Funciones del logopeda en un centro de educación especial

RESUMEN

La complejidad de los trastornos del habla y las alteraciones del lenguaje que presentan los deficientes mentales requiere un tratamiento terapéutico especializado por parte del logopeda en su medio natural, que deberá desarrollarse en colaboración con la familia y profesores, con el fin de que el trabajo se realice en una misma dirección. Estos niños presentan desfases de comprensión y expresión verbal, desfases que aumentan con la edad. Por ello un diagnóstico adecuado en colaboración con otros profesionales es imprescindible para realizar una intervención lo más temprana posible. La escuela es un medio adecuado para su tratamiento por utilizarse el lenguaje como medio de comunicación. Se aconseja un tratamiento grupal para favorecer la comunicación y la sociabilidad de estos niños. Sin embargo, aquellos con algún problema específico deben recibir atención individualizada.     

Memoria incidental e intencional en preescolares

Resumen

En general, se ha mantenido que los niños en edad preescolar recuerdan mejor en tareas de aprendizaje incidental que en las de aprendizaje intencional. En este estudio se ha reexaminado esta cuestión y se ha visto que no existe tal diferencia. Niños de 3 a 5 reconocieron de modo semejante una serie de objetos y dibujos, tanto si se les había advertido previamente que debían recordar como si no. El estudio ha demostrado asimismo, y en concordancia con otros trabajos, que el recuerdo no es independiente del nivel de conocimiento ni de la edad del niño. En virtud de estos resultados se hace una interpretación de la memoria infantil acorde con la teoría de los niveles de procesamiento.     

Social representations of the development of intelligence, parental values and parenting styles: a theoretical model for analysis

Within the theoretical framework of social representations theory, a substantial body of literature has advocated and shown that, as interpretative systems and forms of knowledge concurring in the construction of a social reality, social representations are guides for action, influencing behaviours and social relations. Based on this assumption, the primary goal of the current study was to investigate the relationship between social representations of the development of intelligence and parenting styles while also examining the role played by the values that parents desire for their children. The sample included 466 subjects with educational responsibilities (117 fathers, 227 mothers and 122 mother–teachers). Participants completed a self-administered survey on their representations of the development of intelligence, values desired for their children and parenting styles. A theoretical model which examined the relations among these variables was tested. Structural equation modelling procedures indicated, as hypothesised, that dimensions which emphasise the role of parents and the importance of constant accompaniment of children for the development of intelligence influence the authoritative parenting style, while dimensions which outline the role of school and teachers relate to authoritarian and permissive parenting styles. Additionally, although in some cases values were seen both to be determined by social representations and to influence parenting styles, the meditational hypothesis of values was not fully confirmed. Overall, the results obtained suggest that social representations, styles and values tend to build up a potentially significant organisation for parental activities. Theoretical and practical implications of these findings in research and educational intervention are discussed.     

The Relationship of Competition and Financial Commitment Revisited: A Fuzzy Set Qualitative Comparative Analysis in European Newspaper Markets

The Cincinnati Post published its last edition on New Year's Eve 2007, leaving the Cincinnati Enquirer as the only daily newspaper in the market. The next year, fewer candidates ran for municipal office in the Kentucky suburbs most reliant on the Post, incumbents became more likely to win reelection, and voter turnout and campaign spending fell. These changes happened even though the Enquirer at least temporarily increased its coverage of the Post's former strongholds. Voter turnout remained depressed through 2010, nearly three years after the Post closed, but the other effects diminished with time. The authors exploited a difference-in-differences strategy and the fact that the Post's closing date was fixed 30 years in advance to rule out some noncausal explanations for their results. Although their findings are statistically imprecise, they suggest that newspapers—even underdogs such as the Post, which had a circulation of just 27,000 when it closed—can have a substantial and measurable impact on public life.     

Resilience does not predict academic performance in gross anatomy

Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were compared: the first group included first‐year medical students in the regular course, and the second group included first‐year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course. Both groups completed anonymous surveys designed to gather demographic data and establish scores on the Connor‐Davidson resilience scale, which includes 25 statements rated zero to four on a Likert scale (maximum score 100). The average resilience score was the same for both groups, 80 ± 9. The average anatomy grades differed significantly between regular students (67± 15.0) and remedial students (61 ± 12.0). While there was no overall correlation between resilience score and anatomy grade, regular students with resilience scores of 75 or greater showed slightly better academic performance than their classmates. Similarly, remedial students with resilience scores of 87 or greater faired better academically. Resilience does not predict academic performance in gross anatomy, and further work is necessary to identify those intrinsic and extrinsic factors that influence students' achievements. Anat Sci Educ. © 2010 American Association of Anatomists.     

Teaching skills to promote clinical reasoning in early basic science courses

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching reasoning skills in a clinical context during a human anatomy course. Anat Sci Educ 3:267–271, 2010. © 2010 American Association of Anatomists.     

Using data mining to predict K–12 students' performance on large‐scale assessment items related to energy

This article reports a study on using data mining to predict K–12 students' competence levels on test items related to energy. Data sources are the 1995 Third International Mathematics and Science Study (TIMSS), 1999 TIMSS‐Repeat, 2003 Trend in International Mathematics and Science Study (TIMSS), and the National Assessment of Educational Progress (NAEP). Student population performances, that is, percentages correct, are the object of prediction. Two data mining algorithms, C4.5 and M5, are used to construct a decision tree and a linear function to predict students' performance levels. A combination of factors related to content, context, and cognitive demand of items and to students' grade levels are found to predict student population performances on test items. Cognitive demands have the most significant contribution to the prediction. The decision tree and linear function agree with each other on predictions. We end the article by discussing implications of findings for future science content standard development and energy concept teaching. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 554–573, 2008     

Physical activity among Spanish adolescents: relationship with their relatives' physical activity - the AVENA study

Identifying factors related to physical activity levels in young people is important for a more efficient health promotion. The aims of this study were to assess physical activity levels in a national sample of urban Spanish adolescents, and to examine the association between significant others' physical activity (father, mother, brother, sister, and close friends) and that of the adolescents. The present study comprised 2260 adolescents (1157 boys, 1103 girls) aged 13.0-18.5 years participating in the AVENA Study. Both the adolescents' physical activity and that of their relatives and close friends was assessed by questionnaire. The odds of being active were higher in boys than girls (odds ratio?=?2.79, 95% confidence interval?=?2.34-3.33) and tended to decrease across age groups in both boys and girls. Father's and older brother's physical activity was associated with boys' physical activity, while that of any significant other was associated with girls' physical activity. When both parents reported being active, boys had nearly two times higher odds of being active and girls had nearly three times higher odds of being active. The physical activity levels of Spanish adolescents are in line with those previously reported. Physical activity levels in girls are strongly related to the physical activity of any significant other, whereas physical activity levels in boys are only related to their male relatives' physical activity.