SPEECH THERAPY

Author: DEMESTRE VILADEVALL JOSEP.
Year: 2003.
University: ROVIRA I VIRGILI.
Place of defense: CIENCIAS DE LA EDUCACIÓN Y PSICOLOGÍA.
Place of preparation: FACULTAD DE FILOSOFÍA.

Summary: In this thesis we have addressed one of the central issues in language processing, namely explain how the processing system integrates various sources of information and at what point do. Trying to explain how the mind / human brain solves the problem of integrating multiple sources of information, and how they interact with them is one of the most complex and fascinating challenges facing cognitive scientists. Our work has focused on examining the relationship between the information associated with certain individual pieces lexical - verbos- and syntactic general principles. In the lexical entry of a verb is stored a significant amount of information that gives an account of his properties phonological, morphological, syntactic and semantic. Among these properties, which have aroused great interest among scientists who investigate the syntactic processing were those detailing how a verb combined structural and conceptually with other words. We have to examine their role in the syntactic processing two sources of information stored in the entry of lexical verbs: 1 - The information control verbs regard to the allocation of a record subject to zero an infinitive. 2 - The informción detailing the conditions so that a subordinate verb must comply with a prayer and then a subordinate lexically selected for a particular verb. The study of when and how the operations of the processor are influenced towards syntactic information idiosyncratic delos verbs has generated an intense scientific debate and a significant number of empirical studies. In our work we contrasting predictions of the model via dead (Frazier, 1987.1990) with the predictions of models lexicalistas (Garnsey, et al., 1997); MacDonald, 1993.1994; MacDonald, et al. 1994a, b; Trueswell, 1996.2000; Trueswell and Tanenhaus, 1994). The key question that we posed to begin this work was to see how far the decisions taken by the processor syntactic in the initial stages of processing are blind-as defending the theoretical model via muerta or sensitive as the proposed defenders models lexicalistas- to information stored in the lexicon (other than the information that specifies the category to which seeks a word). The thesis presents 9 experiments one of priming transmodal, two brain evoked potentials and six reading autoadministrada- examining their role in the syntactic processing the two sources of information mentioned above. The role it plays in the first prosecution of the sources of information discussed - control had hardly been studied in Spanish. The six experiments have examined the influence of such information have the characteristic of having used for the first time-between failures matching a subject void and an adjective which amended to study the linkage of the empty category that occupies the position of subject from the complementary infinitive. The influence of the so-second information from sources estudiadas- in the syntactic processing had not yet been discussed, in part due to the fact that in English, the language most commonly used in our research field, it is not possible do it. Taken together, the results of experiments show that the human system processing prayers makes early use of the two information sources studied. In more detail, experiments on the control information have shown that in cotnra of predi 8 cciones a6f of Nicol (1993), the parser interprets the subject very quickly zero complement infinitive. In addition, it has been observed that in this process of assigning subject to a antecdente system void is not guided by a strategy based on the distance, as the model predict muerta track but is guided by the control information stored in the entry lexical a verb-as predecirían models lexicalistas. The experiments evoked potentials, and show these early effects of the control information, have contributed significantly to the emerging field of study on brain responses generated for different syntactic anomalies in the Spanish language. As we know, up to date apart from our work (Demestre et al. (1999) - only one study has appeared (Hinojosa, et al., 2003) that have examined aspects of syntactic processing in Spanish using the methodology of potential brain evoked. thus nuedstro work contributes providing new data about the rapid response of the brain to syntactic anomalies in Spanish. experiments evoked potentials are also relevant for having used auditory stimuli, rather than visual, as it is more common, contributing thus to provide new data to the few existing brain responses to natural language spoken. hand, the experiments on the information so have clearly shown that this information is taken into account very early . We have noted, moreover, that this information is accessed Comp soon as the system recognizes a verb in the incoming string. The general conclusion to which we can draw is that, contrary to predict the pattern of road dead (Frazier, 1987, 1990; Frazier and Clifton, 1996), the information stored in the entry of lexical verbs plays a crucial role in the initial stages of processing. This early use of these sources of information and specific lexical, conforms to the predictions one of the assumptions substantive models lexicalistas (MacDonald, 1993.1994; MacDonald, et al., 1994a, b; Trueswell and Tanenhaus, 1994; Tanenhaus, et al., 2000).

Author: LUMBIERRES NAYA CONSUELO.
Year: 2003.
University: LLEIDA.
Place of defense: CIENCIAS DE LA EDUCACIÓN.
Place of preparation: FACULTAT DE CIÉNCIES DE L'EDUCACIÓ.

