foundation for developinginstruments that could be useful in clinical settings
Literacidad en salud y control metabólico de personas con diagnóstico de diabetes mellitus tipo 2: Ensayo clínico en cluster
(2024) Bustamante-Troncoso, Claudia; Alcayaga-Rojas, Claudia; Sánchez Reyes, Hugo; Pérez, J. Carola; Riquelme Hernández, Giselle; Rubio Acuña, Miriam; Campos-Romero, Solange; Rosal, Milagros C.
Las personas con diabetes mellitus tipo 2 (DM2), experimentan dificultades para el automanejo. Una de las variables involucradas es el bajo nivel de literacidad en salud (LS) que corresponde al grado en que las personas acceden, comprenden, evalúan y utilizan información para comprometerse con las demandas de salud en diferentes contextos, con el fin de promover y mantener una buena salud. Hipótesis: Las personas con diagnóstico de diabetes mellitus que participan en una intervención para aumentar su nivel de literacidad en salud mejoran su compensación metabólica medida en HBA1c. Objetivo: Evaluar el efecto de un programa de intervención en LS, en el control metabólico y autoeficacia de personas con DM2, que se atienden en centros de atención primaria (CESFAM) de una comuna en Santiago de Chile. Métodos: Ensayo clínico controlado aleatorizado en clúster, en 4 CESFAM, 2 grupo intervenido (GI) y 2 grupo control (GC). Los CESFAM-GI recibieron además de la intervención habitual consejerías presenciales y telefónicas de seguimiento, sesiones grupales y material audiovisual de apoyo por un periodo de 6 meses. Se realizaron mediciones pre y post intervención. Resultados: No se observaron diferencias en los valores de HbA1C del GI entre medición basal y final; no obstante, en el GC aumenta en 1 punto entre ambas mediciones evidenciando un deterioro en comparación con el GI. La asistencia a los talleres en el GI, se asocia positivamente con el logro en nivel de LS. Los resultados indican que la intervención fue más efectiva –que la intervención habitual– para evitar el deterioro de la HbA1C. Con clusiones: Una intervención que considere LS adaptada al contexto sociocultural latinoamericano con combinación de estrategias grupales e individuales puede generar una diferencia en la HBA1c.
Documentary Analysis of Hypericum perforatum (St. John’s Wort) and Its Effect on Depressive Disorders
(2024) Otero, María Carolina; Ceric Garrido, Francisco; Miranda-Rojas, Sebastián; Escobar, María José; Saracini, Chiara; Atala, Cristian; Carreño, Carolina; Escares, Rachelly; Ramírez-Barrantes, Ricardo; Gordillo-Fuenzalida, Felipe
Hypericum perforatum, also known as St. John’s Wort, pericon, or yellow grass, is known for its antidepressant potential. It could represent a natural alternative to current pharmacological antidepressant treatments, which have a high incidence of side effects in patients and therefore lead to early dropouts. Through a bibliographic revision of clinical trials and information collected from scientific articles during the first period of 2020, we aimed to evaluate whether its administration could be beneficial in the treatment of mild-to-moderate depression, with fewer side effects compared to synthetic drugs. Among the main components, hypericin and hyperforin have been related to the observed antidepressant activity; therefore, their possible mechanism of action was reviewed and highlighted. Furthermore, patients receiving Hypericum extracts were less likely to withdraw from studies because of adverse effects compared to those receiving older standard antidepressants. This review aims to provide suggestions for an alternative treatment of mild-to-moderate depression disorder under the supervision of a medical doctor, since, although it appears to be a potentially efficient treatment with a low presence of adverse effects in comparison to synthetic antidepressants, it might also interact with other medications and lead to therapeutic failures if misused for self-medication.
