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Concepción?Paredes-OlayEmail author María?J.?F.?Abad Matías?Gámez Juan?M.?RosasEmail author 《Learning & behavior》2002,30(3):239-248
Four experiments were conducted to explore outcome-specific transfer from causal predictive judgments to instrumental responding. A video game was designed in which participants had to defend Andalusia from navy and air force attacks. First, they learned the relationship between two instrumental responses (two keys on a standard keyboard) and two different outcomes (destruction of the ships or destruction of the planes). Then they learned to predict which of two different stimuli predicted which outcome. Finally, they had the opportunity of making either of the two instrumental responses in the presence of either stimulus. Transfer was shown as a preference for the response that shared an outcome with the current stimulus. The presentation of the stimulus during the test produced a decrease in the overall rate of response. Responding to a neutral stimulus in Experiments 2 and 3 suggested that this overall decrease in responding was due to a combination of the time needed to process the meaning of the stimulus and the activation of the representation of the outcome in the presence of the stimulus during the test. Transfer between predictive judgments and instrumental responding mirrors the outcome-specific Pavlovian instrumental transfer observed in conditioning studies with rats. 相似文献
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Concepción Borrego de Dios 《Infancia y Aprendizaje》2013,36(17):89-103
ResumenEl artículo pone de manifiesto la imposibilidad de evidenciar la estructura y la dinámica intelectual de un sujeto o de un grupo a través de una prueba de diagnóstico puramente empírica como el test de Terman.Partiendo de la teoría psicogenética de J. Piaget, se han realizado transformaciones en dos ítems del test—«Discriminación de formas» y «Selección de objetos por el uso»—, que permiten un tratamiento clínico de los mismos. Los resultados obtenidos en una muestra de 8 sujetos deficientes mentales ponen de manifiesto la existencia de una organización cognitiva subyacente a los resultados puramente numéricos, así como la génesis que conduce a la construcción correcta de colecciones. 相似文献
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Concepción Medrano Samaniego Alejandra Cortés Pascual 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):5-21
This study is based on the hypothesis that television contents themselves constitute a source of learning through television narratives. In specific terms, we defend the idea that it is possible to teach and learn values through said narratives. Some of the research dealing with the relationship between television and values is categorized from a three-fold standpoint: the contents themselves, the medium itself and the language. As a result of this review, we maintain that reiterated attacks on television, blaming it for the majority of problems suffered by young people today, are not supported by the studies carried out by psychologists over recent decades. We believe that viewers incorporate the information provided by television from different contexts and that the enculturation is not unidirectional. There is an interrelation between development contexts and messages. We are specifically interested in analyzing the implicit and explicit values underlying television contents. Thus, based on the model developed by Schwartz and Bilsky, we have compiled a questionnaire (Val-TV 0.1) with the aim of classifying values and interpreting the behaviours visualized in television texts, and relating them to adolescents’ own values. 相似文献
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Concepción Sánchez-Blanco 《Educational Action Research》2013,21(4):514-528
This article examines part of an action research project carried out in a Spanish public school. We explain the complex reality of an early childhood education classroom. Focusing on early childhood education, the project was developed in collaboration with a teacher from one of the classrooms of four year olds. Several of the children in the class have serious behaviour problems. The teacher (Lucía) is very concerned because they take their anger and frustration out on objects, classmates and adults by hitting them. She has a lot of difficulty working with these problem children. This research work deals with transforming the practices of the researcher, the pupils and the teacher. One of the first critical challenges was to turn classroom discussions into opportunities for addressing the injustices that the children experience daily. Teaching should serve to empower children. Programmed classroom discussions can be a place where pupils are given the chance to speak out about conflicts, and where important decisions are made to address them. 相似文献
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M.a Concepción Sánchez Palacios 《Infancia y Aprendizaje》2013,36(4):29-37
RESUMENExiste una relación positiva entre la estimulación precoz regular y continuada y la maduración del sistema nervioso central. De cara a conseguir el máximo rendimiento de las posibilidades físicas e intelectuales de niños con lesiones y/o anomalías genéticas, se propone un trabajo experimental para comprobar los efectos de la estimulación precoz (control postural, coordinación sensomotora, sociabilidad y lenguaje) en grupos de bebés con síndrome de Down a los que se trató desde la primera semana de vida hasta los seis meses de edad. Aparte de las mejoras evidentes en estas tres áreas, a la vista de los resultados se concluye que la estimulación precoz parece ser un método válido para disminuir los déficits del desarrollo. El cociente de desarrollo en el grupo estimulado según la escala de Brunet-Lezine es significativamente más elevado que en el grupo de control. Además, los niños del grupo estimulado se mostraron más vivaces, activos y con más curiosidad hacia lo que les rodeaba. 相似文献
