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RESUMENEl objetivo de este trabajo fue incrementar las vocalizaciones espontáneas en un deficiente mental profundo como requisito previo antes de su incorporación a los programas de implantación del habla. El procedimiento utilizado resultó eficaz no sólo en las sesiones de tratamiento sino en su medio ambiente. 相似文献
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ResumenEste trabajo analiza la incidencia del contexto material y social en el aprendizaje de niños entre cinco y ocho años. Se asume que puede existir una interacción entre estas dos dimensiones del contexto. Se presentan datos relacionados con el aprendizaje en una tarea causal y otra lógico-matemática considerando la eficacia de la interacción del niño con el adulto y/o los iguales. La muestra está formada por 96 niños, distribuidos en un grupo de control y dos grupos experimentales. Se realizan análisis cuantitativos y cualitativos. Los resultados muestran que la interacción individual con el adulto resulta especialmente eficaz en la tarea causal y, sobre todo, en los niños que tenían un nivel más bajo al comenzar el proceso de aprendizaje. Por otra parte, la interacción con los iguales produce mejores resultados en ambas tareas cuando los niños interactúan con otros niños más hábiles en la tarea. Finalmente, se observan diferencias en la eficacia de las estrategias de instrucción que utiliza el adulto en función del tipo de tarea. 相似文献
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Ramón López-Facal María Pilar Jiménez-Aleixandre 《Cultural Studies of Science Education》2009,4(3):689-695
This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing
the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to
particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities;
on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so
sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations
of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications
for developing critical thinking and for dealing with SSI in the classrooms are outlined.
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献
María Pilar Jiménez-AleixandreEmail: |
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献
56.
This research studied the way immigration is depicted by the neighborhood press of Barcelona. Mainstream media tend to give visibility to immigrants when problems arise. Through this visibility based on problems, and the processes of framing, a virtual social identity is constructed and given to the immigration population. However, the neighborhood press of Barcelona, inscribed within the Catalan regional press’ own idea of journalism, offers a different approach to this issue due to its history, neighborhood and commitment to the region. Through a frame analysis, three main frames gave a depiction of the immigrants different from the one the mainstream media use. The results show that this differentiated depiction still stereotypes immigrants while not granting them enough visibility even when there is no blaming or attack. In this sense, while accounting for the differences, the neighborhood press of Barcelona misses a chance of depicting immigration in a more accurate way. 相似文献
57.
This study examined the relationships among peer alignment (the feeling that one is similar in important ways to one's engineering peers), instructor connectedness (the sense that one knows and looks up to academic staff/faculty members in the department), self-efficacy for engineering class work (confidence in one's ability to successfully complete engineering class work), and engineering students' satisfaction with the major. A total of 135 sophomore (second-year university students) and junior (third-year students) engineering students were surveyed to measure these three variables. A multiple regression analysis showed that self-efficacy, peer alignment, and instructor connectedness predicted student satisfaction with the major, and that self-efficacy acted as a mediator between both peer alignment and instructor connectedness on the one hand, and satisfaction on the other. The authors offer suggestions for practice based on the results. 相似文献
58.
D. Benito Echeverria D. Pilar Figuera D. Sofia Gallego 《International journal for the advancement of counseling》1996,19(1):3-13
In the present period of change, the Spanish systems of secondary and higher education, too, are confronted with new challenges. People have realized that factors within and outside universities demand the development of effective helping services for students, particularly on the level of orientation. Two different models are described, one that relies on tutors, mainly; the other one employs orientation professionals. The article also describes the skills and the training experiences that are necessary for professionals in orientation services.Facultat de Psicologia i Pedagogia, Universitat Roman Llull 相似文献
59.
Food-deprived rats that receive intermittent delivery of small amounts of food develop excessive drinking--specifically, schedule-induced polydipsia (SIP). A main characteristic of SIP is its occurrence at the beginning of interfood intervals. The purpose of this study was to demonstrate that SIP can be developed toward the end of interfood intervals, in closer proximity to upcoming than to preceding food delivery. In Experiment 1, two groups were exposed to a fixed-time (FT) 30-sec food schedule with water available during the first or the last 15 sec of each interfood interval. Two additional groups, which had access to water throughout, were exposed to FT 30-sec or FT 15-sec schedules of food presentation. The FT 30-sec group with free access to water developed the highest level of intake; similar and intermediate levels were induced in all the remaining groups. In Experiment 2, three groups of rats were exposed to an FT 90-sec food schedule with water available during the first, the second, or the last 30 sec of each interfood interval. One additional group with access to water throughout was exposed to the FT 90-sec schedule of food presentation. The group with free access to water developed a higher level of consumption than did the other groups, but by the end of training none of the four groups showed statistical differences in polydipsic drinking. Results show that adjunctive drinking can be developed in proximity to upcoming food delivery even with long interfood intervals. 相似文献
60.
We examined immunization against learned helplessness in 36 dogs. The experiment consisted of five phases: (1) appetitive contingent training, (2) immunization training, (3) inescapable noise training, (4) recovery, and (5) an appetitive noncontingent test. There were six groups: (1) a group immunized by controllable and predictable noise, (2) a group immunized by controllable but unpredictable noise, (3) a group immunized by uncontrollable but predictable noise, (4) a group given uncontrollable and unpredictable noise during immunization training, (5) a group not submitted to any treatment during the immunization phase, followed by uncontrollable noise, and (6) a group not submitted to any treatment. The immunization effect was assessed by measuring the acquisition of an appetitive response when food was not contingent upon responding. Our results demonstrate that the immunization effect can be observed in a noncontingent appetitive context. The effects of escapable noises that ensure immunization against the motivational deficit and predictable noises that immunize against the associative deficit seem to be additive. 相似文献