Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Fundamento: la hernia hiatal es la anormalidad más frecuente del tracto digestivo superior, se clasifica en cuatro tipos, estas hernias pueden ser por deslizamiento y paraesofágicas, estas últimas de presentación mucho menos frecuente en la práctica clínica como es el caso que se presentó tipo IV; la mayoría son asintomáticas son descubiertas incidentalmente en radiografías de tórax o en tomografía computarizada multicorte y cuando son sintomáticas muchas veces están asociadas a complicación. Objetivo: presentar un paciente con hernia hiatal tipo IV diagnosticada por tomografía computarizada multicorte. Presentación del caso: paciente masculino, de 58 años de edad, con antecedentes de hipertensión arterial, que refiere presentar una hernia diafragmática diagnosticada hace 15 años, que presenta dolor abdominal a tipo cólico de moderada intensidad acompañado de distensión abdominal eructos, vómitos y disnea. Al examen físico, abdomen globuloso que sigue los movimientos respiratorios, doloroso a la palpación superficial y profunda. En el tórax se auscultan ruidos hidroaéreos en el lado derecho. La tomografía computarizada multicorte demuestra la herniación de estómago, colon transverso y epiplón en hemitórax derecho a través del hiato esofágico. Conclusiones: las hernias hiatales son las anomalías más frecuentes del tracto digestivo superior pero las gigantes tipo IV con herniación de otras estructuras abdominales, como colon, omento, intestino delgado, hígado y páncreas son una forma infrecuente de presentación de las mismas. La tomografía computarizada multicorte y el estudio baritado de esófago-estómago-duodeno, resultan fundamentales para el diagnóstico y caracterización de estas lesiones.DeCS: HERNIA HIATAL/clasificación; HERNIA HIATAL/diagnóstico por imagen; ENEMA OPACO/métodos; TOMOGRAFÍA COMPUTARIZADA MULTIDETECTOR; INFORMES DE CASOS.

Background: a multimedia of teaching support was carried out due to the difficulties detected by authors' group of the investigation in the teaching-learning process, and to the scarce availability of computer hardware of support to the teaching of the subject with healthy vision. The previous elements justify the investigation with the intention of contributing to the improving of the process teaching - learning of the subject Adults' Psychiatry. Objective: to make a multimedia application for the study of the Adult's Psychiatry of the plan of study of the pre and postgraduate. Methods: a study of technological innovation was carried out in the University of Medical Sciences of the province Sancti Spíritus, from October, 2018 until April, 2019. For the confection of the multimedia application there were identified as work stages the search and compilation of scientific information, the selection of hardware, means and design. There was valued the scientific relevancy of the multimedia application created by 20 experts for the matter. It was decided the criterion of 53 students (users) and nine teachers who constituted the population, on their experience with the product and it was determined its effectiveness through a pre pedagogic experiment. Results: the created product designed on the base of one user's attractive interface and with updated utility scientific information for learning. The average of the evaluation granted by experts to the different aspects of the multimedia application was positive. The students expressed good evaluations as for the content that treats the product, its facility of use, the functionality, the originality and the design. After the use of the product, most of the students manage to answer the questions of the test. Conclusions: the multimedia application created Psiquiatrí@.doc constitutes a necessary resource with potentialities the workshops and other activities are applied during the classes, workshops, school times, and other activities. DeCS: MULTIMEDIA; PSYCHIATRY/education; LEARNING; STUDENTS, MEDICAL; STUDENTS, NURSING.

El artículo analiza la Segunda Parte del Lazarillo a partir de su relación con la obra original de 1554, considerando el texto como el primer testimonio fidedigno y detallado de la recepción inmediata que tuvo la obra primigenia. En este sentido, se valora la naturaleza subversiva de ambos textos, desde el punto de vista del realismo y la verosimilitud, al tiempo que se estudia cómo el autor de la continuación analizó, reprodujo y/o reformuló diversos elementos estructurales presentes en el Lazarillo original.

Peirce’s is a theory about human knowledge and as such is deeply linked to modern cognitive sciences. The following article pursues a twofold objective. Firstly, it seeks to analyze that intimate link. Its analysis takes into account Peirce’s belief that human beings themselves are signs as well as his notion that the mind is an external phenomenon, the vital role that the ground and interpretant concepts introduced by him have played in the generation and reception of ideas, and finally, his view that human creativity represents a quest for a new intelligibility. The article’s second objective is to assess how well Peirce’s theory of signs is suited to a comparative approach to literature and music. Several key aspects are evaluated, including the tangible process by which signs (qualisigns) come to be defined, Peirce’s notion that meaning dependents on interpretative recreation carried out by other signs, his interest in interpreters and interpretants types and consequently in possible response types specific to every communicative phenomenon, and finally, the various models of referentiality that stem from the relation between the sign and the object.

