Lo que no se debe hacer con mi test

RESUMEN

El artículo expone una serie de recomendaciones respecto a la Batería Predictiva de aprendizaje de la lectura. Concebida para evitar que el niño sea prematuramente introducido en el proceso de la lectura, su objetivo es evaluar la aptitud para aprender a leer. Algunos errores importantes que se cometen en su aplicación son: considerar que la batería vaya a revelar aptitudes ocultas en el niño, o predecir lo que va a ocurrir durante el aprendizaje. En este sentido, la validez de la batería dependerá de la acción pedagógica. La batería debe aplicarse íntegramente-si no no tendrá valor predictivo- en las condiciones adecuadas. A continuación se rebaten algunas de las críticas dirigidas a esta prueba y a la utilización de medidas de diagnóstico en general como, por ejemplo, no tener claro el objeto de medida, la falta de validez, y la provocación de medidas segregacionistas que perpetuarían las jerarquías sociales.     

Performance and age of African and non-African runners in World Marathon Majors races 2000–2014

The age for the fastest marathoners is well investigated, but not the age and nationality of the fastest. We investigated the age of peak marathon performance for the annual top 100 women and men competing in four races of the “World Marathon Majors” (Boston, Berlin, Chicago and New York) and the “Stockholm Marathon” between 2000 and 2014 using mixed-effects regression analyses and one-way ANOVA. Race times of Ethiopian men decreased to 2:14 h:min, but remained unchanged for Kenyan (2:14 h:min), Moroccan (2:15 h:min) and South African (2:18 h:min) men. Race times in Ethiopian (2:34 h:min), Kenyan (2:29 h:min) and South African (2:49 h:min) women showed no changes. Age increased in Ethiopian and South African men to 29.0 ± 5.0 and 32.0 ± 1.0 years, respectively. Age for Kenyan (29.9 ± 2.0 years) and Moroccan (34.9 ± 3.9 years) men remained unchanged. Age remained unchanged for Ethiopian (26.5 ± 2.0 years), Kenyan (30.0 ± 0.8 years) and South African (36.3 ± 7.0 years) women. In summary, Ethiopian men improved marathon race times, but not Ethiopian women. Age increased in Ethiopian men, but not in Ethiopian women. For practical applications, female and male marathoners from Ethiopia were the youngest and the fastest.     

Why do bad balls get wickets? The role of congruent and incongruent information in anticipation

Skilled anticipation is underpinned by the use of kinematic and contextual information. However, few researchers have examined what happens when contextual information suggests an outcome that is different from the event that follows. We aimed to bridge this gap by manipulating the relationship between contextual information and final ball location in a cricket-batting task. We predicted that when contextual information is congruent with the eventual outcome then anticipation would be facilitated. In contrast, when contextual information is incongruent, this would lead to a confirmation bias on kinematic information and result in decreased anticipation accuracy. We expected this effect to be larger in skilled performers who are more able to utilise context. Skilled and less-skilled cricket batters anticipated deliveries presented using a temporally occluded video-based task. We created conditions whereby contextual information and event outcome were either congruent or incongruent. There was a significant skill by condition interaction (p < 0.05). The skilled group anticipated significantly more accurately than the less-skilled group on the congruent trials. Both groups anticipated less accurately on incongruent trials, with the skilled participants being more negatively affected. Skilled performers prioritise contextual information and confirmation bias affects the use of kinematic information available later in the action.     

Despicable Others: Animated Othering as Equipment for Living in the Era of Trump

This essay comparatively examines U.S.-Russian and U.S.-Mexican interculturality in the Despicable Me movie franchise. We argue that cultural transformations of the main protagonists – Russian Gru and Mexican El Macho – are politically significant cases of U.S.-Russian and U.S.-Mexican interculturality, reflected and constructed by popular culture in general, and by animated cartoons in particular. Conceptualizing and analyzing animation as “equipment for living,” we demonstrate how these cases serve as epistemological and pedagogical tools of confirming U.S.-dominant ideology, and discursively and visually constructing (Russian and Mexican) Others the way that they are currently understood and treated in (the non-fictional) U.S. society.     

Effects of different strength training frequencies during reduced training period on strength and muscle cross-sectional area

This study investigated the effects of different reduced strength training (RST) frequencies on half-squat 1 RM and quadriceps cross-sectional area (QCSA). Thirty-three untrained males (24.7?±?3.9 years; 1.73?±?0.08?m; 74.6?±?8.4?kg) underwent a 16-week experimental period (i.e. eight weeks of strength training [ST] followed by additional eight weeks of RST). During the ST period, the participants performed 3–4 sets of 6–12 RM, three sessions/week in half-squat and knee extension exercises. Following ST, the participants were randomly allocated to one of three groups: reduced strength training with one (RST1) or two sessions per week (RST2), and ceased training (CT). Both RST1 and RST2 groups had their training frequency and total training volume-load (i.e. RST1?=?50.3% and RST2?=?57.1%) reduced, while the CT group stopped training completely. Half-squat 1 RM (RST1?=?27.9%; RST2?=?26.7%; and CT?=?28.4%) and QCSA (RST1?=?6.1%; RST2?=?6.9%; and CT?=?5.8%) increased significantly (p?<?.05) in all groups after eight weeks of ST. No significant changes were observed in 1 RM and QCSA for RST1 and RST2 groups after the RST period, while the CT group demonstrated a decrease in half-squat 1 RM (22.6%) and QCSA (5.4%) when compared to the ST period (p?<?.05). In conclusion, different RST frequencies applied were able to maintain muscle mass and strength performance obtained over the regular ST period. Thus, it appears that RST frequency does not affect the maintenance of muscle mass and strength in untrained males, as long as volume-load is equated between frequencies.     

Indirect estimation of injected mortar volume in historical walls using the electrical resistivity tomography

The electrical resistivity tomography (ERT) represents one of the widely used geophysical techniques for the exploration of the subsurface. In the last few years, this method has been demonstrated to be an efficient reconnaissance tool not only for monitoring degradation status of walls and foundations of historical buildings, but also for imaging the spatial distribution of injected mortar, commonly employed for consolidation purposes. A 3D resistivity tomography survey was carried out on four selected wall portions of the historical church of Montepetriolo, Perugia, Central Italy. The obtained 3D resistivity distribution models before and after grouting provided suggestive images of the internal structure of the studied walls. Moreover, the spatial distribution of the zones being filled with mortar was determined quantitatively by scaling the post- to the preinjection resistivity values. Using a well known correlation between resistivity and porosity, established in the geophysical community, a further step towards a more quantitative assessment was attempted to indirectly determine the unit volumes of the injected mortar The obtained results were satisfactory and in some cases almost similar to the yard data. Furthermore, two flat-jack tests confirmed the local increment of the mechanical resistance of the studied left front (2) and right lateral (3) wall portions.     

History, Philosophy and Science Teaching: Some Answers to “How?”

The study of the history and philosophy of science in school science courses is highly recommended. This paper deals with the methodological aspects derived from research in science education and how they have to be taken into account in order to generate effective classroom activities, so that history and philosophy are not relegated to the status of additional rhetoric of conclusions in an extensive curricula. This is illustrated with the analysis of episodes ___ transcribed from videotape records ___ which took place when such activity was introduced into high school physics classes. This analysis has shown that students, when working in cooperative groups over problematic historical episodes, may come to discuss essential features of science. This not only provides a more realistic view of science, but also enhances cognitive and argumentation skills, besides emphasizing the importance of teachers' guidance.