La mejora de la comprensión lectora: un análisis interactivo     

José Antonio León 《Infancia y Aprendizaje》2013,36(56):3-24

Resumen

El presente trabajo analiza, desde un enfoque interactivo, algunas características del texto y del lector. Desde esta perspectiva se revisan algunos de los modelos de intervención encaminados a facilitar en el sujeto el producto final de la comprensión lectora. Como es sabido, esta intervención puede introducirse tanto desde el mismo material escrito, a través de técnicas y recursos sobre planes de escritura que aplica el escritor, como desde las características del lector, como es el conocimiento previo y el uso de estrategias lectoras más eficaces en los sujetos. Desde esta última perspectiva incidimos especialmente en aquellos entrenamientos de estrategias encaminadas a potenciar un conocimiento y aplicación de la estructura organizativa de los textos.  相似文献   

Relación de la variable edad con las deficiencias de escolarización en la EGB     

Juan Antonio Cordero 《Infancia y Aprendizaje》2013,36(29):95-104

Resumen

El presente estudio analiza los deterioros de escolarización que sufren los niños más jóvenes de un mismo curso en comparación con los mayores, dentro del año natural. Se llevó a cabo en un Colegio Público de Hospitalet, con los niños que habían repetido, o habían asistido a las Aulas de Educación Especial, mediante un análisis comparativo de frecuencias variables en las distintas muestras.

Los resultados confirman la idea existente de que la diferencia de edad en los primeros niveles es origen de situaciones escolares deficitarias, irreversibles en gran parte de tos casos.

Se plantea, a modo de conclusión, a los responsables educativos, la necesidad de sustituir el agrupamiento por año natural, vigente en la actualidad por otras formas Je agrupamiento, que puedan dar una respuesta más apropiada a la demanda evolutiva de los niños más jóvenes de cada año natural.  相似文献   

La dificultad de enseñar el razonamiento proporcional     

Antonio Corral 《Infancia y Aprendizaje》2013,36(35-36):47-58

Resumen

En este artículo se da cuenta de un experimento en el que se enseñó a sujetos cuya edad oscilaba entre los catorce y los diecisiete años a resolver tareas lógico-formales de carácter proporcional (balanza y comparación de proporciones) vinculadas al grupo INRC. Se trataba de ver: 1° Si se produce el aprendizaje deseado y 2° si el sujeto transfiere lo aprendido a otras tareas vinculadas a la misma estructura formal (grupo INRC) y a otras distintas (retículo).

Los resultados muestran un moderado éxito, según el tratamiento dado, en el aprendizaje de la tarea enseñada, y, una escasa o nula transferencia a tareas de similar estructura lógico-formal a las utilizadas en el aprendizaje.  相似文献   

Los libros del año 1992     

Antonio Guerrero  Lourdes Montero  Amelia Alvarez  José A. León  Nuria Carriedo  Pablo del Río 《Infancia y Aprendizaje》2013,36(61):125-144

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Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model     

Pedro Rosário  José Carlos Núñez  António Valle  Julio González-Pienda  Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331

The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement.  相似文献   

Coherence estimate between a random and a periodic signal: Bias, variance, analytical critical values, and normalizing transforms     

Antonio Mauricio F.L. Miranda de S  Danton D. Ferreira  Edson W. Dias  Eduardo M.A.M. Mendes  Leonardo B. Felix 《Journal of The Franklin Institute》2009,346(9):841-853

The present work deals with recent results on the sampling distribution of the magnitude-squared coherence (also called just coherence) estimate between a random (Gaussian) and a periodic signal, in order to obtain analytical critical values, alternative expressions for the probability density function (PDF) as well as the variance and bias of the estimate. A comparison with the more general case of coherence estimation when both signals are Gaussian was also provided. The results indicate that the smaller the true coherence (TC) values the closer both distributions become. The behaviour of variance and bias as a function of the number of data segments and the TC is similar for both coherence estimates. Additionally, the effect of a normalizing function (Fisher's z transform) in the coherence estimated between a random and a periodic signal was also evaluated and normality has been nearly achieved. However, the variance was less equalized in comparison with coherence estimate between two Gaussian signals.  相似文献   

Effects of plyometric jump training in female soccer player’s vertical jump height: A systematic review with meta-analysis     

Rodrigo Ramirez-Campillo  Javier Sanchez-Sanchez  Blanca Romero-Moraleda  Javier Yanci  Antonio García-Hermoso  Filipe Manuel Clemente 《Journal of sports sciences》2020,38(13):1475-1487

ABSTRACT

To assess the effects of plyometric jump training (PJT) in female soccer player’s vertical jump height, a review was conducted using the data sources PubMed, MEDLINE, Web Of Science and SCOPUS. Only peer-review articles were included. To qualify for inclusion in the meta-analysis, studies must have included (i) a PJT programme of at least 2 weeks, (ii) cohorts of healthy female soccer players with no restriction for age, (iii) a control group, (iv) a measure of countermovement jump (CMJ). The inverse variance random-effects model for meta-analyses was used. From 7,136 records initially identified through database searching, 8 were eligible for meta-analysis, comprising 9 training groups (n = 99) and 9 control groups (n = 94). The magnitude of the main effect was moderate (ES = 1.01 [95%CI = 0.36–1.66], Z = 3.04, p = 0.002). Sub-group analyses were performed (i.e., PJT frequency, duration and total number of sessions), revealing no significant subgroup differences (p = 0.34–0.96). Among the studies included in this review, none reported injury or other adverse effects. In conclusion, PJT is effective in female soccer players for the improvement of vertical jump height. In future, research must identify specific dose–response relationships following PJT, particularly in the long term.  相似文献   

A question without answers?     

Antonio Lazcano 《Metascience》2014,23(2):301-304

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Correction to: A probabilistic approach to student workload: empirical distributions and ECTS     

Antonio Souto-Iglesias  María Teresa Baeza_Romero 《Higher Education》2018,76(6):1027-1027

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Teachers in retreat: The teacher as a dialogical self and the risks of an excessive formalization of its role     

Anna Llongueras-Aparicio  Juan Antonio Casas-Pardo 《Educational Philosophy and Theory》2019,51(10):1042-1050

The aim of this paper is to explore the identity of the teacher as a dialectical being that is in permanent construction, to identify some obstacles teachers might find in this process while operating in an institutional framework, and the effects these could have upon the teacher and the goals she pursues with her students. By ruling out the idea of identity as an autonomous self that can be constructed with no ties with its context, we propose that identity is dialogical and is built through the relationships we establish with others. This fact situates the relationship between the student and the teacher at the center of pedagogical practices and allows us to establish the ideas of teacher presence and integrity as central elements for the moral development of students. In this context, we identify the excessive institutionalization of the role of the teacher as a cause for the reduction of identity and a defensive retreat to the possible outcomes of being judged by strictly formal criteria, which in turn can hinder the relation between student and teacher and risks possible negative consequences in the moral growth of both.  相似文献