Psicologia Educativa最新文献

Early life events can exert a powerful influence on both the pattern of brain architecture and behavioral development. The paper examines the nature of nervous system plasticity, the nature of functional connectivities in the nervous system, and the application of connectography to better understand the concept of a functional neurology that can shed light on approaches to instruction in preschool and primary education. The paper also examines the genetic underpinnings of brain development such as synaptogenesis, plasticity, and critical periods as they relate to numerosity, language and perceptual development. Discussed is how the child's environment in school and home interact with and modify the structures and functions of the developing brain. The role of experience for the child is to both maintain and expand the child's early wiring diagram necessary for effective cognitive as well as neurological development beyond early childhood.

The goal of this research was to determine the relations between encoding memory strategies, learning capacity, and the academic performance of psychology students in Mar del Plata National University (UNMDP). The article defines and characterizes memory, its encoding processes, and its association with learning, and analyzes these variables with respect to the performance of a sample of students in a ver- bal learning test, the TAVEC (Test de Aprendizaje Verbal Complutense). For this purpose, a random sam- ple of 83 regular students from UNMDP School of Psychology, from both genders, was used. Likewise, an analysis of the academic performance of these students was carried out. An exploratory approach showed that some variables turned out relevant in explaining university students’ academic performance.

This study examined the psychometric properties of a bilingual version of the Internet Addicion Test (IA) (Malay and English) in a sample of undergraduate students. A total of 104 students from Universiti Teknologi Malaysia (UTM) participated in this study. Result of Rasch Model analysis on the items of IAT showed that the 6-point rating scale was the optimal and the unidimensional structure of IAT was confirmed. The evidences provided by Rasch Model analysis supported that IAT was a good and reliable instrument to examine psychopathological internet use (PIU). The undelying construct of IAT was examined by EFA, which found a six-factor model as the best fit model (tolerance, time management problems & neglect of duty, neglect of social life, problematic use & reality substitute, withdraw & emotional conflict, intentionally concealing behavior, and lack of control). Time spent online was found to be significantly correlated to each factor subscales of IAT, but weakly. Factors of lack of control and problematic use & reality substitute were two salient underlying structures of IAT in this study. A bigger sample size was suggested to confirm the underlying construct by using CFA in the future study.

The objective of this study was to analyze the reading process in Spanish children from 6 to 10 years old, assigned to a bilingual school in Madrid, being the reading acquisition initiated simultaneously in two languages, Spanish (L1) and English (L2). Measures chosen to analyze reading ability were reading fluency (words read per minute) and reading comprehension (answering content questions) that were administered in Spanish and English to each student from educational materials provided by the center. The results indicated that students evolve similarly in both languages, although the relationship between fluency and comprehension were considerably more significant in 1st (6 year-old students) than in 4th (10 year-old students). A significant interaction showed that students in 1st grade score higher on their fluency in Spanish than in English, whereas students in 4th grade tended to improve their reading comprehension in English more than in Spanish.

The aim of the present study was to investigate the effects of skill types (open and closed) and competition level (elite and non-elite) on the functions of observational learning in athletes. To fulfill the objectives of the study, 247 Taekwondo athletes volunteered to answer the Functions of Observational Learning Questionnaire (FOLQ). Results of 2 (skill level) × 2 (skill types) MANOVA showed that the athletes in closed skills use the skill and strategy functions more significantly than the athletes in the open skills, whereas the open skill athletes use the performance function more. Moreover, the elite athletes use all the three functions of the observational learning more than non-elite athletes. In addition, the interactive effect of skill types and competition level on the functions of observational learning was significant (p < .05). The study also showed that the effect of skill types on the functions of observational learning is stronger than the effect of the competition level.

This study examined a structural model which integrated personal and cultural victimisation in order to identify the effects of victimisation on emotions and personal and cultural self-esteem. A sample of 1,185 adolescents from 13 secondary schools in England (n = 322) and Spain (n = 863) was recruited. Participants completed a battery of self-report questionnaires. A Confirmatory Factor Analysis (CFA) conducted regarding the initial model and then Strucutural Equations Modelling (SEM). Cultural victimisation had an indirect negative effect on cultural self-esteem and in consequence on emotional state, mediated by personal victimisation and the negative impact it produced on personal self-esteem. Only for the cultural majority did the percentage of their presence constitute a mediator variable between being a victim of cultural victimisation and the effect on cultural self-esteem. The results are discussed in relation to the extant literature and the implications for the intervention/prevention work to deal with victimisation and discrimination in multi-cultural schools.

In this paper we will address early intervention in children with autism spectrum disorders (ASD) in ages ranging from birth to six years old. Early intervention is a very recent matter, but today we have some evi- dences about how to deal with it and the principles that must guide early intervention in children with au- tism spectrum disorders. The importance of early detection is undeniable in all developmental disorders in children with ASD as well, for an early intervention with children and their families. An early intervention is a very important predictor of functional recovery. Along with the growing incidence and prevalence of this kind of disorders, this makes our field of study a matter of increasing scientific and theoretical interest.

Background

The study reported in this paper analysed how tertiary teachers assessed a number of competencies, such as information search and communication, organization, and analysis, and decision making among others, every undergraduate student is expected to learn during his/her university studies.

Method

Trigwell and Prosser's (2004) Approaches to Teaching Inventory (ATI) was administered to first-year lecturers along with a list of core competencies.

Results

Analyses showed that opinions as to which competencies are highly essential for students varied in terms of teachers’ approach to teaching, sex, and branch of knowledge. Most participants, however, assessed “Communication skills”, “Time management”, “Critical thinking”, and “Application of knowledge” as the most important competencies for students.

Conclusions

Preliminary results provide an insight into which competencies are regarded as most necessary for students and may guide universities as they prepare for the evaluation and accreditation process they are soon to face upon implementation of programmes.