Development of word reading fluency along primary education: a six-year follow-up / El desarrollo de la fluidez en la lectura de palabras en educación primaria: un seguimiento longitudinal de seis años     

Luis Castejón  Soledad González-Pumariega  Fernando Cuetos 《Infancia y Aprendizaje》2015,38(4):842-871

Word reading fluency is a key component in the process of reading. In order to understand its acquisition it is crucial to conduct longitudinal studies. The aim of this work was to describe the development of word recognition in Spanish, considering accuracy and speed, from a longitudinal perspective. A group of 31 children were followed for six years. Reading performance was assessed with a list of 72 stimuli in which lexicality, frequency and length were manipulated. Results show that initial gains in reading accuracy occurred very rapidly. However, the growth of reading speed was found to be more difficult and complex, and automatic word recognition remains low at the end of Grade 6. Low frequency, long words were the most difficult stimuli. High stability in reading speed was observed and it was a relevant indicator that differentiates between good and poor readers. The findings also highlighted the need to develop training programs with the specific aim of improving word reading fluency throughout primary education.  相似文献   

THE TRAINING OF EDUCATORS OF ADULTS     

Tomás Díaz‐González 《Higher Education in Europe》1990,15(3):10-15

What is described in this article is a project for the training of para‐professionals for adult education programmes (AE), namely, people who will be able to lead adult education without having previously acquired the necessary professional background. The project is being carried out on an experimental basis by means of an agreement between the Ministry of Education (MEC) of Spain and the Universities of Val‐ladolid and Salamanca. Community development, the basic idea underlying adult education programmes, revolves around four themes: vocational training; education directed at fostering the awareness of students of their rights and responsibilities as citizens; personal growth; and the acquisition of basic literacy. This programme is conducted in three stages: acquisition of basic knowledge via courses on theory; practical classes and workshops; and monitored practical training classes. By means of this experimental course programme, the Spanish university system is opening itself up to the training of educators of adults as a new if still minor area in the field of social education.  相似文献   

Posttraining flavor exposure in hungry rats after simultaneous conditioning with a nutrient converts the CS into a conditioned inhibitor     

Garcia-Burgos D  González F 《Learning & behavior》2012,40(1):98-114

The present study investigated the decrement in nutrient-based conditioned flavor preference found in hungry rats exposed to a flavor following simultaneous flavor–sucrose conditioning while thirsty. Although a significant decrease in preference was found in the experimental group in each experiment, there was no evidence of either spontaneous recovery (Experiment 1) or reinstatement (Experiment 2). In addition, posttraining flavor exposure weakened the original flavor–sucrose association (Experiment 3). These results suggested that the flavor–US association might have been impaired after posttraining flavor exposure. Two further experiments assessed whether the flavor acquired the properties of a net inhibitor, using the retardation and summation tests for conditioned inhibition. Experiment 4 revealed that the flavor suffered retardation when retraining was conducted after the exposure phase. In Experiment 5, the target flavor decreased the preference shown for a different flavor previously paired simultaneously with sucrose when both were presented forming an unreinforced compound in the summation tests. None of these effects was found in a control group, which had received serial flavor → nutrient presentations during training. Together, these results suggest that a flavor simultaneously paired with sucrose acquires the properties of a net inhibitor when it is subsequently presented outside the compound to hungry animals.  相似文献   

Helping students become literate in a digital,networking-based society: A literature review and discussion     

Nieves González Fernandez-Villavicencio 《International Information and Library Review》2013,45(2):124-136

In this article the author presents and explains in detail the elements, including the pros and cons, of two contrasting schools of thought in one of the key debates which the author introduced as a teaching tool at the UNESCO Training-the-Trainers (TTT) Workshop that took place in Granada, Spain, 27–29 October, 2008. That debate, briefly stated, is whether or not Information Literacy (IL) and Media Literacy (ML), to be truly effective, should be pursued as complementary concepts, not in some way opposing concepts. One side in this debate argues that the two concepts have mutually inter-dependent goals, and therefore should be ideally learned and pursued together, and, most effectively, learned and pursued in the context of Social Networking and Web 2.0 tools and applications. The other side of the debate disagrees, and concedes that while the two concepts are indeed inter-related, they should be pursued largely independently, with only an occasional cross-reference. The debate is directly related to the role which Information Literacy and Media Literacy play in helping students become literate in a digital, networking-based society.

