Understanding what the Working Memory is, how it works and how it is related to learning is very important for education. Objectives: To determine the relationship between working memory and the academic performance of medical students. Methodology: A cross-observational study, of a descriptive correlational type, was carried out. The design is retrospective-retrolective with a non-probabilistic sample for convenience with prior signature of informed consent with a total of 270 students of the UJED School of Medicine. Contribution: In the results obtained, no significant correlation was found between working memory and academic performance, however, a high percentage (53.3%) of students who have attended at least one subject were observed and they have better grades than the group that has not studied subjects, for that reason a second analysis was carried out by means of comparative test with U Mann-Withney, finding a significant difference between the qualifications of the groups with a p=.000, not so far the memory components of working memory which were found within normal values according to the brief neuropsychological test in Spanish.

Objective: to identify the relationship between depression and the school average in students of the Faculty of Psychology and Therapy of Human Communication, UJED. Depression was assessed by the Beck Test to 110 students. It is a quantitative, exploratory, non-experimental, observational and cross-sectional study, with descriptive and correlational statistical analysis, with non-probabilistic sampling for convenience. Chronbach's alpha of the analyzed data was 0.89. 50% of the students presented some level of depression, with a significant correlation between depression and the school average with r: -. 247 and p: .009. Contribution: the results indicate that, in a very weak, but statistically significant way, the higher the school average, the lower the level of depression among students. The high frequency of the incidence of depression in the sample studied plus the significant correlation, suggest the need to implement depression care programs concurrent to the educational process.

El porcentaje de niños latinoamericanos en edad preescolar con deficiencia en el desarrollo del lenguaje oscila entre 10 % y 80 %. Objetivo: Conocer el porcentaje de deficiencia en el lenguaje de niños preescolares del norte de la ciudad de Durango, Durango (México), para lo cual se empleó el cuestionario de madurez neuropsicológica infantil. Metodología: El estudio fue no experimental, observacional, transeccional y descriptivo, en un universo de trabajo de 833 niños, para lo que se consideró 95 % de confiabilidad en una muestra estadísticamente significativa de 214 participantes; sin embargo, debido a la culminación del ciclo escolar, solo fue posible evaluar a 148 participantes en el periodo de noviembre de 2017 a junio de 2018. El grupo estudiado fue dividido en 4 subgrupos: 55-60 meses de edad, 61-66 meses de edad, 67-72 meses de edad y 73-78 meses de edad. Resultados: El alfa de Cronbach de las variables estudiadas fue 0.618. Se observaron deficiencias en las dos áreas del lenguaje evaluadas: lenguaje verbal y lenguaje no verbal. En los cuatro grupos estudiados, la mayor deficiencia se observó en el área del lenguaje verbal con porcentajes que oscilaron entre -80.5 % y -95.9 % en fluidez verbal; lenguaje expresivo con -27.5 % al -55.2 %; lenguaje comprensivo con -15.7 % al -31.1 % y lenguaje articulatorio con -14.1 % al -19.3 %. Las demás variables del grupo de lenguaje no verbal —estructuración espacial, psicomotricidad, visopercepción y memoria icónica— presentaron porcentajes de deficiencia menores a los observados en las variables de lenguaje verbal, aunque se destacan atención con -39.5 % al -43.2 %, ritmo con -2.9 % al -34.5 %, visopercepción con -10.6 % al -25.7 %, estructuración espacial con -3.5 % al -11.1 %, memoria icónica con -6.8 %, psicomotricidad con -3.6 %. Todos los grupos de edad estudiados presentaron deficiencia en seis o más variables del instrumento de evaluación empleado. Las variables del lenguaje no verbal que presentaron resultados satisfactorios por grupo de meses de edad fueron las siguientes: estructuración espacial en el grupo de 55-60 y en el de 67-72; psicomotricidad en el grupo de 55-60, 61-66 y 67-72; visopercepción en el grupo de 55-60; memoria icónica en los grupos de 55-60 y 67-72. Conclusión: De las áreas de lenguaje evaluadas, la de mayor afectación fue lenguaje verbal, lo cual permite considerar la necesidad de implementar la evaluación del desarrollo del lenguaje en la población infantil preescolar para considerar la oportunidad de optimizarlo.

Objective: To identify most valuable transferable skills and the existing correlation between sex and transferable competencies. Methodology: Exploratory, cross-sectional research, through a survey consisting of 27 variables, with a descriptive and correlational analysis to a non-probabilistic sample, for the convenience of 240 participants. Contribution: The transferable skills survey had a Cronbach Alpha of 0.89. The competences mostly used by the population studied were: knowledge (133), attitude (107), capacity (102) and management (168). Spearman's correlation between sex and transferable competences was used, observing in which men with a very low level of correlation were identified, but statistically significant: planning (r=-.15 p=.01), ability to transmit knowledge (r=.13 p=.03), gain knowledge of other areas (r=-.18 p=.005), face challenges (r =-.29 p=.000), teamwork (r=.14 p= .02) and with a similar level of correlation and significance, women obtained the following results: skills (r=.212 p=.001), attitude (r=.13 p=.033), organization (r=.25 p=.000) and ICT (r=.17 p=.007). Identifying which transferable competences most often employ both men and women allows to know the transferable competencies that they use less and can be an opportunity for better school performance in distance education.

Objective: To identify the relationship between self-assessment of emotional status and school average in students of Human Communication Therapy of the UJED. Methodology: Non-exploratory, survey, cross-sectional, descriptive and correlational research, with non-probabilistic sampling, for convenience, after signature of informed consent. Contribution: The information analyzed had a Cronbach Alpha of .83. About 75% of students self-assessed with anxiety, anguish and fear; 60% said they felt low self-esteem; 50% expressed apprehension, aggression and depression and 35% have felt shy. The correlational analysis between aggressiveness and school average showed r-.206 with p.05 which makes it possible to establish that the greater the feeling of aggressiveness is lower the school average or that the lower the feeling of aggressiveness is the higher the school average. Self-assessment of anxiety, anguish, apprehension, low self-esteem, depression, anger, fear, nervousness, rebelliousness and shyness showed no correlation with the school average.