COGNITIVE PROCESSES (2)

Author: MURILLO BARRERA MIGUEL.
Year: 2005.
University: CASTILLA-LA MANCHA [www.uclm.es].
Place of defense: FACULTAD DE CIENCIAS DE LA ACTIVIDAD FÍSICA Y EL DEPORTE.
Place of preparation: FACULTAD DE CIENCIAS DE LA AF Y EL DEPORTE.

Summary: The aim of the thesis was the development of selective attention (AS) and anticipation perceptive facilitates learning of the race speed, launch weight and the long jump, testing Atlestimos base in a school setting. The quasi-experimental design was used with two groups intact not equivalent, the pilot (n = 23) and controls (n = 23), which was applied differential treatment based on the use of informational spots within a design of specific UD athletics. The results showed that there were significant differences (p less 0.05) after the application of the independent variable in the experimental group and not in the control of speed in the race and the long jump, tests of basic Athletics in a school but not in the launch weight.

Author: SANCHEZ LOPEZ Ma. CRISTINA.
Year: 2006.
University: MURCIA [www.um.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: The work consists of two parts: a) theory, which contains the main models of superdotación, from the classics and Marland (1972) and Renzulli (1977) to more current approaches such as the professor Castelló (Castelló and Batlle, 1998 ) or the Sternberg (2005). We conducted an analysis of various investigations that examined the characteristics of personality, intelligence and emotional adjustment problems of the students of high skills, b) The empirical study is collected sample instruments preidentificación (scale of teachers); identification ( BADYG and TTCT from Torrance) and those used for the study of personality (ESPQ and CPQ of Cattell), socialization (BAS1 and 2), adaptation (TAMAI) and emotional intelligence (Chiriboga and Franco). The participants were students of different schools of the Region Murciana. At the first screening, we selected 187, of which 162 met the criteria established by the model used (Castelló and Batllé, 1998). The results indicate that the gifted expresses great cognitive complexity and extraordinary creativity, which led him to achieve good academic results. While the mathematical talent fascinates him work and numerical world, cognitive complexity led him to prefer jobs that require generalize concepts and use math skills to the solution of complex problems and everyday life; think in numbers, are curious to numerical information, quick to learn and understand the knowledge and mathematical abstract ideas, good coders symbolic, with skills to establish relationships and flexibility of thought. The talent is very easy for verbal language, verbal or written, I love to listen to what they are interested in and talk about the topics that dominate. The creative talents shown a great capacity to generate new ideas (originality), propose different ideas to solve the same problem (fluent), a different master (flexibility), and beautify the ideas and concepts (development). The academic talents have a performance superior to that of their peers; highlighting in specific curricular subjects. With regard to the characteristics of personality, the results indicate that students in high skills show a balanced profile; no problems adjusting; have a high emotional intelligence, and according to parents and teachers possess the skills to encourage socialization. In short, we would like to emphasize that any process for the identification and study of gifted students is complex, and in this regard, we believe that the model of Castelló and Batlle is a rigorous procedure, simple, useful and easy applicability. The diversity profiles intellectuals found allows us to observe the heterogeneity of pupils with higher skills. What carries the inability to generalize the answer education to all students. The study of variables socio has helped us know little studied, and clarify aspects prejudices on the exceptionality. Therefore, the uniqueness does not involve high maladjustment and / or misalignment personal, social and emotional. The research provides guidelines for intervention for the educational community. For example, for the gifted teachers should consider abstract and complex tasks, involving the use of creativity in different dimensions. For the academic talent, it would propose expanding curricular tasks given their high rate of learning. For the talent artístico-figurativo, teachers could include tasks that require the use of representation skills and / or expression. If talent verbal activities should require encoding and decoding of complex information. At 8 inter 47e tion with the mathematical talent, it would be interesting to provide activities that meet their complex thinking. Regarding the talent logical reasoning tasks could incorporate graphics, verbal or numerical, all of them requiring a high level of abstraction. The intervention for creative talent, you should consider tasks requiring use knowledge base, insight, intellectual style preference and motivation within the context where the teacher promotes creativity.