Without necessarily taking sides in the debate, although expressing a preference for complementarity, the author contends that it is absolutely essential that all persons (not just students) learn to become both Information Literate and Media Literate in this digital world in which we now find ourselves. Additionally, the author contends that Web 2.0 and Social Networking tools, such as Facebook, Tuenti (in Spanish context), MySpace and Twitter, including the rich portfolio of applications they encompass, can substantially assist people in achieving that goal.

The author presents a number of case examples to support her thesis, drawn largely from Spanish libraries and Spanish educational institutions that already are using Web 2.0 and Social Networking tools extensively to train people to become digitally competent. The ideas presented in this article, both the theories and best practices, are current insofar as the Spanish context is concerned, but the original arguments and supporting evidence put forth by the author at the aforementioned Granada UNESCO 2008 TTT workshop have been updated because of new developments and ideas that have occurred since the workshop took place. However, the original materials which were presented to and debated by the participants and the expert-presenters, including the author, at the workshop, can be easily accessed at the public domain virtual space of the University of Granada website Universidad de Granada, 2008.

Two UNESCO TTT workshops, not just one, were actually organized at Granada. One was a traditional type held on-campus at the Library of Andalusia, and the other was an online, or a virtual workshop. During the on-campus workshop, as well as during the online workshop that preceded it, an interesting discussion took place between and among the participants and the expert-presenters concerning the necessity to redefine IL from its current, largely Web 1.0 focus and orientation, to the newer Web 2.0 focus, with emphasis on Social Networking. This article tries to capture, amplify and hopefully clarify the key points of this debate as it was presented by the author and then debated in the participant discussions which ensued (see http://www.slideshare.net/nievesglez/taller-alfin-unesco-sesion-paralela-alfin-20-presentation).  相似文献   

Why do electro dancers also dance on YouTube? The media logic of the cultural practices in the electro dance youth style     

Antonio Cambra González 《The Communication Review》2013,16(4):277-295

ABSTRACT

The notion of media logic is one of relevance in the recent debates around mediatization theories. Fundamentally applied to macrolevel, institution-focused analysis, this notion has not often been applied to narrower domains of cultural practice nor used as a conceptual point of departure in this regard. This article puts forward a three-pronged analytical scheme for the discussion of the media logic underlying the cultural production of electro dance, a dance-based, urban youth style born in Paris and spread globally over the past decade under the influence of digital media. Ethnographic attention is paid to a group of electro dancers and their YouTube-based practices to empirically understand how the cultural and social dimensions of the youth group life are crucially shaped by emerging communication forms that respond to a specific (media) logic. The article concludes by suggesting the transferability of the proposed conceptual scheme to better understand other microlevel, group-related mediatized phenomena.  相似文献   

Can We All Get Along?/¿Pueden Convivir Todas Las Razas?: The 15th Anniversary of the Los Angeles Riots and the Status of Urban Schooling     

Juan Carlos González  Donna M. Davis 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):208-212

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Ageism at university: A comparative analysis of young and older adult students     

Enrique Arias Fernández  Juan Lirio Castro  Inmaculada Herranz Aguayo  David Alonso González  Esther Portal Martínez 《Educational gerontology》2013,39(11):679-692

ABSTRACT

This study undertakes a comparative analysis of the negative stereotypes of older persons described by young and older adult university students at the University of Castilla-La Mancha. This study is innovative in that it compares three analytical perspectives: the perception of young students (18–27 years); the perception of older adult students (50 years and above) regarding older persons (hetero-stereotypes); and, finally, the perception of older adult students with regard to themselves as part of the group of older adult students (self-stereotypes).