Author: TELLEZ MUÑOZ JOSE ANTONIO.
Year: 2003.
University: NACIONAL DE EDUCACIÓN A DISTANCIA.
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: The reading in recent decades has been studying under the umbrella of one of the approaches priority of cognitive psychology, information processing. The author of this thesis makes a detailed analysis of this theoretical approach by identifying the most significant constructs that have been developed. This preliminary study is done with the intention to know the scope, but especially the limitations of information processing. The mind, the mind that comprede is more than just counting units that puts into operation, which is more cognitive and metacognitive processes that psychology has endeavored to describe. From this thesis after demanding the inclusion of two blocks of basic variables that were excluded from the scope of study in recent years, specifically refers to the variables affective and emotional on the one hand, and the contextual and cultural variables on the other. With this vision of fund proposes a comprehensive approach to the study called emotional, interactive and contextual. The claim of a global mind and placed under way by the honoree is cohrente with other proposals from other areas of knowledge, which is aware, as is the analysis of the speech. It calls thus an interdisciplinary approach that helps understand the mind that understands. From this theoretical framework of reference, and without obviate the various cognitive and metacognitive processes that are involved in building the semantic representation of written texts (in fact the great capacity), this theory has an intent primarily practice. Part of one of the models for intervention in educational guidance that wider dissemination are having in recent years, we are talking about the intervention program. After realizing the necessary methodological aspects, in terms of how to teach reading strategies, a brief description of the program which is the subject of his thesis, the program Understanding and learning in the classroom, which he co-authored. The theoretical foundation of the program is evident in the last two sections of the review theoretical. Thus, the goal prioritairo of this thesis is to evaluate the validity and viability of this program. To do so, before raising a specific methodological proposal, conducts a review of different theoretical models for the evaluation of programs that have been developed. The proposal does is consistent with models CIPP. The honoree has participated in the first two phases of program evaluation, needs assessment and evaluation of the program itself. This thesis focuses on the last two stages of evaluating one of the levels of the program, aimed at students in the third cycle of Elementary Education. Make this way both the assessment of the evaluation process and the evaluation of results after its implementation, while maintaining all along the process of a distinctly metaevaluativo that helps to be aware of the difficulties that are pose. During the evaluation process procedures for the collection of data that are used primarily qualitative observation and interview, and focuses both on the role of teachers and students as well as the feasibility of the program. In addition shape are other effects that were not initially planned. To evaluate the effects of implementing the program, both teachers and students, using different questionnaires. Two of them produced by themselves. All procedures, as well as the construction process of these questionnaires are described in detail. Done this that helps 8 to give the 24th of transparency in the entire process of investigation. The findings ena mbas phases of the evaluation of seeking to integrate, complementing where it is possible.

Author: ROSA MARTÍNEZ EVA Ma...
Year: 2004.
University: VALENCIA.
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA.

Summary: One issue widely sought in Psychology Cognoscitiva the past two decades has undoubtedly been the structure and the mental processes involved in reading. Around this has been done many investigations, some with a more comprehensive and others with more molecular. Among the latter could be included work on visual recognition of words. Much of this work has been used several variants of an overall research paradigm known as "priming." Through this paradigm has been established that the words (estímulo-test) are more easily recognized when they go immediately preceded by a word related asociativamente (estímulo-señal related), where are preceded by a word unrelated (estímulo-señal unrelated) , or where are preceded by a neutral stimulus. On the other hand, it has also been found that estímulos-test preceded by a pseudopalabra related spelled recognized more easily than those preceded by a pseudopalabra unrelated or a neutral stimulus (at least for estímulos-test with few neighbors). The present experimental work explores the processes responsible for analyzing the characteristics of spelling and associative verbal stimuli presented visually. It looks as affected the purpose of facilitating spelling and associative inclusion in the list of pilot a high proportion of pairs related associative and spelled so concerned. In light of the results of empirical evidence and previous draws conclusions regarding the nature of the processes involved.

Author: CABALLERO MURILLO MANUELA.
Year: 2004.
University: EXTREMADURA.
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: The work aims to demonstrate that for the immigrant students, the ties between the language of origen-cuya teaching is done through the classes Language and culture of origin (in this case English) and the host language, not only conducive to the teaching / learning process of students, but provides them also increased competition from the point of view lingüstico and sociocultural and becomes an influential factor of success or failure at school. This is an important contribution within the teaching in a field that is becoming increasingly important as the learning contexts are no longer monolingà ¼ is monocultural and to make way for multicultural contexts and plurilingà ¼ is. This research is an exciting way open contributing to the improvement of teaching and act opens a field of special interest teaching.

Author: CABALLERO MURILLO MANUELA.
Year: 2004.
University: EXTREMADURA.
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: The work aims to demonstrate that for the immigrant students, the ties between the original language as education is done through language classes and culture of origin (in this case English) and the host language, only favoring the process TOTAL E / A students but their aims, in addition, increased competition from the point of view lingüstico and sociocultural and becomes an influential factor of success or failure at school.

Author: TORRÓ FERRERO IOLANDA.
Year: 2005.
University: VALENCIA.
Place of defense: FACULTAT DE PSICOLOGIA.
Place of preparation: FACULTAT DE PSICOLOGIA.

Author: GAINTZA JAUREGI ZURIÑE.
Year: 2005.
University: PAÍS VASCO.
Place of defense: FACULTAD DE FILOSOFÍA Y CIENCIAS DE LA EDUCACIÓN.
Place of preparation: FACULTAD DE FILOSOFÍA Y CIENCIAS DE LA EDUCACIÓN.

Summary: The theory part of a teacher concern: the faults that exist in spelling words spelling arbitrary focusing its development on two goals. The first objective is to review the evolution and characteristics of the writing spelling words Castille arbitrary along compulsory education. In this regard 662 students monolingà ¼ is five public schools in the city of Santander from 1 ° until 4 ° Primary Secondary to write dictated 198 words whose pronunciation was over representation orographic possible, 39 of those words were for proper spelling rules writing. As a dependent variable was used, the percentage of errors. The results show that although the writing spelling words with arbitrary progressing according improvement courses this never gets to be perfect. Many are unknown spelling rules at the end of schooling. As for the relationship error-frecuencia the number of errors in rare words is higher than in the frequent and in all increased at an early age. In view of the results found designing a pilot study with the objective of determining which method of instruction ensures increased purchases of writing correct spelling of words Castille arbitrary children in primary education. With this objective were tested at three public Bilbao in groups of children 3Âş and 5 ° four primary methods of instruction: copy, error correction, reading and training in visual memory. The performance of the four methods of instruction compared with the control group that conducted a dictation. The results show the effectiveness of the method of error correction to the teaching of spelling words spelling arbitrary. We examined whether the effects of intervenicón remain in the medium and long term.