Un estudio sobre la comprensión de términos espacio-temporales en niños de 4 a 6 años

Resumen

Este estudio trató de comprobar si la comprensión de los pares de palabras «antesldespués», «delanteldetrás» y «primerolúltimo» presenta relación con el significado dominante en la comunidad lingüistica, la complejidad de la tarea, la asimetría de los términos y la edad. Se utilizaron 90 adultos y 180 niños entre 4 y 6 años. Los adultos definieron las palabras a analizar; loi niños ejecutaron las consignas en tres contextos: espacial, espacio-temporal y temporal. Los resultados indican que el par «antesldespués» es comprendido más pronto en el sentido temporal, el par «delanteldetrás» en sentido espacial. Estos datos coinciden con los obtenidos en las definiciones adultas. «Primeroúltimo» es mejor comprendido en tareas temporales, aunque los adultos dieron definiciones ambiguas. Por otra parte, la compejidad de la tarea parece influir en la comprensión: l'a ausencia de rasgos de los objetos y. el. orden gramatical inverso dificultan la tarea. Estos resultados sugieren que la hipótesis de los rasgos sonánticos es insuficiente para explicar la adquisición del signifcado.     

The overuse of self-report in the study of beliefs in education: epistemological considerations

The last few decades abound in studies concerned with what teachers, students, parents, and other participants in the educational process believe about a wide variety of issues. Most of these studies follow methodological procedures based on reports that people make about their own beliefs. We argue that this strategy is seriously flawed under certain conditions that often obtain and, therefore, we should revise what we know so far about people’s beliefs. We also suggest a more suitable alternative procedure.     

Cinematic representations of medical technologies in the Spanish official newsreel, 1943-1970

NO-DO, the Spanish official newsreel produced by Franco's dictatorship (1939-1975), held a 30-year monopoly over audio-visual information in Spain from 1943 to 1975. This paper reports on an analysis of coverage of medical technologies by the Spanish Cinematic Newsreel Service, NO-DO, from 1943 to 1970. The study focuses on the changing roles played by cultural representations of medical technologies deployed in NO-DO. Our analysis shows how these representations offered a new space for the legitimization of the regime, and, more importantly, played a key role in the attempts to construct and enforce a hegemonic national identity after the Spanish Civil War (1936-1939). During the period of isolationist autocracy that ended in the mid-1950s, the images of medical technologies reinforced the idea of a self-sufficient "national space" and deepened the break with the historical past. Once the international isolation of the regime was overcome in the late 1950s and the 1960s, the representation of medical technologies contributed to establishing a Spanish national identity that mirrored the outside world, the foreign space. Finally, gender representations in NO-DO are also explored.     

Discrimination‐Related Stress Effects on the Development of Internalizing Symptoms Among Latino Adolescents

This three‐wave longitudinal study of 173 Latino adolescents (M = 16.16 years, SD = 0.65) is designed to understand the role of discrimination‐related stress in mental health trajectories during middle to late adolescence with attention to differences due to immigration status. The results of the growth curve analysis showed that anxious‐depressed, withdrawn‐depressed, and somatic complaints significantly decreased over time. Furthermore, although discrimination‐related stress was found to be significantly related to the trajectories of three types of mental health symptoms, the results revealed that immigration status moderated these relations such that discrimination‐related stress was significantly related to these outcomes for Latino youth whose parents were born in the United States, while this relation was not significant for Latino children of immigrants.     

Use of repertory grids in facilitating knowledge construction and reconstruction in geology

This article describes a case study of the social construction of knowledge when undergraduate students are engaged in collaborative analysis of repertory grids produced by themselves and their instructor. The research is based on the elicitation of students' private understanding and instructors' public knowledge with the use of the repertory grid. This technique is derived from Kelly's personal construct psychology (Kelly, 1955), a constructivist theory that emphasizes the idiosyncratic nature of meaning. The teaching experience that follows was conducted adopting the educational paradigm of self-organized learning, in which the principles of constructivism, conceptual change, personal construct psychology, public knowledge and private understanding, and social learning are integrated to some extent. Results indicate that the repertory grid technique is (a) an approach that motivates students to be responsible for their own learning; (b) one means to get students to communicate their understanding and make this understanding open for inspection and scrutiny; (c) a way to negotiate the meanings of the concepts under study; (d) a tool to match students' understanding with their instructor's knowledge; and (e) a way for students to structure their knowledge. © 1996 John Wiley & Sons, Inc.     

People and Technology Today： Some Educational Implications

The present article approaches some of the educational implications borne by humanity with technological progress We begin by pointing out significant data that classify what is considered relevant. Then, confronting the future is discussed by analyzing the attitudes necessary to promote the goals. Confronted with these challenges, three possible focuses are suggested in accordance to the novel realities issued from science and technology： The first is the revitalization of humanism; The second is, the society of knowledge calls for both ＂radicalism and responsibility＂, which is also a response to our own decisions, without avoiding their consequences nor discharging them in others; The third is, understanding the true and full significance of solidarity. Finally, some approaches and educational suggestions are highlighted allowing parents, professors and students the greatest opportunity for profiting from the limitless resources that science and technology provide us for personal growth.