Character strengths as predictors of general and academic self-efficacy in university students
(2024) García-Álvarez, Diego; Cobo-Rendón, Rubia; Lobos, Karla
Positive psychology has introduced the concept of character strengths, which are positive traits fundamental to well-being and mental health. Research on university students has shown that these strengths impact psychoeducational variables and personal functioning, acting as a protective factor in the general and student populations. This study aims to analyze the predictive relationships between character strengths and general self-efficacy and determine their joint contribution in predicting academic self-efficacy. The study was quantitative, correlational-causal, and cross-sectional, using a non-probabilistic sample of 668 Venezuelan university students (68.86% women, average age of 20.52 years). The scales used are Growing Strong to measure character strengths, the General Self-Efficacy Scale, and the Self-Efficacy Scale in Specific Academic Situations. All scales showed adequate psychometric properties. The mediation analysis revealed that leadership, hope, and persistence positively influence general and academic self-efficacy. Furthermore, general self-efficacy strongly impacts academic self efficacy. In conclusion, character strengths are significant predictors of self-efficacy in university students. Promoting these strengths may be crucial to improving general and academic self-efficacy, suggesting the need to implement specific initiatives in higher education.
Ínsula y su relación con las crisis epilépticas: Desde la interocepción al concepto de uno mismo.
(2024) Riffo Allende, Claudia; Ceric Garrido, Francisco
Understanding the semiology of epileptic seizures is pivotal for diagnosing epilepsy accurately. However, diagnosing insular epilepsy poses a challenge due to its multifaceted functions and extensive connections. Its semiology can be misconstrued, leading to misinterpretation and mislocation within adjacent frontal, temporal, or parietal lobes, potentially resulting in ineffective treatment or surgical outcomes. Insular epileptic seizures, though rare, are likely underdiagnosed. These seizures may preserve consciousness but manifest with subjective symptoms and emotions often imperceptible to observers, suggesting a potential underestimation of their prevalence. This review aims to elucidate the multimodal role of the insular cortex and its correlation with the semiology of epileptic seizures. Understanding the insular cortex’s involvement in both initiating and propagating epileptic activity, as well as its dynamic interaction with other brain areas during seizures, is crucial[1]. Considering the connectivity of the insular cortex could enhance patient management and prognosis, providing valuable insights for clinicians.
Lectura Conjunta como Promotora de la Adquisición del Lenguaje Infantil
(2024) Ferreira Velasco, Ervin; Suárez-Brito, Paloma; Valdés González, Tania; Alva Canto, Elda Alicia
El objetivo de la presente investigación fue analizar la influencia de la producción verbal de los cuidadores sobre la producción léxica de infantes (30 a 48 meses) mediante una actividad de lectura conjunta. Método: participaron 249 diadas (cuidador-infante) y se utilizaron las unidades de análisis type(número de palabras diferentes producidas sin repetirse) y token(número total de palabras producidas). Se observaron correlaciones estadísticamente significativas en todas las categorías gramaticales producidas por las diadas, así como el efecto de la producción verbal del cuidador sobre la del infante. Los resultados resaltan la importancia e influencia de los cuidadores sobre la producción verbal infantil, siendo la producción verbal de los adultos un predictor significativo del desarrollo de lenguaje de infantes entre tres y cuatro años cuando interactúan en contextos de lectura conjunta.
Cognitive motivational variables and dropout intention as precursors of university dropout
(2024) López-Angulo, Yaranay; Cobo-Rendón, Rubia; Sáez-Delgado, Fabiola; Mella-Norambuena, Javier; Pérez-Villalobos, María Victoria; Díaz-Mujica, Alejandro
Introduction: The intention to dropout and dropout is a problem still unresolved in higher education institutions. Objective: To estimate the differences in the levels of engagement, motivation and academic satisfaction according to (a) intention to dropout and (b) students who remained with those who dropped out. Method: non-experimental designs were used. Two studies are reported, study 1 involved 3,256 students and study 2 involved 2,110 students. The Utrecht Work Engagement Scale Student Test, the Academic Self-Regulation Scale and the Academic Satisfaction Scale were used. The intention to dropout was measured with 3 items and the final dropout data was taken from the official register of students who dropped out of university. Results: There are significant differences in the levels of engagement, autonomous motivation and satisfaction between the students who remained and those who dropped out of the university. Discussion: Students who dropped out in the 3rd semester presented lower levels of academic engagement, motivation and academic satisfaction than those who remained. The intention to dropout and lower levels of these cognitive-motivational variables may contribute to the identification of students at high risk of dropping out. These results contribute to unveiling key variables for the educational transformation of Higher Education in the 21st century.
