RESUMENLas Entrevistas Cognitivas son método para identificar y corregir los problemas relacionados con las respuestas a un ítem de un cuestionario. La idea básica consiste en entender por qué una persona responde, de qué manera lo hace y determinar de qué modo se comportará. Es decir, proporcionan evidencias de validez basadas en el proceso de respuesta. Sin embargo, existen diferencias sobre cómo deben desarrollarse estas entrevistas. Por lo tanto, se presenta una guía para aclarar las etapas que componen ese proceso y de este modo facilitar la toma de decisiones en su desarrollo. Se espera que las futuras partes interesadas utilicen dicha guía, tanto en la creación o adaptación de instrumentos, como en instancias anteriores a la recolección de datos. Palabras claves: entrevistas cognitivas; evaluación psicológica; aplicación, guía. RESUMO -Entrevistas Cognitivas: Revisão, Diretrizes de Uso e Aplicação em Pesquisas PsicológicasAs entrevistas cognitivas são um método para identificar e corrigir problemas ao responder a um item em um questionário. A ideia básica é entender por que uma pessoa responde, como o faz e determinar de que modo se comportará. Ou seja, elas fornecem provas de validade com base no processo de resposta. No entanto, existem diferenças sobre como essas entrevistas devem ser desenvolvidas. Portanto, um guia é apresentado para esclarecer as etapas que compõem esse processo e facilitar a tomada de decisões em seu desenvolvimento. Esperase que as futuras partes interessadas utilizem esse guia, seja na criação ou adaptação de instrumentos, bem como em instâncias anteriores à coleta de dados. Palavras-chave: entrevistas cognitivas, avaliação psicológica, aplicação, guía. ABSTRACT -Cognitive Interviews: Review, Guidelines for Use and Application in Psychological ResearchCognitive interviews are a method of identifying and correcting problems when responding to an item in a questionnaire. The basic idea is to understand why and how a person responds to a question. That is, he provides validity evidence based on the response process. However, there are differences on how these interviews should be developed. Therefore, a guide is presented to clarify the steps that make up this process and facilitate decision-making in its development. It is expected that this guide will be useful to future researchers either in the creation or adaptation of instruments as well as in instances preceding data collection.

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The COVID-19 pandemic has significantly modified the behavior of societies. The application of isolation measures during the crisis resulted in changes in the acoustic environment. The aim of this work was to characterize the perception of the acoustic environment during the COVID-19 lockdown of people residing in Argentina in 2020. A descriptive cross-sectional correlational study was carried out. A virtual survey was conducted from April 14 to 26, 2020, and was answered mainly by social network users. During this period, Argentina was in a strict lockdown. The sample was finally composed of 1371 people between 18 and 79 years old. It was observed that most of the participants preferred the new acoustic environment. Mainly in the larger cities, before the isolation, mechanical sounds predominated, accompanied by the perception of irritation. Confinement brought a decrease in mechanical sounds and an increase in biological sounds, associated with feelings of tranquility and happiness. The time window opened by the lockdown offered an interesting scenario to assess the effect of anthropogenic noise pollution on the urban environment. This result offers a subjective approach, which contributes to understanding the link between individuals and communities with the environment.

The urgent imperative to "move online", caused by the recent Covid-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The socialcognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries. The purpose of this research was to evaluate the adequacy of this model in e-learning education contexts. The method used was path analysis, including as independent variables: social support, informational support, selfefficacy, outcome expectations and progress in goals. The results indicated that the model adjusted satisfactorily, explaining 45% of the variance in academic satisfaction. As a specific finding of this study, in an e-learning context, it can be mentioned that a greater contribution of socio-emotional support was demonstrated with respect to informational support. On the other hand, a weak contribution of outcome expectations on academic satisfaction was verified, aspect that requires furthers research and the development of specific measures for e-learning education context. In summary, the results of this research together provide preliminary evidence favorable to the social-cognitive model of academic satisfaction in virtual environments of university education.

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