Author: Zanotto González Maria Mercedes.
Year: 2006.
University: AUTÓNOMA DE BARCELONA [www.uab.es].
Place of defense: Dep. de Psic. Básica, Evolu. y de la Educa..
Place of preparation: Departamento de Psicología Básica, Evolutiva y de la Educación.

Summary: This teis focuses on the strategic processes that developed reviewers experts during the reading of an academic text, which developed an evaluation report. Interesaron for this study cognitive processes and procedures that the reviewer used strategically during the academic development of this task that involves reading and writing. This research was conducted with a sample of five expert readers, both in the theme of the text that read, as in the development of processes of reading and writing academic. Reviewers are university professors and researchers, also has extensive and renowned career. The methodology used was qualitative, in the form of case study. The study data were analyzed using the Atlas / ti 5.1. As results were obtained various strategic processes of reading that are useful for the training of junior researchers.

Author: Fernandez Amado Maria Luz.
Year: 2006.
University: A CORUÑA [www.udc.es].
Place of defense: Facultad de Ciencias de la Educación.
Place of preparation: Facultad de Ciencias de la Educación.

Summary: Usually in the classroom using two methods or approaches to teaching reading and writing. The model psicolingüstica and constructivist approach. It is, as we know two models with different features but justified its existence because, first, not all children are equal and second difficulties in learning are found from any of these approaches. In our research we intend, based on technology, fostering a rapprochement, a bridge between these methods as diverse. We believe that with the use of technology contextualised based on the SRV, we can encourage them to develop phonological segmentation tasks own approach psicolingüstica. While our sample works reading and writing from a constructivist approach. This is because the student learns to become more integrated. The objectives of this research were: first, to check whether the VOICE RECOGNITION SYSTEM improves phonological awareness (CF) and competition reader (CL), namely whether facilitate segmentation and the development of the CF (improve the use of the route phonological) and also improves the LC (improving the use of visual route), and secondly see if the SRV influences learning writing. This design an investigation following a basic pre-post study design, we divided the sample into two groups, control groups (QA) and the experimental group (GE) and evaluate task of FC and LC (through a computer test that design called Evalmn) Members of the control group conducted routine classroom instruction itself and the members of GE attend weekly training on an individual basis with the SRV. In these training sessions (total of 7 sessions between 15 and 30 minutes) members GE perform tasks similar to those performed by members of the GC with the difference that it used to the SRV. The analysis of the results in relation to the reading shows that:-training through the SRV produces significant improvements in children who are at the beginning of their learning reader (3Âş Early Childhood Education) in phonological awareness in the reading. --This improvement in both processes points to a process of "convergence" that allows faster growth complementarity of the two routes needed for teaching reading: visual and phonology. The significant development of the track through the use of phonological SRV allows us to conclude that the activities within the training involved for the student "write with the voice" and if you compare that "reads" correspond to what "he said" carried ANALYSIS develop skills of the word who have previous lingüstica. - In this regard, the SRV is established as a proper procedure to offer activities that get boost in the relationship between language student ORAL AND WRITTEN, equipándole with strategies to ensure a breakthrough in the early stages readers. In connection with writing the results show that: - The advance in writing, evaluated from a constructivist perspective (Teberosky and Ferreiro) not show a significant improvement, which leads us to intepretear that the positive effect obtained in the analysis capabilities of the word probably requires a larger time for automation in the field of reading before they can be reflected as writing skills, which appear at a later stage. This investigation reveals new lines of investigation as it may be, to continue the project with other methods of teaching reading and writing, finally believe 8 that mpe 3cd read the SRV opens a limitless field of research to develop educational software let the reader learning in the classroom routine, and most importantly, tailored to the individual characteristics of students with dificultade learning in reading, whether specific or broader nature.

Author: SÁNCHEZ NÚÑEZ MARIA TRINIDAD.
Year: 2006.
University: CASTILLA-LA MANCHA [www.uclm.es].
Place of defense: E. U. DE MAGISTERIO DE ALBACETE.
Place of preparation: FACULTAD DE MEDICINA DE ALBACETE.