Efectos del Sexo, los Estereotipos y la Identidad de Género en la Motivación Lectora de Estudiantes Hombres y Mujeres
(2024) Espinoza, Ana María; Strasser, Katherine; Carvacho, Héctor
Este estudio buscó contribuir a nuestra comprensión de la brecha de sexo en la motivación lectora del estudiantado, centrándoseen el rol de variables relacionadas con el género. 303 estudiantes chilenos/as de enseñanza media (51% mujeres) respondieron cuestionarios de autorreporte. Se utilizaron modelos de ecuaciones estructurales para evaluar si la identidad de género del estudiantado mediaba en la relación entre el sexo biológico y la motivación por la lectura (autoconcepto y valor), así como para evaluar los efectos diferenciales de la identidad de género y de los estereotipos de género asociados a la lectura en la motivación lectora de estudiantes hombres y mujeres. Los resultados revelaron efectos directos del sexo biológico del estudiantado, pero no efectos indirectos. El análisis multigrupo mostró que para las estudiantes mujeres, la adherencia a estereotipos de género asociados a la lectura tuvo un efecto positivo en su autoconcepto lector, mientras que para los estudianteshombres tuvo un efecto negativo en el valor que atribuyen a la lectura. Se discuten las implicancias de estos hallazgos para la promoción de la equidad en la enseñanza y aprendizaje de la lectura en educación secundaria
Technology-Based Interventions for Promoting Well-Being in Childhood and Adolescence: A Systematic Review and Meta-Analysis
(2025) Rodríguez-Rivas, Matías E.; Valdebenito, Sara; Benavente, Mariavictoria; Alfaro Inzunza, Jaime; Villacura, Paula; Chuecas, María Josefina; Ditzel, Ana Loreto; Galdames, Alejandra
Background: Well-being is crucial for children’s and adolescents’ mental health. Despite numerous interventions, innovative technological options are still underexplored, particularly for younger populations. This study aims to review, summarize, and discuss experimental studies on the effects of technological interventions on well-being in childhood and adolescence. Method: We conducted a systematic review and meta-analysis following PRISMA guidelines, including studies published since 2013. Searches were conducted in PubMed, PsycInfo, Scopus, and Web of Science including randomized and non-randomized controlled trials. The quality of studies was assessed using the Cochrane Risk of Bias (ROB-2) and ROBINS-I tools. Meta-analyses were performed using R studio. Results: Of the 2705 articles screened by title and abstract, 55 underwent full-text review. Seventeen articles were included, showing a diversity of technology-based interventions, including apps, web-based intervention, digital intervention, and chatbots. The meta-analysis (n = 5636 participants) showed a small but statistically significant effect in promoting well-being (Hedges’s g = 0.18; p < .01). App-based interventions demonstrated a notably larger effect size (Hedges’s g = 0.33; p < .001). Conclusions: The findings highlight a range of technological interventions for promoting well-being in children and adolescents, with apps showing greater effectiveness. This supports their use as valuable resources for this population.
Sibling and School Bullying Victimization and Its Relation With Children’s Subjective Well-Being in Indonesia: The Protective Role of Family and School Climate
(2024) Borualogo, Ihsana Sabriani; Varela, Jorge; Tezanos-Pinto, Pablo de
Studies on the influence of family and school climates on the relationships between sibling and school bullying victimization and children’s subjective well-being (SWB) in Indonesia are still scarce. The aims of this study are to investigate family and school climates as protective factors for children from the negative consequences of bullying by siblings or other children in school on SWB. The study used the third-wave data of the Children’s Worlds survey that was collected in Indonesia in October 2017. Participants of the study were children aged 10 and 12 years old (N = 15,604; 49.8% girls, 50.2% boys, Mean age = 10.55; SD = 1.17). There are four questionnaires used in the study: five items measure bullying at home and at school, the Children’s Worlds Subjective Well-Being Scale, six items measure family climate, and four items measure school climate. Data were analyzed using R and the lavaan library for multilevel structural equation modeling, using full information maximum likelihood (FIML) for missing data and robust maximum likelihood (ML) estimation. Results showed that children who experienced bullying incidents, both at home by siblings and at school, predicted lower levels of SWB. School climate and family climate predicted higher levels of SWB. Results also showed that school bullying interacted significantly with school climate, while sibling bullying interacted significantly with family climate. Schools with students that reported more positive levels of family climate also reported higher levels of SWB. Students from public schools reported higher levels of SWB, which is unexpected.
