COGNITIVE PROCESSES

Author: CASAS GARCÍA LUIS MANUEL.
Year: 2002.
University: EXTREMADURA [www.unex.es].
Place of defense: INSTITUTO CIENCIAS EDUCACIÓN.
Place of preparation: INSTITUTO DE CIENCIAS DE LA EDUCACIÓN.

Summary: In a study of the evolution of the cognitive structure in relation to the concept of geometric angle on a random sample of 458 students, from 9 years to adulthood, using graphical representations obtained by Networks Asociativas Pathfinder. Based on the theoretical framework of the Cognitive Science and its contributions to the Didactics of Mathematics and agree with the experimental results, proposes a new theory, the Theory of Nuclear Concepts. Using techniques parametric and non - parametric studies the cognitive representations of the structure obtained experimentally. The results show how the students under the age progresses, organize their knowledge in a manner becoming mere around a few key concepts, but they are not the more general or abstract. As implications for practice, it highlights the possibility of organizing teaching on the most important concepts identified and the original vision offered from the new theory. As for the research findings highlight the potential of the methodology, which is applicable to other areas of knowledge.

Author: MARTÍNEZ FERNÁNDEZ JOSÉ REINALDO.
Year: 2003.
University: BARCELONA [www.ub.es].
Place of defense: PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA DE LA UNIVERSIDAD DE BARCELONA.

Summary: In recent years, both from psychology cognitava, psychology and education development, and from the study of ensañanza of science, there have been various works centered on the description and analysis of the change conceptual.Este field of research deals the study of conceptions about various phenomena, which are structured and organized in the form of personal theories that may experience a change process enrichment, reprocessing, revision or restructuring. Thus, the study examines the conceptual change prior conceptions of subjects on some concept of interest, and then to examine the process through which they vary or reestructuran.Sobre the basis of studies relating to the conceptual change, learning possessing university students in levels initial, intermediate and final degree in Psychology and analyze the influence of two central factors: a) expertise in the specific domain of psychology, and b) the level of use of metacognitive strategies. Similarly, we have an analysis of the potential contribution of other variables related to the conceptual shift from the concept of learning: age, sex, motivation, the perception of instruction and actuaciónn and performance alumno.Los study about the concepcionesde learning starting in the seventies based on a tradition fenomenográfica, but only since the nineties began to develop research acercaq of evolving or changing the design of aprendizaje.En Here, the combination these two areas interés-los studies on the cognitive conceptual change and tradition fenomenográfica in studying the conceptions of aprendizaje-se presented as a line of inquiry relatively reciente.El work consists of a design traversal subjects belonging to the levels the initial, intermediate and final of the degree Psicología.El study was supported in: a) questionnaires self b) semi-structured interview and c) survey data personales.Así, our main objective is to describe and analyze the concepts of learning that have the students univertarios psychology, analyzing possible changes they are experiencing, and if that was the case, investigating on the role of expertise and the metacognitive strategies as factors that may be associated with such cambio.Los results suggest that the main variables , - metacognitive strategies and pericia-muestran meaningful relationship with the design of aprenfizaje.Sin however, a detailed analysis for each type of design notes that the design is the most constructive associated with these variables, while the behavior of the design directly it is virtually impossible to explain from the interdependence between the same variables.Los results allow us to say that there is a process of conceptual change in the concepts of learning, but this process of change does not appear to be uniform and should be explained from the particular analysis each of the categories defined quite heterogeneous and inconsistent conceptions of learning, and this is reflected in the high proportion of people who have a level of co-dominancia to top of the carrera.Sin however, in considering the students they possess a higher level of expertise, there was a decrease in the proportion of subjects with co-dominancia, the latter figure might be explaining that the design on the learning becomes more consistent and explicit, perhaps as a result of tomoa conscience and Metacognitive reflection on the part of the subject.

Author: LONDOÑO MUÑOZ PIEDAD SOCORRO.
Year: 2004.
University: AUTÓNOMA DE BARCELONA [www.uab.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: ESCUELA DE POSTGRADO.

Summary: Subject learning math skills, children's literature, language, education and culture, each of them, their relationship and their interdependence, are key factors upon which covers research, because we think the subject as a product of a society that has its instead, it can only grow from its active involvement. We assume the significance of education as a promoter of practical knowledge and learning procedures relevant to every human group. We recognize the vital role of language to enable cognitive development. We believe essential to promote mathematical skills within the educational process of social subjects. We believe children's literature as a means of great educational value, and finally, we believe that culture should be taken into account such as the stage of structuring any effort through which try to induce development of the subject. In this context we raised a proposal for the development of mathematical skills in early childhood education, in which we value the power of literature to provoke confrontation of problem situations that create different possibilities of representation and understanding of basic math concepts and expressions.

