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"Burden of Poverty Lacking money or time can lead one to make poorer decisions, possibly because poverty imposes a cognitive load that saps attention and reduces effort. Mani et al. (p. 976; see the Perspective by Vohs) gathered evidence from shoppers in a New Jersey mall and from farmers in Tamil Nadu, India. They found that considering a projected financial decision, such as how to pay for a car repair, affects people's performance on unrelated spatial and reasoning tasks. Lower-income individuals performed poorly if the repairs were expensive but did fine if the cost was low, whereas higher-income individuals performed well in both conditions, as if the projected financial burden imposed no cognitive pressure. Similarly, the sugarcane farmers from Tamil Nadu performed these tasks better after harvest than before. Abstract The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy."

"Burden of Poverty Lacking money or time can lead one to make poorer decisions, possibly because poverty imposes a cognitive load that saps attention and reduces effort. Mani et al. (p. 976; see the Perspective by Vohs) gathered evidence from shoppers in a New Jersey mall and from farmers in Tamil Nadu, India. They found that considering a projected financial decision, such as how to pay for a car repair, affects people's performance on unrelated spatial and reasoning tasks. Lower-income individuals performed poorly if the repairs were expensive but did fine if the cost was low, whereas higher-income individuals performed well in both conditions, as if the projected financial burden imposed no cognitive pressure. Similarly, the sugarcane farmers from Tamil Nadu performed these tasks better after harvest than before. Abstract The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy."

Finalizando la COP26, traigo a colación una nueva área de conocimiento e intervención que subraya como el cambio climático es un asunto interdisciplinar que se debe abordar multidisciplinar. Aquí encontraréis información y materiales sobre "psicología climática", "ansiedad ambiental"... So what is Climate Psychology? Five key principles ... Climate change is not a scientific problem waiting for a technical solution. It's an urgent, frightening, systemic problem involving environment, culture and politics. It engenders fear, denial and despair amongst individuals, evasion, indifference and duplicity amongst the powerful. It forces uncomfortable dilemmas about justice, nature and equality into consciousness. It challenges all of us in modern societies both personally and politically. To work with these dilemmas the CPA draws on a broad range of perspectives including philosophy, the arts and humanities, ecology and systems thinking. Our core focus however is in psycho-social studies and the psychotherapy field, approaches which help us to understand the unconscious processes and emotions which control our thoughts, beliefs and behaviour and which manifest in mutually reinforcing systems of defence in society. Anxiety, guilt and shame make it very difficult for people to face the reality of climate change and lead to denial and disavowal while the norms and structures of everyday life validate and reinforce these responses.

Interactivamente podemos seleccionar, mover, y visualizar el tamaño de los países según la ubicación de los mismos en el mapamundi mercator

"Este curso como otros años quería hacer algún trabajo artístico para reclamar la atención del alumnado ante el problema de la violencia machista. Estaba cansada de hacer instalaciones centradas en lo luctuoso del día. Lo triste, lo que nos pone los pelos de punta. Quería añadir una nueva palabra a mi serie: CAIDAS, PERFILES, y OFRENDA . Pero deseaba encontrar alguna idea positiva, alejarme de la muerte y reflexionar sobre la esperanza, la salida al problema. Y no se como, se me ocurrió: GRITOS ¿Qué le gritarías a esas mujeres que sufren?. ¿Qué mensajes de apoyo les dirías?.¿Cómo animarlas de alguna manera a salir de esa espiral?. Y así llevé a propuesta a clase. Empecé proponiendo yo algunos de los gritos que se me ocurrían y pedí nuevos a mis alumnos en cada clase. La lista se hacía grande, grande, se repetían las frases, pero fue muy emocionante ver manos levantadas para proponer nuevos gritos y lo claro que mis alumnos lo tenían: ¡PUEDES CON TODO!, ¡NO ESTÁS SOLA!, ¡TU LO VALES!, ¡JUST DO IT!, ¡FEMELE POWER!, ¡QUIÉRETE!, ¡QUE NADA TE PARE!, ¡CREE EN TI!, ¡LUCHA POR LO QUE QUIERES!, ¡FUERA MIEDOS!,¡ ERES ÚNICA!, ¡CUÍDATE, ¡TE LO MERECES!, ¡ERES FUERTE!, ¡PUEDES SALIR!, ¡NO TE RINDAS!, ¡ERES INIGUALABLE!, ¡PAUSE THE GAME AND RESET! ¿Y la técnica?. ¿Como mezclar las imágenes del alumnado con su menajes? Mediante un Agamograph se me ocurrió mezclar retratos de cada uno de ellos con el grito que entre todos queríamos lanzar a esas mujeres que sufren, gritos de apoyo para mujeres con la autoestima por los suelos, faltas de valor por años de violencia y de impotencia."