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Teaching reading and vocabulary to Mexican American children in the United States of America today requires an acknowledgment of historical social injustice that continues to affect many communities in South Texas. This article debriefs some vocabulary teaching strategies—such as mnemonics and game play under the learning centers perspective—that proved to be highly responsive to Mexican American elementary students' learning styles in South Texas according to our after-school reading practices. Discussion on basic sitz im leben for implementation is framed from the culturally responsive and anti-oppressive approaches. 相似文献
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Luis Gracia-Marco Concepción Tomàs Germán Vicente-Rodríguez David Jiménez-Pavón Juan P. Rey-López Francisco B. Ortega 《Journal of sports sciences》2013,31(13):1383-1389
Abstract The aims of this study were to identify differences between the sexes in extra-curricular participation in sports and to determine its association with body fat and socio-demographic factors in Spanish adolescents. A total of 2165 adolescents (1124 males and 1041 females) aged 13.0–18.5 years from the AVENA Study participated. Participants filled in an ad hoc questionnaire for extra-curricular participation in sports, which was the dependent variable. Independent variables were: age, percent body fat, and father's and mother's educational level and occupation. Chi-square tests and logistic regression were applied. Bivariate analysis showed for male adolescents that age and father's occupation were related to extra-curricular participation in sports. In addition, body fat and mother's education and occupation (all P < 0.05) were related to extra-curricular participation of in sports for female adolescents. Logistic regression analysis showed that the likelihood of involvement in extra-curricular participation in sports was 5.3-fold (3.86–7.38) higher for males than females. Age and father's education in both males and females were independently associated with extra-curricular participation in sports. In summary, Spanish male adolescents were shown to engage in more extra-curricular sports than females. In addition, age and father's education (in both sexes) were associated with the participation of their offspring in extra-curricular sports during adolescence. 相似文献
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Isabel Cárdenas Olivares Concepción Martin Sanchez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):223-238
As part of the process of re-establishing democracy, Spain is reforming its educational system to promote democratic values. This article describes an experiment in education for democracy that was carried out among 86 pupils, between 12 and 14 years old, in the Spanish region of Murcia. A teaching programme was developed, in which students were encouraged to study how power is exercised in the home, the school, the community, the nation and the world. Results have been generally positive in arousing pupils' interest in democracy and helping them to understand democratic processes.
Zusammenfassung Als Teil seiner Maßnahmen zur Wiedereinführung der Demokratie reformiert Spanien sein Bildungssystem, um demokratische Werte zu fördern. In diesem Artikel wird ein mit 86 Schülern zwischen 12 und 14 Jahren in der spanischen Region Murcia durchgeführtes Experiment zum Thema Erziehung zurDemokratie beschrieben. Hierzu wurde ein Lehrprogramm entwickelt, in dem Studenten herausfinden sollten, wie Machtstrukturen in der Familie, der Schule, der Gemeinschaft, der Nation und der Welt funktionieren. Mit einem deutlich gesteigerten Interesse und Verständnis der Schüler für die Demokratie wurden die Resultate allgmein als positiv beurteilt.
Résumé La réforme du système éducatif espagnol visant à la promotion des valeurs démocratiques s'inscrit dans le processus de rétablissement de la démocratie. Cet article décrit une expérience d'apprentissage de la démocratie réalisée avec 86 élèves de 12 à 14 ans, en Espagne, dans la région de Murcia. Il s'agit d'un programme éducatif incitant les élèves à prendre conscience de l'exercice du pouvoir au foyer, à l'école, dans la communauté, la nation et dans le monde. Les résultats se sont révélés globalement positifs dans la mesure où cette expérience a éveillé l'intérêt des élèves pour la démocratie et les a aidés à comprendre les processus démocratiques.
Sumario Un aspecto del proceso de restablecimiento de la democracia en España es la reforma del sistema educativo con miras a promover los val ores democráticos. Este artículo describe un experimento de educación para la democracia que se realizó con 86 escolares, de 12 a 14 años de edad, en la provincia española de Murcia. Se elaboró un programa para motivar a los escolares a analizar cómo se ejerce el poder en el hogar, la escuela, la comunidad, la nación y el mundo. Sus resultados han sido generalmente positivos, despertando el interés de los escolares por la democracia y ayudándolos a entender los procesos democráticos.相似文献
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This study describes and evaluates a teaching experience that combines the use of financial press with the ‘writing to learn’ method, within the subject Intermediate Macroeconomics. The subject belongs to a field of economics which is characterized by a particularly high degree of mathematical abstraction and in which the accurate assimilation of theoretical content thus becomes essential. Thanks to the establishment of a collaboration agreement, students are offered the chance to publish press articles related to economic issues in a special supplement of El Periódico de Huelva. When comparing the academic performance of students who did or did not participate in the experience, the results appear to confirm the positive effects of using methods that promote active learning, such as the one used in this experience. 相似文献