Author: MASTRO VECCHIONE CRISTINA DEL.
Year: 2004.
University: AUTÓNOMA DE BARCELONA [www.uab.es].
Place of defense: FACULTAD DE LETRAS.
Place of preparation: ESCUELA DE POSTGRADO.

Author: LOAYSSA LARA JOSE RAMON.
Year: 2004.
University: NAVARRA [www.unav.es].
Place of defense: FACULTAD DE CC. HUMANAS Y SOCIALES DE LA UNIVERSIDAD PÚBLICA DE NAVARRA.
Place of preparation: UNIVERSIDAD PÚBLICA DE NAVARRA.

Summary: Introduction .- The importance of the doctor-patient communication and its impact on many variables including the health of patients is widely recognized, and research in this area has been and is very abundante.Estas investigations have served to indicate that the behavior communicative of doctors deficiencies and incorporate content and metodlolgía of training to achieve a comouncación affective issue.According this in spite of the abundance of research studies persist items that have not been adequately dealt with the relationship between the ideas and opinions of physicians and their practice real.La theory of the action of Argyris and Schà ¶ n, with the support of the conceptual maps of the theory of significant learning can be useful in addressing this issue and contribute to a more effective training in this area . Objectives-To explore the knowledge and opinions of the doctors on the doctor-patient relationship (theory declared) and made his practice as in theory action and the relationship between the two. Assess whether the theories of action Argyris and Schà ¶ ny topic maps are useful to study these issues. Methodology Participants: A convenience sample of 10 family doctors with expertise in primary care and profiles practice diferentes.Recogida of datos.-Entrevista the participants on the desirable characteristics of the relationship withthe patient and the proper conduct of the doctor and paciente.Obsevación and audio-recording of 23 a35 queries each of the doctors with different patients and problemas.Análisis data -Trascripción of interviews and consultas.Las interviews were analyzed from a pespectiva descriptive using the propositional analysis of concepts and conceptual maps . Consultations were subjected to an analysis proposional concepts and mapasa conceptuales.Las consultations were subjected to a análisi inductive based on the theory founded to make proposicines "si.entonces" and agruparlas.La theory in action was declared compared theory juxtaposing the porposiciones both for their thematic similarity. Results and Discussion: The predominant knowledge is a personal one and used little terminology técnica.La confidence, which is the most desirable characteristic of the relationship above, is mainly dependent on the honesty of the patient and the doctor's expertise. Character limited participation of the patient but the need to negotiate is common among subjects estuados.Aparecen differences on the effectiveness of education, distance apropieda in addressing the relationship of the size psicosocial.En theory into action highlights strategies aimed at countering the medicalization of patients already expressing interest and compromiso.Se practiced negotiation but dominated the directive, without encouragement to the participation of paciente.La distance in the relationship and addressing the subjective dimensions is different between participants who overwhelmingly coninciden in an attitude aportunista and concentrating on practical education, in an implicit acceptance of and operate from assumptions unaudited. There are many overlapping between theory and the theory stated in the action in every subject but also inconsistencies and general strategies the theory in action are unaware. Conclusions. The conceptual maps are useful for representing knowledge of the doctors on the relationship doctor paciente.Hay an important component of tacit knowledge that can be identified through the articulation of the theory in the acción.El training model should incorporate the contrarte between theory in the action and declared and reflection on the exper 8 iencia and 2db s method fundamental utilizar.Es necessary to reconsider the current contents of the training programs.

Author: ÁLVAREZ GARCÍA JUAN ANTONIO.
Year: 2004.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: ESCUELA TÉCNICA SUPERIOR DE INGENIEROS INDUSTRIALES.
Place of preparation: ESCUELA TÉCNICA SUPERIOR DE INGENIEROS INDUSTRIALES UNED.