Stigma toward people with mental disorders in mental healthcare in Chile
(2024) Grandón, Pamela; Bustos, Claudio; Fernández, Dany; Félix Cova, Felix; Nazar, Gabriela; Díaz-Pérez, Gabriela; Monreal, Verónica; Méndez, Jaime
Objective:This research aimed to determine the stigma toward people with mental illness among mental health personnel and identify individual, professional, and contextual predictors. Methods:A descriptive, cross-sectional, and correlational design was used. The sample consisted of 218 mental health personnel working in Outpatient Psychiatric Units belonging to hospitals and Community Mental Health Centers in Chile. Stigma was evaluated using a scale of humanized treatment, a scale of social distance, and a scale of attitudes in health personnel. In addition, sociodemographic and professional information was collected from mental health personnel and contextual information, particularly the type of outpatient mental health center and the technical-administrative unit that groups all the health centers in a territory. Results:It was found that mental health personnel, in general terms, present low levels of stigma expressed in behaviors of comfort and support toward users, a desire for closeness and social interaction, and reduced stigmatizing beliefs and attitudes of infantilization toward individuals with MHPs. However, intimacy and trust were lower than expected. Only educational levels and health centers were related to stigma. Conclusions:The low levels of stigma may be due to the evolution of this phenomenon and the country’s mental health policies.
Assessing the Teacher Emotions Scale in Chile: Does it relate to teachers’ well-being?
(2024) Romo-Escudero, Francisca; Guzmán, Paulina; Helma Koomen; LoCasale-Crouch, Jennifer; Wyman, Ignacio; Varela, Jorge
Teachers’ emotions connect significantly to well-being, classroom practices and student relationships, addressing a gap in research primarily focused on English-speaking contexts. This study aims to bridge this gap by validating a Spanish version of the Teacher Emotions Scale (TES) among Chilean educators and investigating its relationship with well-being. The study employed an online questionnaire encompassing demographic details, TES assessments and well-being evaluations. TES adopts a discrete emotion approach, distinguishing nuanced differences between Enjoyment, Anger and Anxiety. Well-being was gauged through both Psychological well-being and Burnout scales. Confirmatory Factor Analysis (CFA) involving 2,689 participants affirmed the internal validity of TES, favoring a three-factor model (Enjoyment, Anger, Anxiety). TES factors consistently exhibited statistical significance, with specific factors predicting distinct well-being aspects. This pioneering study introduces a robust quantitative measure for understanding teachers’ emotional experiences in Spanish-speaking educational contexts, contributing valuable insights into the interplay between emotions, well-being and effective teaching practices.
Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents
(2024) Chuecas, María Josefina; Benavente, Mariavictoria; Galdames, Alejandra; Alfaro Inzunza, Jaime; Ditzel, Ana Loreto
This study assesses the psychometric properties of the School Support Scale (SSS), part of the CHKS’s Resilience Youth Development Module (RYDM; Furlong et al., 2009), among 231 sixth- and seventh-grade students in urban public schools in Chile. Results indicated satisfactory psychometric properties, replicating a unifactorial structure observed in prior research (Hanson & Kim, 2007), where items related to caring relationships and high expectations loaded onto a single factor, school support. Significant correlations were found with measures of life satisfaction and school-related affect. These findings underscore the scale’s utility in evaluating student perceptions of school support and highlight avenues for future research to enhance its applicability across diverse educational contexts.
Quality of mother-infant interaction, breastfeeding, and perinatal mental health
(2024) Coo, Soledad; García Valdés, María Ignacia; Prieto, Fernanda
Introduction: The quality of mother-infant interactions is crucial for child development. Studies show that breastfeeding contributes to maternal sensitivity and the development of a positive mother-infant bond. Maternal mental health difficulties negatively impact both maternal sensitivity and breastfeeding. Thus, it is unclear whether breastfeeding contributes to the quality of mother-infant interactions independent from mental health. The purpose of this study is to examine the contribution of exclusive breastfeeding at 3 months postpartum to the quality of the mother-infant relationship at 6 months postpartum, controlling for maternal mental health in acommunity sample of mothers in Chile. Materials and method: Eighty women completed self-report measures of mental health and breastfeeding during the third trimester of pregnancy and 3 and 6 months postpartum. At 6 months after childbirth, the mother-infant interaction was assessed by coding a free-play session between mothers and infants. Logistic regression analysis was used to examine the contribution of breastfeeding practices and mental health to the quality of mother-infant interactions. Results: Exclusive breastfeeding at 3 months postpartum increased the likelihood of displaying positive mother-infant interactions controlling for maternal mental health. Mothers who continued to breastfeed at 6 months postpartum reported less symptoms of antenatal depression and anxiety and higher levels of sensitivity and cooperation towards their infants. Conclusion: Breastfeeding contributes to maternal sensitivity and cooperation even when controlling for maternal mental health. Implications for health practitioners and limitations due to the sample characteristics are discussed.
