The Affective Neuroscience Personality Scales have been designed to provide a personality assessment tool based on six distinct affective systems. The six neural systems involved were labeled PLAY, SEEK, CARE, FEAR, ANGER and SADNESS. Spirituality has been integrated into the questionnaire as a seventh dimension because, in opinion of Panksepp and his colleagues is one of the most interesting human emotion. The aim of the present paper was introduce the validation of the Spanish version of Affective Neuroscience Personality Scales and their first psychometric results in a sample of 411 college students. Participants completed the Spanish version of ANPS, just as a personality scale of five factors (NEO-FFI-R), and the Scales of Positive and Negative Affect (PANAS). The factor structure obtained and psychometric properties of the scales indicate that the Spanish version of the scales provides an effective tool to measure the seven dimensions of personality proposal in the original questionnaire.

In five experiments, we tested the accuracy and sensitivity of the haptic system in detecting bilateral symmetry of raised-line shapes (Experiments 1 and 2) and unfamiliar 3-D objects (Experiments 3-5) under different time constraints and different modes of exploration. Touch was moderately accurate for detecting this property in raised displays. Experiment 1 showed that asymmetric judgments were systematically more accurate than were symmetric judgements with scanning by one finger. Experiments 2 confirmed the results of Experiment 1 but also showed that bimanual exploration facilitated processing of symmetric shapes without improving asymmetric detections. Bimanual exploration of 3-D objects was very accurate and significantly facilitated processing of symmetric objects under different time constraints (Experiment 3). Unimanual exploration did not differ from bimanual exploration (Experiment 4), but restricting hand movements to one enclosure reduced performance significantly (Experiment 5). Spatial reference information, signal detection measures, and hand movements in processing bilateral symmetry by touch are discussed.

RESUMEN:Se revisa la historia de la neuropsicología aplicada al trabajo con los niños. Diversos autores se han mostrado partidarios de aplicar la neuropsicología a los centros educativos, especialidad que algunos han llamado "neuropsicología escolar". Desde que inicialmente así se la denominó (Hynd y obrzut, 1981), han tenido lugar notables avances respecto al campo e identidad profesional de esta especialidad. La obra de Luria continúa teniendo una gran influencia internacional. Luria ha contribuido a la comprensión neuropsicológica del individuo y de la práctica profesional. Como actividad profesional, la neuropsicología escolar se ocupa de la evaluación, diagnóstico e intervención en estudiantes que tienen dificultades en sus aprendizajes y/o muestran trastornos de comportamiento en su centro escolar. En los últimos años se viene recomendando una evaluación neuropsicológica comprehensiva de cara a la intervención en el centro escolar. Existen procedimientos más nuevos de evaluación neuropsicológica infantil, los cuales representan aplicaciones innovadoras del modelo conceptual de Luria. La investigación y avances de los estudios de neuroimagen nos permiten conocer mejor los cambios del cerebro en desarrollo. Palabras clave: neuropsicología infantil, neuropsicología escolar, desarrollo del cerebro, modelo conceptual de Luria, evaluación neuropsicológica del desarrollo. The Luria's legacy and school neuropsychologyABSTRACT: This article reviews the history of neuropsychology applied to work with children. Several authors have advocated for the application of neuropsychology to the school centres, a specialty some have called "school neuropsycology". Since the term was initially introduced (Hynd & obrzut, 1981), considerable advances have arisen regarding the field and professional identity of this specialty. Luria'work continues to have a strong international influence. Luria has served for neuropsychological understanding of the individual and for the professional practice. As professional activity, the school neuropsychology focuses in assessing, diagnosing, and intervening with students who are experiencing learning difficulties and/or behaviour disorders in academic setting. In recent years, a comprehensive neuropsychological assessment for intervention is recommended within a school setting. Newer neuropsychological assessment procedures for children represent innovative applications of Luria's conceptual model. research and advances in neuroimaging allow us to view how the developmental brain changes.

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From 357 university students two groups of 8 women each were selected, one group with high right-left confusion and the other without such confusion according to self-reports. Reaction times to stimuli tachistoscopically presented in visual hemifields were recorded to estimate the relationship between perceptual asymmetry and right-left confusion. A significant difference between hemifields and an interaction of hemifield by group appeared, whereas asymmetry in the highly confused group was not so related. According to a model of cerebral functioning in the formation of the body image, these results suggest subjects with high right-left confusion have greater hemispheric bilateralization.