Summary: Countless tasks that demand today's society of the school. The SCS is a great diversity of students in terms of their knowledge, skills, motivation, etc.. Therefore it is vital that individual attention. In classes with nearly 30 students is virtually impossible to accomplish this by the teachers. In recent years it has been providing the institutes with more computing resources that could help solve this problem. However it is necessary to a proper teacher training in new technologies as well as an educational software suitable to the new curriculum, which is something more than just a reinforcement of certain content. The program should not be limited to keep accounts of the successes and failures of the student. You should ask about exercises or other not only in terms of the number of successes and failures but must also take into account other factors that affect learning. The goal is not to replace the teacher humans. In fact, the environment of communication between two people and created between a person and a machine are not identical. This is freeing the professor certain tasks that could carry out the program in the various activities to raise depending on how the student is progressing and their characteristics. In this way the teacher could focus on monitoring and control of the entire teaching-learning process which will be closer to achieving an individualized teaching with greater attention to diversity. We developed a system Tutorización Smart developers to a particular unit Didactics with a group of students. The program will decide, through the use of various techniques of Artificial Intelligence, for cadaalumnoqué activity debere alizar then depending on their abilities, knowledge, motivation, weaknesses, past efforts, and so on. Unlike other developments do not have a previous monolithic structure but modular 10que permitted to use the same algorithm for decision-making with different activities with different tools and different entornas. The various components of STI are reusable by other applications. It has been necessary to develop a protocol that enables communication between the various components of STI as well as between the STI and different multimedia tools that are used for conducting educational activities. The multimedia learning environment is because it increases retention and motivation. The student is guided by providing feedback on their successes and mistakes and planteándole continuously new jobs or ways to achieve the objectives of the Unit Didactics. If a student commits the same mistake several times should receive different feedback every time you make a mistake. The feedback should be generated by the interaction of the learner with the learning environment, not by the supervisor. The various data of students and the system are stored in a server on the Internet which allows access to the system and the conduct of various activities as well as monitoring the progress of students from any computer with Internet access.

Author: BELTRÁN CAMPOS SONIA GEMA.
Year: 2004.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN . UNED..

Summary: In this paper we study and analyze the process of reading in the context of the statements of the arithmetic problems, mainly from the approach of the Information Processing. The research is conducted in the Madrid taking as a reference population to students in second and third cycle of primary education. Following a quasi-experimental design with experimental group (GE) and control (QA), is identified as Independent Variable comprehensive strategy training and metacomprensivas (taken from the Program "Understanding and Learning in the Classroom (Repetto et al, 2001) And as Variables Dependent: Reasoning (RS), the reader Understanding (CL), the calculation (AC), Memory (M), Problem Solving (RP) and the reader's comprehension Problem Arithmetical Verbal (CLEVPA). Before training: The sample study reaches the highest score in Calculus and Memory, however, the scores were lower cluster around a group of variables closely related to the process of realization of inferences: Statement of Understanding Lectora Verbal Problem Arithmetical, Reasoning and Understanding Lectora. Furthermore, it detects the reader's comprehension of Arithmetical Problem Statement Verbal as the second variable predictor of Troubleshooting, after calculation. during training: In general, training conducted by teachers has been characterized by the verbal explanation of the procedure to follow for strategic, then conduct a guided application with the students. Despuésdel training: a) Hipótesis13_: The training produces significant gains in variables: Memory (M). Lectora Understanding (CL ); Troubleshooting (RP); Statement of Understanding Lectora Verbal (CLEVPA) and (AC) Calculation of GE. Pupils at 30 EP are those who have benefited least from training in comparison with other educational levels. b) Scenario 2 ": In the results to compare the performance of students of GE and GC again confirms that strategy training has benefited significantly to the students subjected to treatment variables actual reading, these are Comprehension Lectora (CL) and Statement of Understanding Lectora Verbal Problem Arithmetic (CLEVPA) c) Assumptions 33-Students with a low, medium and high performance in the PR GE improve significantly its performance in the CLEVPA, and only those of levels as low and half will improve significantly in the task of Problem Solving. The implícaciones educational emerging from this study highlight the importance strategy training and understanding metacomprensión owns on the reading of statements and for the proper resolution of the same.

Author: LAMBORENA ELORDUY NEREA.
Year: 2004.
University: DEUSTO [www.deusto.es].
Place of defense: FACULTAD DE FILOSOFIA Y CIENCIAS DE LA EDUCACION.
Place of preparation: FACULTAD DE FILOSOFIA Y CIENCIAS DE LA EDUCACION.

