THEORY OF LEARNING

Author: GARCÍA LEGAZPE FELIX.
Year: 2003.
University: AUTÓNOMA DE MADRID.
Place of defense: UNIVERSIDAD AUTÓNOMA DE MADRID FACULTAD DE PSICOLOGÍA.
Place of preparation: UNIVERSIDAD AUTÓNOMA DE MADRID -FACULTAD DE PSICOLOGÍA.

Summary: The thesis start of concern at the failure of school pupils in the levels of compulsory education (more than 25%, according to all the data). Low These results are attributed to a large extent, according to the general consensus, the gradual deterioration of motivation pupils' learning by schoolchildren. This issue is central to our business as arintador the institute. We analyze the possible causes of low student performance, discusses the factors that affect the motivation for learning and are revised formulations theoretical and empirical findings of the authors who have dealt with the tema.Con these budgets, we created a program, which focuses on the personal factors affecting pupils' motivation for learning school, to be applied to students of 1Â º thereof (compulsory secondary education) at the time of tutelage and as part of the action plan tutorial. It outlines the prodecimiento followed in the implementation of the pilot program, in which 237 students from 1Â sixth that of 4 institutes secondary education from Bayonne, analyzes the results, draws conclusions and makes proposals to improve intervention since different levels in order to increase pupils' motivation for aprendizajdes school. annexed at the end the program and assessment tools utiliazados.

Author: DELGADO RÍOS MYRIAM.
Year: 2005.
University: MÁLAGA.
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA.

Summary: This is the design and implementation of an intervention program to promote the teaching-learning Written Language, from the second year of Early Childhood Education, Elementary Education to the first, and prioritizing systematically promoted in the classroom reading, writing, phonological awareness , phonological development, development and development semantic morphosyntactically. And check their effect on performance in reading (and reading accuracy), Performance in Writing (and accurate copy dictation), the Knowledge Fonológico, Development Lingüstico and the Academic Performance. Hoping that the group to which it applies the program get better performance in all these variables that the study group who followed the official curriculum, which is not implementing the intervention program. This work follows a quasi-experimental design and longitudinal three years, starting with children since its entry into 2Â ° Ed. Child (4 years), until ending 1Â º Ed. Primary (6 years). The results found in this investigation shows the group to which he applied the program psychoeducational intervention of the written language, obtain a better performance in Reading and its components Accuracy and reading comprehension, better performance in Scripture and in its Accuracy of components in copy and dictation and a better knowledge Fonológico, Academic Performance Development Lingüstico and that the students who were not implemented the program. Improving these scores in the first group, as one moved during periods of intervention receiving. When it confirms the importance and effectiveness of prioritization, structuring and systematization of literacy, as well as building skills congnitivo-lingüstica for optimization and improvement in their education from an earlier age to be covered by our current education system .