The sample is made up of 460 young students and 148 older adult students who completed the Questionnaire on Negative Ageing Stereotypes (QNAS), comprising three dimensions: health; character and personality; and social relationships and motivation. A statistical analysis was subsequently carried out using the independent samples t-test in the IBM Statistics 19.0 program.

Of note among the principal results is the low level of negative stereotypes reported among the groups studied, as well as the existence of significant differences in their means, which indicate that the negative stereotypes of the groups differed. The most stereotyped of the dimensions analyzed was character and personality. In contrast, the least-stereotyped dimension was that of social relationships and motivation. Finally, the dimension of health occupied an intermediate position. With regard to the three perspectives studied, the older adult group (hetero-stereotypes) was the most stereotyped, followed by the young students and, finally, the older adult students with reference to self-stereotypes.  相似文献   

What do students do to agree on academic knowledge? Structured tasks and non-structured tasks for classroom-based learning / ¿Qué hacen los estudiantes para consensuar el conocimiento? Tareas estructuradas y tareas no estructuradas de aprendizaje en el aula     

Celia González  Rosario Cubero 《Cultura y Educación》2013,25(3):505-534

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Does whole body vibration training affect knee kinematics and neuromuscular control in healthy people?     

Borja Sañudo  Adrian Feria  Luis Carrasco  Moisés de Hoyo  Rui Santos  Hugo Gamboa 《Journal of sports sciences》2013,31(14):1537-1544

Abstract

This study aimed to investigate the effect of whole body vibration (WBV) training on the knee kinematics and neuromuscular control after single-legged drop landings. Surface electromyographic (EMG) activity of the rectus femoris and hamstring muscles and knee and ankle accelerometry signals were acquired from 42 healthy volunteers. Participants performed three pre-test landings and after a recovery period of three minutes, they completed one set of six bouts of WBV each of one minute duration (30 Hz – 4 mm), followed by a single-leg drop landing. After the WBV intervention no significant changes were observed in the kinematic outcomes measured, although the time to stabilise the lower-limb was significantly lower after the vibration training (F(8,41) = 6.55; P < 0.01). EMG analysis showed no significant differences in the amplitude of rectus femoris or hamstring muscles after WBV training, however, significant differences in EMG frequency of the rectus femoris were found before (F(8,41) = 7.595; P < 0.01) and after toe-down (F(8,41) = 4.440; P < 0.001). Finally, no significant changes were observed in knee or ankle acceleration after WBV. Results suggest that WBV can help to acutely enhance knee neuromuscular control, which may have clinical significance and help in the design of rehabilitation programmes.  相似文献   

Social Physique Anxiety and Intention to Be Physically Active: A Self-Determination Theory Approach     

Álvaro Sicilia  Piedad Sáenz-Alvarez  David González-Cutre  Roberto Ferriz 《Research quarterly for exercise and sport》2013,84(4):354-364

Purpose: Based on self-determination theory, the purpose of this study was to analyze the relationship between social physique anxiety and intention to be physically active, while taking into account the mediating effects of the basic psychological needs and behavioral regulations in exercise. Method: Having obtained parents' prior consent, 390 students in secondary school (218 boys, 172 girls; M_age = 15.10 years, SD = 1.94 years) completed a self-administered questionnaire during physical education class that assessed the target variables. Preliminary analyses included means, standard deviations, and bivariate correlations among the target variables. Next, a path analysis was performed using the maximum likelihood estimation method with the bootstrapping procedure in the statistical package AMOS 19. Results: Analysis revealed that social physique anxiety negatively predicted intention to be physically active through mediation of the basic psychological needs and the 3 autonomous forms of motivation (i.e., intrinsic motivation, integrated regulation, and identified regulation). Conclusion: The results suggest that social physique anxiety is an internal source of controlling influence that hinders basic psychological need satisfaction and autonomous motivation in exercise, and interventions aimed at reducing social physique anxiety could promote future exercise.  相似文献