Summary: This is a cross-sectional study based on postal questionnaire which aims to ensure comprehensive knowledge of the social and profile and needs of those affected by brain damage and family acquired in the Basque Country. It chose to conduct a sampling of convenience, using the population associated with Federeación affected and relatives of brain damage acquired in Euskadi (FEATECE). Socio-demographic variables were measured and caregivers of those affected and other variables related to the caregivers, cognitive assessment, the resulting consequences, treatment and rehabilitation assistance Socio received. Questionnaires were sent (anonymous) to all the partners ATECE, obtaining a response rate of 37%. Among the highlights results found that: are the families who take care of the person concerned, only a quarter of respondents referred to a person hired, and that despite the high number of hours required care. The responsibility for the care, as with other disabilities, often falls on unaúnica person, in more than 80% of the cases it is a woman, usually partner or mother of the person concerned, less than 56 years and devoted to housework unpaid. It is the presence of very high impact on those affected: cognitive (96.2%), physical (94%), emotional (85.3%) and behavioral disorders (64.8%). The 91.4% of the sample has recognized the disability, of which 56% have a greater degree of disability of 75%. The brain damage has acquired a greater impact on young people age and is associated with the cause of the damage, being the youngest affected by TEC. While the public health network holds first place in the physiotherapy treatments and drug treatment, in relation to the speech is in third place, and cognitive rehabilitation and psychotherapy is the lowest percentage, far behind ATECE and the private. From 62% to 76% are dissatisfied with the treatment received in the public network, due to insufficient duration of treatment or by not having access to treatment. The percentage of people with low paid work dramatically after the accident as it climbs almost the same ratio, the percentage of pensioners. A 73% of the sample (60 people) was concendió an invalidity pension. The application of the Day Center is linked to the degree of disability and the province of residence. Stresses the shortage of devices socioasistenciales to adapt to the needs of affected and caregivers.

Author: PÉREZ CAÑAVERAS ROSA M..
Year: 2004.
University: ALICANTE [www.ua.es].
Place of defense: FACULTAD DE CIENCIAS.
Place of preparation: FACULTAD DE CIENCIAS.

Summary: The integration of the University System in Spanish European Space Superior, will mean a radical change in the structure and functioning of the university. In this sense, we have to know the profile of our students Biology and Nursing to establish the responsibilities of both careers and develop more effective teaching strategies. Without exception, university professors, students act as if they were a homogeneous group, disregarding factors such as age, gender, previous training, motivation, cognitive style, and so on. Upon inauguration, fits many research questions, namely  Are students really homogenous group or possess substantial differences among them can influence their learning?,  Are designed curricula adequately to the concerns and professional needs of the students?,  Do, teachers and students, a clear and precise idea of the importance / relevance of what is taught / learns to the University, and his professional relationship with unemployment, "Do you There is a relationship between the cognitive styles of students in biology or nursing and contents, methods, tasks and data used for learning at the University?,  Is there any relationship between gender, age and cognitive style of the students and academics? To answer those questions, several administer questionnaires to students in the first and fourth Biology and second and third of Nursing to determine their profile. Based on the data we analyze the similarities and differences among students, in connection withthe following parameters: a) Gender they belong b) Cognitive style c) and specialty preferred route. D) preferences for different aspects of professional practice, and so on. Among the most relevant results obtained can mention the following: 1. The impact that the content of the curriculum, he exerted on academic performance of students, is practically zero. 2. The motivation and clear picture of the profession to realize, once the studies identified two fundamentally different profiles studies: studies with a high and consistent academic performance (Nursing) and studies with significant failure and dropout (Biology). 3. The students of a certain race or even a single course, are not a homogeneous group. 4. The most important subjects are the most relevant for the training of student and professional career. 5. The tasks and basic categories of data analyzed in our study, represent the core activities that a biologist can make in their work environment and a logical way of classifying them. 6. The following tasks biologist, on the other highlights: Manipulating agencies, Microscopy, Molecular Techniques, Technical Field and histological techniques. Data favorite with students, are Obtaining microscopic images, the study of animal and plant organisms and ecosystems. 7. In nursing, specific skills are those represented by the following specialties. Geriatric Nursing, Pediatric Nursing, Infirmary Obstétrico-ginecológica (Nursing at different stages of the life cycle), Mental Health Nursing (Nursing Psychosocial and Mental Health), Nursing Obstétrico-Ginecológica (Community Nursing). 8. Of all the specialties of Nursing, 8 more vouchers 3a3 Rade is the Nursing Care Médico-Quirúrgicos. 9. Our results do not seem to draw a clear link between the different types of teaching methods, and other variables. Nor is there a clear relationship between cognitive styles with the other variables.

