Ideas,interacción,ambiente educativo y desarrollo: informe preliminar     

Jesús Palacios  María del Mar González  María del Carmen Moreno 《Infancia y Aprendizaje》2013,36(39-40):159-169

Resumen

Se presenta en este trabajo un informe preliminar de una investigación longitudinal en la que las ideas evolutivo-educativas son evaluadas a lo largo del tiempo y se ponen en relación con las interacciones que 70 parejas (maridos y esposas) desarrollan con sus hijos de alrededor de 22 meses en situaciones diversas; se analiza también la relación con la estructuración del entorno físico y social del hogar, así como con el desarrollo del niño. Se han encontrado relaciones positivas entre las diferentes clases de padres definidos por sus ideas y las variables dependientes examinadas (contenidos de las interacciones, estimulación del hogar, desarrollo del niño).  相似文献   

Didáctica de las Matemáticas y Psicología     

M.a Victoria G. Armendáriz  Carmen Azcárate  Jordi Deulofeu 《Infancia y Aprendizaje》2013,36(62-63):77-99

Resumen

En la primera parte se presenta una aproximación a la Didáctica de las Matemáticas como una disciplina autónoma, interdisciplinar, con un campo teórico y práctico propio, en fase de desarrollo. Seguidamente se describen las características de los planteamientos didácticos de la educación matemática en los últimos 30 años, poniendo de relieve las claves psicológicas que están informando las distintas tendencias. Finalmente se resumen las líneas de trabajo que hoy se perfilan dentro de la investigación en Didáctica de las Matemáticas, con especial mención de los trabajos dedicados a los procesos cognitivos implicados en el aprendizaje de conceptos matemáticos, con breves referencias al estudio del comportamiento matemático y del aprendizaje de las Matemáticas desde una perspectiva social.  相似文献   

Influencia de la clase social en la adquisición infantil de hábitos y valores     

Carmen Vizcarro 《Infancia y Aprendizaje》2013,36(1):29-40

RESUMEN

Numerosas investigaciones han estudiado, desde diferentes enfoques, la importancia de los aspectos sociales en el desarrollo del individuo. Una revisión de estos estudios muestra que existe una relación entre las experiencias tempranas y la personalidad adulta, pero esta relación no es simple y depende de multitud de factores. Asimismo, se plantea la cuestión de cómo surgen las diferencias individuales dentro de las mismas pautas culturales y sociales. En el presente estudio se realiza una encuesta a madres de clase media y clase trabajadora con el fin de estudiar las características psicológicas de los miembros de una clase. Los resultados indican que el sistema educativo de la clase media posee mayor rigidez que el de la clase baja. No obstante, esta presión queda compensada por unas relaciones familiares más estables y mayor aceptación del grupo.  相似文献   

Neuroscience and education: developmental study of a hemispherectomy case / Neurociencia y educación: estudio evolutivo de un caso de hemisferectomía     

Carmen López-Escribano  Antonio Moreno 《Infancia y Aprendizaje》2013,36(3):530-568

Abstract

Neuroscience, psychology, and education are disciplines with different philosophies and methods. Although an interdisciplinary approach is an opportunity to explore the educational implications of neuropsychological research, a good model for this dialogue does not exist yet. To promote the integration of these disciplines, which investigate human learning, the present work analyzes a hemispherectomy case study of a high-functioning young boy. Our goal is to present a neuropsychological vision about learning, the mind, and the influence of the context. This case is extremely rare, as not many individuals have been treated with this technique, and must be interpreted with caution. Nevertheless, the presented case study, and other similar cases that we will mention, afford a unique angle from which we can explore neuroscientific principles such as: the brain is highly plastic, the brain is changed by experience and learning, and human brains are as unique as faces. The goal is to promote the integration of neuroscience, psychology and education with a note of attention to misconceptions and myths in a science not completely known yet.  相似文献   

Intelligence assessment: Gardner multiple intelligence theory as an alternative     

Leandro S. Almeida  Maria Dolores Prieto  Aristides I. Ferreira  Maria Rosario Bermejo  Mercedes Ferrando  Carmen Ferrándiz 《Learning and individual differences》2010,20(3):225-230

In the multiple intelligence framework, newer and more contextualized cognitive tasks are suggested as alternative to more traditional psychometric tests. The purpose of this article is to examine whether or not these two types of instruments converge into a general factor of cognitive performance. Thus, the Battery of General and Differential Aptitudes (BADyG: reasoning, memory, verbal aptitude, numerical aptitude and spatial aptitude) and a set of Gardner's multiple intelligence assessment tasks (linguistic, logical, visual/spatial, bodily-kinesthetic, naturalistic and musical intelligences) were administered to 294 children aged 5 to 7. The confirmatory factor analysis points out the absence of a common general factor considering both batteries, indicating instead the existence of two general factors, which gather the tests that encompass them. Also, these two general factors correspond to traditional and multiple intelligence assessments and show a statistically moderate correlation between them. These results challenge Gardner's original position on refusing a general factor of intelligence, especially when considering the cognitive dimensions measured which do not coincide with the more traditional tests of intelligence.  相似文献   

