Influencia de la estructura normative familiar sobre el estilo cognitivo dependencia-independencia de campo: un estudio prospective

Resumen

Según el modelo de la diferenciación se puede predecir que ambientes familiares que permiten al niño la organización y estructuración de sus propias experiencias deben favorecer el desarrollo de un estilo cognitivo más independiente de campo. Con el fin de poner a prueba dicha predicción, en este trabajo se estudia la posible asociación entre el estilo cognitivo dependencia-independencia de campo (DIC) y los tipos de estructuración del medio ambiente familiar (EMAF) propuestos por Lautrey. Para ello se aplicó el Embedded Figures Test (EFT) a 91 niños de 12 a 14 años procedentes de familias con distinta estructuración normativa. Los análisis realizados muestran diferencias significativas en el estilo cognitivo de los niños según el tipo de EMAF: los niños de familias flexibles y débiles son más independientes de campo que los niños de familias rígidas. Los resultados confirman parcialmente las previsiones recalzadas desde el modelo de la diferenciación.     

Teaching Clinical Social Work in Spanish: Cultural Competency in Mental Health

We have developed a new graduate elective in the MSW degree program called Evaluación e Intervención en Español (Assessment and Intervention in Spanish). This class, taught entirely in Spanish, is designed to train Spanish-speaking MSW students in culturally and linguistically competent clinical practice with Hispanic clients. In this case study, we summarize the course.     

The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary

Educators often face serious time constraints that impede multiple repetition lessons on the same material. Thus, it would be useful to know when to schedule a single repetition unit to maximize memory performance. Laboratory studies revealed that the length of the retention interval (i.e., the time between the last learning session and the final memory test) dictates the optimal lag between two learning sessions. The present study tests the generalizability of this finding to vocabulary learning in secondary school. Sixth-graders were retaught English–German vocabulary after lags of 0, 1, or 10 days and tested 7 or 35 days later. In line with our predictions, we found that the optimal lag depends on the retention interval: Given a 7-day retention interval, students performed best when relearning occurred after 1 day. When vocabulary was tested after 35 days, however, students benefited from lags of both 1 and 10 days. Model-based analyses show that enhanced encoding processes and stronger resistance to forgetting—but not better retrieval processes—underlie the benefits of optimal lag. Our findings have practical implications for classroom instruction and suggest that review units should be planned carefully by taking the time of the final test into consideration.     

Understanding parental views of adolescent sexuality and sex education in Ecuador: a qualitative study

Parents' contribution to sex education is increasingly receiving research attention. This growing interest stems from recognition of the influence that parental attitudes may have both on young people's sexual attitudes and behaviour, and on school-based sex education. Studies regarding parental attitudes towards sexuality are, however, still rare. The two main objectives of this study were to explore parental views about sexuality and to understand parental attitudes towards sex education. Four focus group discussions were conducted with parents from high schools in Cuenca, Ecuador. Data were analysed using thematic analysis. The study revealed that parents held a restricted view about sex education, grounded in traditional religious ideas about sexuality, which led parents to understand it as a morally and physically dangerous activity. Although parents expressed a willingness to make good quality sex education available to their children, they reported having insufficient personal resources to fulfil that objective. The results of this study provide important information about the need to develop and adapt sex education to each specific cultural context, thereby confirming the importance of knowing about the cultural traditions and religious beliefs that may form obstacles to effective sex education for young people in Ecuador.     

Field dependence-independence cognitive style and academic achievement: A review of research and theory

Field dependence-independence was originally conceived as a neutral style dimension, in that field-dependent subjects were considered to be as well-adapted to their environment as field-independent subjects. Subsequent authors, however, questioned this assumption of neutrality, on the grounds that field-independent subjects generally perform better in certain intellectual tasks. Such findings provoked interest in the possible repercussions of field dependence-independence for education. Here, we review research into the possible effects of FDI on achievement at school. In general, field-independent subjects perform better than field-dependent subjects, whether assessment is of specific disciplines or across the board. We discuss possible explanations for this difference in performance.     

The acceptability of lies: A comparison of Ecuadorians and Euro-Americans

This study examined differences between Ecuadorian and Euro-American college students in the perceived acceptability of lies. Six different lie domains were examined: flattery, impression management, conflict avoidance, enhancement of others’ self-esteem, self-aggrandizement, and instrumental lies. Overall, Euro-Americans rated lies as more acceptable than Ecuadorians. In both cultures, lies motivated by a desire to benefit others were considered to be more acceptable than lies that primarily benefited the self. Additionally, lying to the outgroup was perceived as being more acceptable than lying to the ingroup. These results were interpreted in light of the findings that Ecuadorians scored higher on measures of uncertainty avoidance and power distance, whereas Euro-Americans scored higher on levels of independence. The implications of these findings for intercultural relations and future directions for research are discussed.     

Effort allocation in tournaments: The effect of gender on academic performance in Italian universities

We consider the academic performance of Italian university graduates and their labor market position 3 years after graduation. Our data confirm the common finding that female students outperform male students in academia but are overcome in the labor market. Assuming that academic competition is fair and that individual talent is equally distributed by gender, we suggest that the gender gap evident in degree scores is endogenously due to the greater effort exerted by female students. We find that females face a greater increase in labor market returns from signalling through academic performance. This higher prize explains the greater effort exerted by females and the higher probability of winning the academic competition.     

Who is willing to pay for science? On the relationship between public perception of science and the attitude to public funding of science

This article examines the relationship between the general public's understanding of science and the attitude towards public funding of scientific research. It applies a multivariate and discriminant analysis (Wilks' Lambda), in addition to a more commonly used bivariate analysis (Cramer's V), to data compiled from the Third National Survey on the Social Perception of Science and Technology in Spain (FECYT, 2006). The general conclusion is that the multivariate analysis produces information complementary to the bivariate analysis, and that the variables commonly applied in public perception studies have limited predictive value with respect to the attitude towards public funding of scientific research.