Author: GONZÁLEZ URIEL ANA.
Year: 2004.
University: VALLADOLID [www.uva.es].
Place of defense: FACULTAD DE EDUCACIÓN Y TRABAJO SOCIAL.
Place of preparation: FACULTAD DE EDUCACIÓN Y TRABAJO SOCIAL.

Summary: The aim of the thesis is to explore whether there is a relationship between the uptake space and practice, increasingly widespread, the games with animated graphics and virtual reality. Lacuestión relates to the perception of space and movement in the "era of screens," which concerns issues of architecture, language audiovisual or psychology. There has been an investigation with empirical correlation method, using a sample of five hundred subjects of both sexes, between 10 and 18 years of age, students in primary and secondary schools in the Community of Madrid. It has been verified the assumption that there is no relationship between the reaction rate and the ability to process spatial and temporal relations. The practice of rapid reaction exercises and games with virtual movement is independent of the speed of advance (used as a means of attracting the relationship space). By careful study to see the potential impact on the assumption other variables controlled, it has been found that incidence (a = 0.01) in terms of: a) gender b) age, c) type of school attending class d) academic performance, or e) tendency to delay or advancement in the speed of advance. Moreover, it has been found that there is correlation between the speed of advance and the time devoted to study. The results obtained support the reasons found in other research to consider the speed of advance as a kind of internal attention ( "procesual") or kinetic intelligence. (THREE KEY WORDS: Anticipation; reaction; videogames)

Author: SILVA BALDONEDO M. LIDIA.
Year: 2004.
University: VIGO [www.uvigo.es].
Place of defense: FACC. EDUCACIÓN CAMPUS PONTEVEDRA.
Place of preparation: EAC. DE EDUCACIÓN CAMPUS OURENSE.

Summary: This thesis explores the cognitive processing of children mormoyentes and poor hearing with varying degrees of hearing loss (poor hearing ligero-moderados, severe and profound cochlear implants), according to different age groups (5-7, 8 -13, 14-17 years), model communication (oral marked), the effect of precocity of cochlear implant use and planning strategies. The cognitive processes were evaluated using the battery DN: CAS (Naglieri and Das, 1997) framing results in the theory PASS (Das 1994). The highest scores in the various processes PASS are obtained by the subjects normoyentes, while the worst performers are profound hearing impaired. The degree of hearing impairment correlates inversely proportional manner with the different processes PASS. The cochlear implant early improves outcomes in all cognitive processes studied. Subjects defiecientes autditivos severe and profound about the model communicative (oral-signado) show statistically significant differences in favor of a model using oral communication, planning only, not in other processes. Subjects normoyentes and defientes hearing no different in the strategies described.

Author: RODRÍGUEZ RODRÍGUEZ LOURDES.
Year: 2004.
University: GRANADA [www.ugr.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: DEPARTAMENTO DE PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN..

Summary: In this research discusses the "learning experience" of future teachers, using constructs central proposed in the framework of two independent lines of investigation, fenomenográfica (Marton and Sà ¤ ljà ¶, 1976a 1976b, Biggs, 1987) l ametacognitiva (Schommer, 1990, 1998). The participants were 387 students in first and final year of a teacher training school, which responded to various insturmentos to assess. A. His ideas and learning strategies (written task) (Tynjà ¤ open the, 1997), learning approaches (SBQ) (Biggs, 1987), and beliefs epistemolígicas (EQ) (Schommer, 1990). The key objectives have been. A. To examine whether the process at the university (factor course) influence on the learning experience of the participants, and if it depends on whether they are men or women (sex factor). B. Identifying potential relationships between builder mentioned. C. To examine the relationships between these construtos and academic performance. The results support three conclusions generic. First, in accordance students progressing in their training univesiataria (factor course), while decreases in their scores superficial approach as naive epistemological beliefs, and increase their scores in depth approach. The effect of gender was also significant factor in the variables mentioned, but not the interaction with the factor course (MANOVA). Differences detected, but statistically significant, were of low magnitude. Although there were no significant both in the conceptions of learning in relation to the above factors, those related significtivamente with learning strategies (Correlation Analysis) (eg The conceptions of learning type and constructive strategies d eaprendizaje type elaboratorio / organizational). Second, there are statistically significant relationship between the constructs of the two lines of research. On the one hand, the more complex epistemological beliefs tend to be associated with the approaches type deep (Analysis of correlacines). Moreover, coceptciones learning are predictive reproductive rate, the general belief of epistemological kind of simplistic (regression analysis). Third, the constructs mentioned above, in addition to relacionarase one another, it can predict academic performance, according to a partially mediated model, based on the model on the teaching-learning process proposed by Biggs (1987) (SEM-Análisis equation linear structural). While the concepts of learning only influence on the yield, so direct, beliefs epostemológicas do so either directly or indirectly, acting approaches to learning, in the latter case, as variables mediators. Concepciones constructive about learning, complex epistemological beliefs, and approaches to learning-type deep, lead, usually a good academic performance. The results appear to have a dual interest. First, to confirm the relationship between central constructs of the two lines of inquiry, it presents a novel contribution to the Educational Psychology in the area at the European level, and subreyan the need for considerer of odo holistic learning experience of the students. Secondly, the low magnitude of this change, it seems sañalar the need to continue to improve our training system (eg Offering powerful learning environments that will facilitate a transformation of that experience in a line of complexity, depth and sophistication).