Online Intervention Targeting Postnatal Depression and Anxiety in Chilean First-Time Mothers: Feasibility Trial
(2024) Coo, Soledad; García Valdés, María Ignacia; Pérez, J. Carola; Aldoney, Daniela; Olhaberry, Marcia; Fernández, Olga; Alamo, Nicolle; Franco, Pamela; Pérez, Francisca; Fernández, Sofía; Fisher, Jane; Rowe, Heather
Objective: Internet-based interventions may positively impact maternal symptoms of postnatal depression and anxiety. This study assessed the feasibility, acceptability, perceived usefulness, and preliminary effectiveness of an m-Health version of “What Were We Thinking?” (m WWWT). Methods: A mixed-methods with a 2-arm randomized parallel design was used. From a total of 477 women, 157 met the inclusion criteria. 128 f irst-time mothers of full-term infants, aged 4–10weeks, who received health care at primary public health centers in Chile, were randomly assigned to the experimental (EG, n¼65) or control (CG, n¼63) groups; data of 104 of them (53 and 51, respectively) was analyzed. We used percentages and rates to measure feasibility outcomes and mixed analysis of variance (ANOVA) and latent class analyses (LCA) to assess pre liminary effectiveness. Participants completed questionnaires on mental health, social support, and maternal self-efficacy upon recruitment and 3months after completing the intervention. For the qualitative component, 12 women from the EG were interviewed. Results: Quantitative results show good feasibility outcomes, such as high recruitment (82%), low attrition (EG ¼ 12% and CG¼17%), and high follow-up (EG ¼ 97% and CG¼91%) rates. Qualitative results indicate high acceptability and perceived usefulness of m-WWWT. Mixed ANOVA did not show significant differences between the groups (all p >.05). However, multinomial regression analysis in LCA showed that womenwithlow baseline symptoms of depression and anxiety benefit from the intervention (B¼0.43, 95% confidence interval 1.09–2.16). Conclusion: m-WWWT is feasible to be implemented in Chile; future studies are needed to assess the intervention’s effectiveness.
Comparing experience- and description-based economic preferences across 11 countries
(2024) Anlló, Hernán; Bavard, Sophie; Benmarrakchi, Fatima Ezzhra; Bonagura, Darla; Cerrotti, Fabien; Cicue, Mirona; Gueguen, Maelle; Guzmán, Eugenio; Kadieva, Dzerassa; Kobayashi, Maiko; Lukumon, Gafari; Sartorio, Marco; Yang, Jiong; Zinchenko, Oksana; Bahrami, Bahador; Silva, Jaime; Hertz, Uri; Konova, Anna B.; Li, Jian; O'Madagain, Cathal; Navajas, Joaquin; Reyes M., Gabriel; Sarabi-Jamab, Atiye; Shestakova, Anna; Sukumaran, Bhasi; Watanabe, Katsumi; Palminteri, Stefano
Recent evidence indicates that reward value encoding in humans is highly context dependent, leading to suboptimal decisions in some cases, but whether this computational constraint on valuation is a shared feature of human cognition remains unknown. Here we studied the behaviour of n = 561 individuals from 11 countries of markedly different socioeconomic and cultural makeup. Our findings show that context sensitivity was present in all 11 countries. Suboptimal decisions generated by context manipulation were not explained by risk aversion, as estimated through a separate description-based choice task (that is, lotteries) consisting of matched decision offers. Conversely, risk aversion significantly differed across countries. Overall, our findings suggest that context-dependent reward value encoding is a feature of human cognition that remains consistently present across different countries, as opposed to description-based decision-making, which is more permeable to cultural factors.

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