The present study aims to investigate the relationship between creativity, particularly divergent thinking, and cognitive reserve (CR), in a sample of older adults without cognitive impairment. 53 community-dwelling subjects met the inclusion criteria and were submitted to the Creativity Test (ProCriativ) and the Cognitive Reserve Questionnaire (CRQ). The correlational analysis revealed that ProCriativ’s fluency and flexibility indexes were positively and significantly correlated with the CRQ. However, according to the backward stepwise regression analysis, only flexibility was a significant predictor of CRQ. Our results are in line with former studies that found a clear association between creativity and CR. Additionally, in other studies fluency and originality were also predictors of CR proxies besides flexibility. It is speculated that creativity could represent another indicator of CR. Further investigation is needed to corroborate the previous findings.

Este estudo qualitativo objetivou identificar o conhecimento de professores do 6º ano do ensino fundamental sobre o bullying e as intervenções por eles desenvol- vidas. Participaram dez professores, e os dados foram coletados por meio de questio- nários estruturados. As análises seguiram os pressupostos da análise de conteúdo, em sua modalidade temática. Verificou-se, nos resultados, uma compreensão insuficiente dos professores que incidia na capacidade de identificação e na maneira como intervi- nham nos episódios de bullying entre os alunos. Depreende-se que o bullying constitui um aspecto importante a ser trabalhado com os professores, considerando a proximi- dade com a questão e o papel essencial que podem assumir no seu enfrentamento.

Profound socio‑cultural transformations that the world has undergone have been followed by new subjective configurations and manifestations of psychic suffering, whose impact and resonance in the psychology clinic, demand especial understanding and management. The aim of this study was to investigate the collective imaginary of Psychology students about contemporary psychic suffering. In the light of the psychoanalytic method, this research utilized the procedure of drawings‑stories with theme in group interview. The set of productions of the drawings‑stories, based on the psychoanalytic narratives written after each group interview, was interpretatively analyzed and allowed the apprehension of the following fields of affective‑emotional meaning: "Loneliness", “Essays on suffering", "Agony of non‑being", "Human contact with suffering", "Avoidance: the great defense", "Non lived lives", "Human despair" and "Multifacetated suffering". The set of analyses allowed the understanding of a collective imaginary in which suffering, that occurs nowadays, consists mainly of feelings of loneliness, for‑ saking, uselessness, spuriousness and existential void.

In the present article we made an account of Logo’s application and research in educational settings, giving particular attention to works developed in Portugal. We also made a prospect of the role and interest of Logo language in the context of educational software. Firstly we give a general account of the number of schools and pupils envolved in educational programs using computers, from kindergarten to secondary school, and also of the two main paradigms in cognitive science – the classical cognitivism and the connectionism. Secondly, we try to analyze the relationship between educational practice and inquiry that envolved computers and the values which underly that particular human activity. Finally, we analyze the results of Logo’s research in the last few years and we mention the ideas and proposals of Papert and the MIT Learning and Epistemology Group, who modulate new ways of questioning and practicing in this particular field. The methodology employed in this study consisted of a descriptive analysis of documents produced in USA, in Portugal and other European countries, and an analysis of the results of an inquiry made to the coordinators of Minerva’s Project. This inquiry envolved questions on the use of New Technologies of Information (NTI) and Logo Portuguese schools and on research developed both by researchers and by teachers.