Author: LÓPEZ VICENTE PAU.
Year: 2005.
University: RAMÓN LLULL [www.url.edu].
Place of defense: FACULTAT DE CIÈNCIES DE L'EDUCACIÓ I DE L'ESPORT BLANQUERNA.
Place of preparation: FACULTAT DE CIÈNCIES DE L'EDUCACIÓ I DE L'ESPORT BLANQUERNA.

Summary: OBJECTIVES To analyze the characteristics of the knowledge built into the group, increasing cognitive complexity and the role of situational and methodological elements that can help her. BACKGROUND AND REVIEW THEORETICAL BIBLIOGRÁFICA In line with the proposals of King Schneider (1991), Corbí (1992), Mayor Zaragoza (1994), Delors (1996) and Morin (2001) on the increasing complexity and social necessity that the person can responding, it is founded on the concepts of intelligence, thought and intricate knowledge (Sternberg, 1994) to identify the characteristics that distinguish spaces and teaching-learning methodologies that promote cognitive complexity. ITINERARY OF FIRST RESEARCH It focuses on working with groups seminary student 4Â grade psicopedagogia over three years, using a methodological design cualicuantitativo. Through interviews at the beginning and end of each quarter, elicitan and carried out the valuation of constructs that students used in relation to a theme proposed to them. Analysis of different indicators and benchmarks of complexity, comparing the results with the start of the final quarter (test-retest), reveals some initial conclusions to be reaffirming and complemented with the second pathway research. ITINERARY OF SECOND RESEARCH There is a qualitative methodological design and focus research in eight participants. Three procedures are used (interviews, features and focus-group) for the analysis of data offering allows its triangulation. MAJOR FINDINGS OF WORK ARE * Participants explained the personal experience and group of a shift towards a more complex way of thinking reflected in new attitudes and skills such as awareness, multidimensionality, differentiation of the same elements and time integration and articulation of these, transferable to other contexts to life personally and professionally. These features may allow more appropriate responses to new situations and trends posed by the increasing complexity of society. * Both the contextual framework of the seminar and shared experience and learning conducive as specific activities and techniques used, are perceived as detonating elements of these changes and generating conflict cognitive, motivational and personal change and group. * Finally, to explain the characteristics of an area of university teaching-learning enabler of the development of thought and knowledge complex, we propose a model that integrates two triads of variables: "feeling, thought, action" and "knowledge axiológicos, scientific and organizational ".

Author: CERDÁN OTERO RAQUEL.
Year: 2005.
University: VALENCIA [www.uv.es].
Place of defense: FACULTAD DE PSICOLOGIA.
Place of preparation: FACULTAD DE PSICOLOGIA.

Author: TORRE PUENTE JUAN CARLOS.
Year: 2005.
University: PONTIFICIA COMILLAS [www.upcomillas.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE FILOSOFIA Y LETRAS.

Summary: This work focuses on the analysis of the beliefs of academic self-efficacy, self-regulated learning processes and approaches to learning that students use when faced with the academic tasks. Along with these main variables were also investigating other related to the subjective experience of the students: perception of the subjects perceived effectiveness of ways to learn and preferences for modes of evaluation. The sample consists of 1,200 students from the Universidad Pontificia Comillas (Madrid, Spain) belonging to the first and last courses of ten different races. It consists of a first part where they reviewed the state of affairs on the three concepts studied and a second part in which, on one hand, discusses the differences between courses (1Â eighth and final), and between races, and another, an exploratory causal model of the relationship between self-efficacy, and verification metacognitive awareness, reason and profound achievement and profound learning strategies (expansion, connectivity and organization). Results indicate that there are differences in self-efficacy, self-regulation and approaches and also on the variables of the subjective experience of the students, depending on the course where you are and the race to which it belongs. In turn, self-efficacy appears to be the engine that use active strategies deep through the IET and the root causes of learning.

