<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-3325</journal-id>
<journal-title><![CDATA[Salud mental]]></journal-title>
<abbrev-journal-title><![CDATA[Salud Ment]]></abbrev-journal-title>
<issn>0185-3325</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-33252017000500183</article-id>
<article-id pub-id-type="doi">10.17711/sm.0185-3325.2017.024</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Socioeconomic environment effect on inferential reasoning of Latin American students]]></article-title>
<article-title xml:lang="es"><![CDATA[Efecto ambiental socioeconómico sobre el raciocinio inferencial de estudiantes latinoamericanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Mendoza]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saraiva]]></surname>
<given-names><![CDATA[Renan Benigno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Câmara]]></surname>
<given-names><![CDATA[Gislene Clemente Vilela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Wilma M. Guimarães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Ana P. Carvalho Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gama]]></surname>
<given-names><![CDATA[Ana Maria Valladão Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baumgartl]]></surname>
<given-names><![CDATA[Viviane de Valladão Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Larissa Assunção]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ardila]]></surname>
<given-names><![CDATA[Ruben]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosas]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallegos]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reategui]]></surname>
<given-names><![CDATA[Norma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Portsmouth Psychology Department ]]></institution>
<addr-line><![CDATA[Portsmouth ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidade Católica de Minas Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade FUMEC Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de Colombia Departamento de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Santiago Santiago de Chile]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad Católica del Maule Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Talca Maule]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Buenos Aires Buenos Aires]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af9">
<institution><![CDATA[,Universidad San Ignacio de Loyola Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Lima Lima]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2017</year>
</pub-date>
<volume>40</volume>
<numero>5</numero>
<fpage>183</fpage>
<lpage>190</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-33252017000500183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-33252017000500183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-33252017000500183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Inferential reasoning (IR) is a major component of intelligence, which comprises many different cognitive processes such as perception, memory, and logic. Many studies have proposed that socioeconomic status (SES) has a negligible association with IR, but more recent findings suggest that they may have a higher association when evaluating group instead of individual SES.  Objective The aim of this study is to test the effects of both individual (students) and group (schools) socioeconomic status on IR, comparing different countries of Latin America.  Method The sample was composed of 2 358 students aged 14 and 15 years from 52 different schools (44% public) of five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). Participants took part in an inferential reasoning test and answered a socioeconomic questionnaire.  Results SES student showed a small positive correlation with IR (r = .10, p &lt; .001), while SES school had a more pronounced effect on IR (F [2, 1944] = 74.68, p &lt; .001, &#951;p2 = .07), with higher IR at schools with higher SES. A significant difference of IR between countries (F [4, 1976] = 20.68, p &lt; .001, &#951;p2 = .04), was also found with Peru showing the highest mean. Peru was the country with the higher percentage of private schools in the present study. A multilevel model was fitted using individual and group SES as predictors.  Discussion and conclusion Our findings showed that group SES have a higher predictive value of IR when compared to individual SES. This result suggests that individuals with low SES can benefit from studying on higher SES schools. Future research and the importance of public policies are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción El razonamiento inferencial (IR) es un componente importante de la inteligencia que comprende diversos procesos cognitivos, como la percepción, la memoria y la lógica. Muchos estudios han propuesto que el nivel socioeconómico (NSE) tiene una baja asociación con IR, pero hallazgos más recientes sugieren que el NSE del grupo puede tener mayor asociación que el NSE individual con el IR.  Objetivo El objetivo de este estudio es investigar los efectos del nivel socioeconómico individual (estudiantes) y de grupo (escuelas) sobre el IR, haciéndose comparaciones entre diferentes países de América Latina.  Método La muestra estuvo compuesta por 2 358 estudiantes con edades comprendidas entre los 14 y los 15 años, de 52 escuelas diferentes (44% públicas), de cinco países de América Latina (Argentina, Brasil, Chile, Colombia y Perú). Los participantes fueron evaluados con una prueba de razonamiento inferencial y un cuestionario socioeconómico.  Resultados El NSE individual mostró una pequeña correlación positiva con IR (r = .10 p &lt; .001), mientras que el NSE de grupo tuvo un efecto más pronunciado sobre IR (F [2, 1944] = 74.68, p &lt; .001, &#951;p2 = .07) con mayor IR en las escuelas con mayor NSE. También se encontró una diferencia significativa de IR entre los países (F [4, 1976] = 20.68, p &lt; .001, &#951;p2 = .04), con un promedio más alto para Perú, el país con mayor número de escuelas particulares en el presente estudio. Se ajustó un modelo multinivel utilizando las variables principales.  Discusión y conclusión Nuestros resultados demostraron que el NSE de grupo tiene un mayor valor predictivo de IR en comparación con el SES individual. Este resultado sugiere que los individuos con un nivel socioeconómico bajo pueden beneficiarse de estudiar en escuelas con SES superiores. Se discuten las futuras investigaciones y la importancia de las políticas públicas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Inferential reasoning]]></kwd>
<kwd lng="en"><![CDATA[intelligence]]></kwd>
<kwd lng="en"><![CDATA[socioeconomic factors]]></kwd>
<kwd lng="en"><![CDATA[Latin American]]></kwd>
<kwd lng="en"><![CDATA[schoolchildren]]></kwd>
<kwd lng="es"><![CDATA[Raciocinio inferencial]]></kwd>
<kwd lng="es"><![CDATA[inteligencia]]></kwd>
<kwd lng="es"><![CDATA[factores socioeconómicos]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="es"><![CDATA[escolares]]></kwd>
</kwd-group>
</article-meta>
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