Standards-based performance assessment for the evaluation of student teachers: a consequential validity study     

Carmen Montecinos  Sylvia Rittershaussen  María Cristina Solís  Inés Contreras  Claudia Contreras 《Asia-Pacific Journal of Teacher Education》2010,38(4):285-300

The instrument Samples of Teaching Performance (STP) was developed to assess student teachers' capacity to plan, deliver and evaluate a unit of instruction. The current study reports consequential validity data collected from supervisors (n?=?20) and student teachers (n?=?62) from three elementary and five secondary teacher preparation programs in Chile that participated in the field-testing of the STP. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process. These findings are complemented by an analysis of the STP scores obtained by 24 student teachers, which showed better development of instructional skills when compared to pedagogical reasoning and reflection. These results raise questions about the structure of student teaching to support the implementation of standards-based assessments that entail tasks at different levels of cognitive complexity.  相似文献   

Memory Profile of Children with Nonverbal Learning Disability     

Glennis A. Liddell  Carmen Rasmussen 《Learning disabilities research & practice》2005,20(3):137-141

The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have deficits in visual memory despite adequate verbal memory. A unique pattern of performance emerged for the visual but not the verbal subtests. Performance on the Faces Immediate subtest was well below average, although other measures of visual memory were within the average range. Hence, it appears that children with NLD have a specific deficit on immediate memory for faces. This facial memory deficit may be linked to a deficit in right hemisphere functioning, which has already been implicated in facial processing and may also be linked with other disorders (e.g., autism spectrum disorder) in which similar facial processing deficits have been documented. More research is needed to further understand the visual memory profile of children with NLD and to inform instruction and remediation.  相似文献   

An easy-to-hard effect after nonreinforced preexposure in a sweetness discrimination     

María del Carmen Sanjuán  James Byron Nelson  Gumersinda Alonso 《Learning & behavior》2014,42(3):209-214

Experiments 1A and 1B used a taste-aversion procedure with rats to demonstrate that exposure to easily discriminated flavors along a dimension (1 % and 10 % sucrose) can facilitate learning a subsequent hard discrimination (4 % and 7 % sucrose) when one of those flavors is paired with illness. Experiment 1A compared the effects of preexposure to the easily discriminated flavors against exposure to the same stimuli used in the discrimination training or no exposure at all. Experiment 1B replicated the conditions in Experiment 1A, with 2 additional days of training and unrestricted access to the flavors on CS+/CS– trials in discrimination training. Contrary to findings with multidimensional stimuli (Scahill & Mackintosh, Journal of Experimental Psychology: Animal Behavior Processes, 30, 96–103, 2004; Suret & McLaren, The Quarterly Journal of Experimental Psychology, 56B, 30–42, 2003), we found that preexposure to the easily discriminable stimuli varying along a single dimension of sweetness facilitated subsequent discrimination training over the other conditions in each experiment. We discuss the results in terms of the ideas presented by Gibson (1969) and Mackintosh (Psychological Review, 82, 276–298, 1975) and in terms of hedonic variables not considered by theories of perceptual learning.  相似文献   

Examining Transcultural Spiritual Literacies Among Latino Children Through Artifactual Mediations     

Stacy Lee Peñalva  Linda Skidmore Coggin  Carmen L. Medina 《Diaspora, Indigenous, and Minority Education》2014,8(2):92-107

Although the notion of cultural capital (Bourdieu, 1986) has been well studied and affirmed as important in recognizing the strengths of children and developing inclusive pedagogical models (Albright & Luke, 2008), this article presents a study of transcultural spiritual literacy—an element of cultural capital that is often overlooked, seldom studied in an organized fashion (Smith & Osborn, 2007, p. 23), and rarely validated in pedagogical inquiry as a vital indicator of children’s meaning-making. However, this important form of cultural capital threads through the lives of children who participated in this study, which provided a “multi-modal ethnographic gaze” (Rowsell, 2011, p. 335) of spiritual literacies of 14 children from first-generation immigrant Latino families at a U.S. church-affiliated community center. This article, which discusses part of that study, will focus on the artifactual mediations of one of those children: Paulina. Spirituality, although not synonymous with religion in our study, overlaps with religion in both space and ideology, and surround issues including identity, transcultural navigations, and sociocritical perspectives and understandings.  相似文献   

Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change related to obesity stigmatization     

Carmen Zahn  Norbert Schaeffeler  Katrin Elisabeth Giel  Daniel Wessel  Ansgar Thiel  Stephan Zipfel  Friedrich W. Hesse 《Education and Information Technologies》2014,19(3):603-621

Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet–technology aside–applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes–when compared to a control condition. Dependent measures were based on the students’ video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education.  相似文献