Author: CUADRO CAWEN ARIEL.
Year: 2005.
University: MURCIA [www.um.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA.

Summary: The investigation responds first, the need in our country to have valid tools for evaluating specific difficulties in reading and secondly, to deepen characterization of the poor readers in Spanish. To do so, are valued a set of tests that measure the level reader and processes involved in reading ability and compares 42 readers overdue for 4Â eighth, 5Â ° and 6Â eighth grade, with 90 readers like normal grade and 78 readers normal lower-grade level and equivalent reader. It analyzed the performance of groups on tasks that involve processing or phonological processing spelling, as well, were identified subtypes of readers retarded (surface fonológicos) from the regression method (methodology proposed by Castles and Coltheart, 1993). Based on the correlation between variables decoding capabilities of the subjects and the level of development lexicon of them, were determined to limit values that can reach a variable, taking into account the value of the other. The results show that readers retarded with a low domain or automation of the conversion rules grafema - fonema (For pseudopalabras), as well as, search engines lexical inefficient (case of discrimination spelling). These results would be consistent with the work assigned to an essential role for the development of phonological representations spelling. Considering the various comparisons, using regression analysis, among readers and viewers behind normal in the same grade, the same level statistically controlling reader and the reader level, there are variations in the distribution of subtypes of readers retarded, which would conclude that the phonological dyslexic would have a specific deficit in the phonological processing and surface are treated better in a delay in the wider recognition of words. In our case, the transparency of the language promotes learning the rules of correspondence grafema - fonema, and the reading experience, improving the accuracy in reading pseudopalabras. It applies the idea that the type of phonological dyslexia and superficial, would differ in the degree of severity of phonological disorder and cognitive resources available to compensate for the shortfall (Snowling, 2000); also coinciding with the postures of Share (1995 , 1999) with respect to the phonological recoding functions as a mechanism of self, allowing the acquisition of the representations spelling necessary for the visual recognition of words.

Author: GIL GÓMEZ DE LIAÑO BEATRIZ.
Year: 2005.
University: AUTÓNOMA DE MADRID [www.uam.es].
Place of defense: FACULTAD DE PSICOLOGÍA DE UAM.
Place of preparation: FACULTAD DE PSICOLOGÍA DE LA UNIVERSIDAD AUTÓNOMA DE MADRID.

Summary: This thesis is a study on the effects of the burden of working memory in procresos of selective attention in a context of Presentation Series Visual Quick (PRSV). It will examine how certain manipulations cargo working memory may affect processes of selective attention in the framework of a theoretical model posed by Bottle, Barrioperdro and Serum (2001), which explores the formation of conjunctions illusory in the time domain. Specifically, the second objective of this thesis is to study the so-called process of targeting or training percept within that theoretical model. The work is divided into two essential parts, where the first part explores the major studies related to the planned objectives. The first chapter is dedicated to the selective attention. First, we will briefly review the major milestones in the study of selective attention in psychology, with special attention to how distracting may affect the processing of the target in a certain task, ie the inhibitory processes in selective attention , as well as the study of attention on visual search tasks. Secondly, a review of the dual task of paradigms that have studied the time course of care; PRP, the paradigm change task (task switching) or Attentional Blink (AB). Lastly, will be discussed in detail the theoretical model on which we will focus on the experimental side, ie the model of conjunctions illusory Bottle et al (2001). The second chapter is a review of two of the models the field study of working memory, which would probably have had more weight and have today; models Baddeley and Cowan (Baddeley, 1986; Cowan, 1988 and 1995). Both establishing direct links between atencionales processes and working memory, which allows us to see what kind of relationships have been described so far between the two psychological constructs. It will also provide an overview of the research conducted on the effects of the burden of memory processes atencionales, paying particular attention to the model proposed by Lavie et al (2004). The second part is divided into that thesis is the part pilot. The third chapter presents the research conducted, as well as the justification for it. The chapter includes experiments and the main results found, aí a brief theoretical discussion on each of them. Finally, the fourth chapter provides an overview of the experiments of previous chapter to provide a more complete theoretical explanation of the results found. Based on these results, we will have something more information on the effects of the burden of working memory processes of selective attention in a context of PRSV, as well as more information on the operation process within the targeting model conjunctions illusory. Finally, it raises some future lines of inquiry in the light of the results obtained.

