Cognitive processes occur in particular socio-environmental contexts that can modulate their development and/or performance. This table will address this complexity through the dialogue between the 4 papers to be presented, which will analyse the emotional and cognitive development of preschoolers in their contexts, the causal connectivity of statements beyond the learning process and discourse comprehension of information acquired from Comprehensive Sex Education (CSE) materials, how the physical variables of schools contribute to the perception of children, and how political decisions (voting) can be induced by the parameters of campaigns and dissemination of content. Presentations (and speakers): Influence of individual and socio-environmental factors in a task with positive emotional valence and demand for inhibitory control and cognitive flexibility Ramírez, Verónica Adriana*^a,b; Ruetti, Eliana ^a,b a Unidad de Neurobiología Aplicada (UNA, CEMIC-CONICET), Ciudad Autónoma de Buenos Aires, Argentina b Facultad de Psicología, Universidad de Buenos Aires, Ciudad Autónoma de Buenos Aires, Argentina There is a large literature on the interdependence of cognitive and emotional processes, and their modulation through individual and socio-environmental factors. Preferential processing of emotional stimuli over neutral ones has been evidenced, which has been widely studied in inhibitory control paradigms, such as the Stroop task, due to its simplicity and ease of incorporating emotional valence. Unfavorable early experiences are associated with low levels of performance in tasks with demands for inhibitory control. The present research analyzes the role of socio-environmental factors in emotional processing, inhibitory control, and cognitive flexibility in children between 4 and 8 years old. A Stroop-type task with positive emotional valence was administered and its association with socio-environmental variables was studied, such as the level of stimulation at home and the type of work and schooling of mothers/fathers. An environment with greater stimulation positively influences task performance but without affecting reaction time. Furthermore, this relationship varies depending on the gender and age of the participants. These findings indicate that individual and contextual variables are closely associated with performance in a task of inhibitory control and cognitive flexibility and that they need to be analyzed together to provide a better understanding of their influences throughout child development. Keywords: emotional stroop, emotional processing, home stimulation, individual and socio-environmental factors.

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The Role of Causal Connectivity, Note-taking and Modality of Presentation in the Comprehension of Materials about CSE (Comprehensive Sex Education) Karen Acosta Burallia & Jazmín Cevascoa,b a University of Buenos Aires b National Scientific and Technical Research Council (Argentina) The goal of this study was to examine the role of the causal connectivity of the statements (Low-Medium-High) and the condition of note-taking (focused on speakers’ emotions, focused on the comprehender’s emotions or focused on the importance of the topic of the materials). With this aim, we asked a group of college students to read or listen to an excerpt of an interview with highschool students and teachers about CSE, and to answer to an elaboration question (Considering the materials that you read/listened to, how would you define CSE?). Results indicated that statements that had a high number of causal connections were more included in the notes participants took and their answers to the elaboration question, and that causal connectivity had a greater effect when participants listened to the materials, and when they took notes focused on the importance of the topic. Also, listening to the interview and taking notes focused on the importance of its topic promoted that students included a higher number of statements in their notes than reading its transcript. These results highlight the importance of promoting that students take notes, listen to the materials and establishing a high number of discourse connections during discourse comprehension. Key words: Comprehensive Sex Education – Discourse Comprehension – Note-Taking – Causal Connectivity

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Complex decision-making is facilitated by social modulation Bernal, Franco Agustín ^a ; Alves Salgueiro, Tomás ^a; Brzostowski, Axel ^b; Caramés, María Ayelén ^a; Recart Zapata, Emilio ^a; Furman, Damian ^b,c; Pérez, Juan Manuel ^b,c; Fernandez Larrosa, Pablo Nicolas ^a. a. Instituto de Fisiología, Biología Molecular y Neurociencias (IFIBYNE), UBA-CONICET b. Departamento de Computación, UBA c. Instituto de Ciencias de la Computación (ICC) UBA Some decision-making (DM) processes require quick answers, while more complex decisions demand greater cognitive engagement. Under the hypothesis that frequent exposure to a stimulus or association with an emotional valence could drive DM, online experiments were conducted and results were compared with a more “ecological” situation (Social Study) involving: 1. online surveys conducted during the 2019 Argentine Presidential Elections; 2. a dataset of written media news to assess each candidate’s mention frequency and sentimental analysis. Cognitive experiments involved a computer task where participants choose a face from 4 options, each of them associated with different frequencies (EXP#1) or with positive, negative, neutral, or mixed sentences (EXP#2). Two experimental groups were set up: the 1st was asked to choose a face without any specification (NST); and the second group was asked to choose a person to perform an important task (IT). Results show: 1. The most repeated face was significantly more chosen in the NST group, involving significantly greater response time; 2. The faces with a positive association were significantly more chosen than others, in both groups; and 3. The effect persisted at least for 24hs. The social study supported our experimental results as Familiarity (F) and Trust (T) mostly explain the Voting Probability (VP), as well as F, T, and VP for each candidate correlate significantly with the frequency of mentions, the positive association, and election results. These results support our hypothesis and suggest that complex decision-making susceptibility to social modulation could depend on the relevance of the involved task. Keywords: Complex Decision-Making; Priming; Presidential Elections.

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LEARNING, SPACE, EMOTION. The relationship among the 7 environmental variables and the learning of new languages. Case Study: CIL Language School, in Cordoba, Argentina Vanina Salinas, Gisele Rocha Maggi, Mayara Wal, Danielli Wal e Bruna Probst Group of Study of Neuroscience applied to Architecture from Curitiba/PR – Brazil The Coronavirus has had a strong impact in education. Neuroscience studies indicate that the environment influences the learning process because the individual has an innate ability to capture what surrounds him or her. This article tries to identify seven environmental variables: colors, smells, shapes, sounds, biophilia, functionality and lighting, verifying how students in the age from 7 to 15 years can perceive the school physical space. Starting from a bibliographic review, we base our study on the case of CIL, a language school in Córdoba, Argentina, which has its own teaching method incorporating the use of positive emotions through the free use of space. This relationship between learning, emotions and space will be observed through the adapted use of the EAPA tool (Self-Perception of Environments Scale), applied through a questionnaire answered by 20 students who attended face-to-face classes during 2019 and in 2021. From the results to be obtained, we hypothesize that an appropriate school environment stimulates cognitive development and provides better learning outcomes. From the results of EAPA, the environmental variables that directly impact the learning process will be identified and will determine which variables could be applied according to the reality of schools around the world. Therefore, this tends to contribute and promote improvements in the learning and teaching process as well as in the advancement of existing methodologies, resulting in a better quality of learning and an improved perception of the environments. Key Words: school architecture, Language schools, Environmental variables, Escala de autopercepción de los ambientes (EAPA), Perception of the student’s environmental variables, ANFA 2021