Summary: This work focuses on the relationship between self-reported emotional intelligence (IEA), as measured through the TMMS-24 (Fernández-Berrocal et al., 2004), and kinship families. Besides assessing emotional intelligence (IEP) perceived by the rest of the family on each of the members. Thus, there is the degree of perceptual adjustment of each member, as well as resolve the inconvenience and perceptive social desirability, derived from the self-report tests, obtaining a score much tighter. On the other hand, discusses the differences in gender perceptive as self reported in IE. And finally, we discover the relationship between the SIA by the family and the family environment, as well as the relationship between the IEA and mental health, proving the variables that predict the mental health of each of its members. The sample comprising 73 families of students at the University of Castilla-La Mancha to EU Teaching of Toledo. The methodology to be followed has been descriptive design cross. Data analysis has been based on correlations, mean differences and multiple regression analysis, hierarchical mode. The main results are: the clear relationship between the SIA from parents (with predominance of the father) and children. The highest scores of parents (padre-madre) at the IEA children. The autoinfravaloración of mothers versus fathers in SIA. The biggest adjustment perceptive of mothers and children that parents in the IEP of other family members. The relationship between the SIA in the family and the unity of its members, the expression of emotions, interest in activities intelectuales-culturales and structuring of responsibilities and family activities. And the association between a higher level of self-reported by the family Repair and improved rates of mental health. We must stress that the father predicts a greater extent than the mother's mental health each of the family members, which leads us to reflect on the importance of social and cultural aspects in the transmission and learning skills emotional.

Author: GONZÁLEZ SÁNCHEZ LORENA.
Year: 2006.
University: LEÓN [www.unileon.es].
Place of defense: BILIOTECA GENERAL DE SAN ISIDORO.
Place of preparation: FACULTAD DE FILOSOFÍA Y LETRAS.

Summary: The awareness is a linguistic phenomenon that involves developing cognitive skills combined with language skills, which makes it possible to know the roads leading to the notice of the oral language, while providing the necessary foundations to acquire a more profound understanding of the ways and functions of oral language. That awareness of language is composed of various facets. Within these morphological awareness can be seen as a critical area in the development of the different capacities of language, because it helps the process of decoding written words. In this thesis are two studies, one descriptive in nature in which discusses the differences in morphological awareness, writing and language in terms of development and the educational level, and a second study with a character in the prediction relationship between morphological awareness, phonological awareness, reading, writing and vocabulary, from an evolutionary perspective, making three tracks or assessments in a group of students from early childhood education to the first primary. In all, he has worked with about 350 children between the ages of 5 and 17 years. The results of such an argument can lead to a better understanding of the concept, development and potential for predicting the morphological conscience. On the one hand, there is, in general, an increase in morphological development of consciousness since the end of early childhood education in early elementary education constatándose well the evolution from a conscience implied at the age of five years, a clear conscience about six years (Valtin, 1984). Likewise, children learn first awareness regarding receptive language. Moreover, morphological awareness seems to be a good predictor of learning aspects such as vocabulary or reading. Thus, in the early primary vocabulary is predicted by morphological awareness in a meaningful way, which together with the relationship between the two measures, confirms the idea that domain awareness morphological can determine or at least facilitate learning increased or new vocabulary (Nunes & Bryant, 2004). Furthermore, the results show that reading is predicted by morphological consciousness for most of their actions. Thus, at the end of first grade can be confirmed that except for the reading of letters, all other variables related to reading are predicted by morphological awareness to some extent, although it is true that for most cases morphological awareness is a variable over a substantial number that predicts every step of reading. However, although the writing is predicted by morphological awareness in the first quarter of first grade, the same was not true in the last quarter of the course. On this occasion only on the variable spelling is predicted by morphological awareness, which is not confirmed the prediction of writing morphological awareness in the terms in which it had been carried out at the second stage of evaluation, which it departs from the results of previous research conducted in other languages which confirmed this prediction. Ultimately, all these issues, and some others, can lead to a better understanding of how an early awareness morphological contributes to the learning of reading and vocabulary, since various investigations show that children in the first years of schooling can benefit learning representations morfémicas in relation to written language. Thus, although more research is needed about the influence of morphological awareness on literacy initial of the child, the results presented in this thesis are that we find ourselves before an area of language that should not be ignored, and that has obvious implications evaluation and teaching of reading and writing.