Author: SOLANO PIZARRO PAULA.
Year: 2005.
University: OVIEDO [www.uniovi.es].
Place of defense: DEPARTAMENTO DE PSICOLOGIA.
Place of preparation: DEPARTAMENTO DE PSICOLOGIA.

Summary: This research work of the need to give students the skills needed to be able to independently engage in their own learning throughout their life, as demand in the process of convergence of the European Space Higher Education. To that end, the objective of this work focuses on increasing the processes autorregulatorios learning university students, creating an intervention program that seeks to empower them to be able to self-regulate their own learning through teaching processes and strategies necessary, taking theoretical framework as one of the main lines of investigation in the Educational Psychology current self learning. Based on an analysis of the relevant studies on the self-regulated learning intervention in the university context and the instruments used for assessing its effectiveness, the overall objective of the research is divided into two, on the one hand, the creation and matching an assessment tool in relation to learning and self-regulating, on the other hand, the creation and implementation of an intervention program developed based on helping students to become self-regulated learners. The resusltados most relevant highlights the improvement obtained by the students who have gone through the program in its self-perceived competence and autonomy.

Author: CABALLERO MARTÍNEZ PATRICIA.
Year: 2005.
University: DEUSTO [www.deusto.es].
Place of defense: FACULTAD DE FILOSOFÍA Y CIENCIAS DE LA EDUCACIÓN.
Place of preparation: FACULTAD DE FILOSOFIA Y CIENCIAS DE LA EDUCACIÓN.

Summary: The significant increase in the age of the population that has occurred in recent decades has generated a growing interest in the study of normal and pathological brain changes associated with aging processes. Numerous studies have described decreases volumetric located in the striped associated with the normal aging process. On the other hand, traditionally has been attributed to this region regulating the engine control but have recently been described copious evidence about the involvement of striated in higher cognitive processes developed on the basis of the progress made in neuroanatomía experimental and neurophysiology. In this theoretical framework, the main objectives posed this Doctoral Thesis are exploring reduction processes volumetric estriatal associated with age and to examine the relationship between the volume of structures estriatales and executive functions and motor evaluated through different neuropsychological tests in normal population. For this purpose has been carried out a study quantitative volumetric from images obtained through Structural Magnetic Resonance. The sample used includes a total of 127 subjects participating in the study "Aging Brain Imaging and Cognition" developed at the Johns Hopkins Hospital (Baltimore, USA). Volumes were obtained from the striated manual layout of this structure using image analysis software MEASURE. The evaluation of the executive functions are performed using mWCST, TESt of Verbal Fluency and Trail Making Test (Parts A and B) and the assessment of motor functions are performed using Grooved Pegboard. It proceeded to the statistical analysis of data through the application of descriptive and inferential statistics. The results of this study confirm the existence of processes atrophy in the structures estriatales associated with the normal processes of aging. Moreover, according to this research, there is an association between volumes structures estriatales and neuropsychological functioning regardless of age. It stresses the need for future research to deepen the study of the relationship between the striated and higher cognitive processes.

Author: SANCHEZ GARCIA ANA BELEN.
Year: 2005.
University: SALAMANCA [www.usal.es].
Place of defense: FACULTAD DE EDUCACION.
Place of preparation: FACULTAD DE EDUCACION.

Summary: The dissertation investigates the cognitive processes that underlie the acquisition of arithmetic algorithms, with particular reference to the abduction and cognitive mechanisms that operate in the generation of error. Both from a theoretical and empirical perspective. To that end, the thesis analyzes and systematizes all theories that underlie these processes of learning and systematic errors associated. Both the factors of nature as semantic or syntactic nature of those proceedings have been investigated. Likewise, has also explored each and every computer systems and simulators used to categorize, typify educationally and rehabilitate more than 120 errors or related cognitive processes. Based on the theoretical foundations established, it designs and develops an empirical investigation that goes into the cognitive processes that mediate in the generation of the error, type and nature of the same in the context of our education system. Allowing well against our results with those obtained by important theoretical concerning basic research in this field such as: VanLehn, Young & OÂ'Shea, Resnick, Brown & Burton. The results show the influence of both conceptual framework on the proceedings as to the nature of arithmetical error and the importance of developments hypermedia and simulators, in the treatment of it. This allows setting up and conclude on numerous reflections on teaching requirements and processes learning arithmetic in our educational context.