At the end of the 1870s, the Italian astronomer Giovanni Schiaparelli reported the discovery of supposed channels on the planet Mars. From then on, there was a controversy between those who agreed and disagreed with this theory. During the early years of the twentieth century this scientific discussion intensified and permeated the pages of magazines (especially illustrated and cultural magazines) for two main reasons. First, because the controversy was subject to optical testing, and secondly, because magazines were able to include visual devices such as photographs thanks to advances in the printing industry. Our work studies the coverage in the Chilean magazines of this controversy about the channels on Mars that resulted in the question of whether or not there was life on the red planet (the channels were supposedly artificial rivers that would have been built by some intelligent living being). The proposal involves analyzing the ways in which these astronomical theories that circulated globally were disseminated and represented locally by reviewing some of the main Chilean magazines of the early twentieth century, such as Sucesos, Zig-Zag, Corre-Vuela and Pacífico Magazine.

This study addresses the interdisciplinary nature of literary theory and presents a conception that situates it as a field of convergence of scientific and philosophical perspectives surrounding the study of imagination. The study begins with an argument about the epistemological and institutional necessity of such interdisciplinarity and it suggests that the contact among disciplines leads to a questioning of the nature of the results that each field of knowledge provides. The result is a reflection on the type of knowledge that theoretical-literary studies give and its uniqueness with respect to scientific knowledge. Given its methodological flexibility, the literary theory is in a position to articulate ideas about the processes underlying literary thought. Consequently, one of its current functions is to incorporate conceptions and tools of the cognitive sciences with a clear analytical purpose, responding to a concrete phenomenon of human cognition whose reflection finds in literature a privileged repository. The article glosses examples of such fertility conceiving poetic language as a propitious ground for such convergence. The complexity of interdisciplinarity in literary studies is described here along with the argument that literary theory must provide material of humanistic interest, illustrated in the investigation of specific processes of the poetic imagination. Finally, the article suggests that literary theory is able to inspire ideas in the cognitive sciences by means of its contributions on the functioning of literary language and on the relevance of literature as a corpus of human consciousness.

This paper connects Gilbert Durand’s thinking and cognitivist theories in their application to theory of literature. It reviews specifically the notions of image scheme by Mark Johnson and poetic iconicity by Margaret Freeman under the theoretical perspectives developed by Durand in the middle of the 20th century. These perspectives are enriched by conclusions drawn in present neuroaesthetics and semiotics, which search for biological grounds in their study of cultural phenomena, and also of poetic language, a field close to our interest. The final aim of this paper is to show the necessity of paying attention to the material, biologic and psychophysiological aspects acting upon the formation of symbols and language and their connection to the sentimental aspects, a concoction that until current cognitivism had been undervalued by critical paradigms of cartesian dualism.

This article aims to discuss the possibility of thinking about Literature from the perspective of the Theory of Evolution. We will therefore make a critical exposition of the possibility that literary activity has to do with innate faculties, product of natural selection and human evolution. We will do so using three main authors who have directly approached this idea: Joseph Carroll, Steven Pinker, and Denis Dutton. In order to contextualize the problem, we will put their ideas in relation to some literary ideas (from literary authors and literary theorists) that have tried inquire about the nature of the poetic or literary facts. Among other consequences, the proposal has implications on the debate about the relations between nature and culture, that is: what is cultural in the human being, and therefore relative in his or her conduct, what belongs to a common human nature, and also if an activity so obviously cultural as Literature can be considered in the light of the natural qualities of the human being as an animal species product of a sophisticated process of evolution.

The work we present arises from a concern shared by a team of academics about the difficulties in reading learning of Dominican children, which resulted in the search for solutions based on the most innovative proposals of the cognitive neurosciences that Stanislas Dehaene points out, a prestigious exponent of this discipline of study.This perspective of transdisciplinary study leads us, on the other hand, to review the scientific results about the relationship between the literary fact and the theory of the mind, with the purpose of designing experimental applications in the classroom that are efficient and of proven validation . Among the reviewed articles stand out those that show that the reading of literary texts of good quality strengthens the cognitive processes in the formation of heterometacognitive skills, as well as the studies that focus on the analysis of the understanding of the metaphor from the perspective of the neurosciences.

The present article proposes the reading of three science-fiction works: Stefano Benni’s Terra!, Douglas Adams’s The Hitchhiker’s Guide to the Galaxy and Philip K. Dick’s The Man in the High Castle. Drawing from the theoretical concept of ‘impossible worlds’ we aim to explain the deautomatizing effect of these fictions, which leads the reader to a psychological state akin to Fisher’s ‘weirdness‘. With this perspective, we will explore the way in which the authors introduce unusual elements in the structural and semantic levels of the text to provoke in the audience an external incomprehension of the fictional universe and, thus, the inner evaluation of their cognoscitive system. In order to gain a deeper comprehension of how the actual world is structured, it shall be required to approach how we understand scientific endeavour, drawing a distinction between expert and non-expert conceptions.