Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving

Background: The purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD). Methods: The sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n = 30), MLD (n = 30) and typically achieving control (TA; n = 30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. Results: The ADHD group’s performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample. Conclusions: Children with ADHD and with MLD showed characteristic cognitive profiles. Groups’ problem-solving performance can be predicted from their cognitive functioning

Efecto de un programa de intervención en los procesos y estrategias para la comprensión lectora en estudiantes de 5º y 6º grado

Background: Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program. Method: Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. Results: The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Conclusions: Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.Antecedentes: diferentes investigaciones han evidenciado que el fomento de estrategias cognitivas y metacognitivas puede mejorar la comprensión lectora y su instrucción favorece la utilización adecuada de los procesos de monitoreo y de las estrategias de regulación. El objetivo del estudio es analizar los efectos de la instrucción estratégica y metacognitiva con el programa “Aprender a Comprender” en los procesos y estrategias para la comprensión lectora. Método: la instrucción se llevó a cabo durante seis meses, en el aula, a cargo de dos docentes. Participaron 94 escolares, 49 de 5º grado y 45 de 6º grado. Se utilizó un diseño pretest-intervenciónpostest-seguimiento con un grupo de comparación por grado. Resultados: los análisis de varianza muestran un impacto de la intervención y su mantenimiento diferencial en cada grado. Los estudiantes del grupo de intervención de 5º grado puntuaron más alto en la prueba de comprensión lectora en postest y en el seguimiento. Los del grupo de intervención de 6º grado puntuaron más alto en la escala de planifi cación tanto en postest como en el seguimiento. Conclusiones: la instrucción estratégica textual favorece la comprensión lectora y el progresivo desarrollo de la planifi cación necesaria para su supervisión y regulación, manteniendo sus efectos en el tiempo.info:eu-repo/semantics/publishedVersio

Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement

Different variables related to information and communication technologies (ICT), such as digital self-efficacy for teaching, perceived institutional support for innovation, ICT positive emotions, and satisfaction with institutional support, are key factors in the teaching-learning process. The main purpose of this study is to analyze the structural relationships of these constructs with teachers' autonomous motivation and work engagement. Data were collected from 350 in-service secondary education teachers through a self-report questionnaire and were analyzed using a two-step Structural Equation Model (SEM) approach. After testing the adequacy of the measurement model, the structural model showed that all ICT-related variables significantly predicted autonomous motivation, with 26% of explained variance. ICT-related variables and autonomous motivation explained 69% of the variance of work engagement. Emotional variables also were predicted by digital self-efficacy and institutional support. Autonomous motivation and emotional variables mediated the effects of digital self-efficacy and support for innovation on work engagement. These results shed light on the critical role of these ICT-related variables for teachers’ work motivation and engagement

Estudio de prefactibilidad para la instalación de una planta de producción de barras empanizadas precocidas de pescado amazónico (Piaractus brachypomus)

El presente estudio de prefactibilidad tiene como objetivo determinar la viabilidad de mercado, técnica, medioambiental, económica-financiera y social para la instalación de una planta de producción de barras empanizadas precocidas de paco. En el “Capítulo I. Aspectos generales” se determinó la problemática, los objetivos, la justificación del tema y la hipótesis. En el “Capítulo II. Estudio de mercado” se presenta la descripción del producto, el análisis del sector industrial, el modelo de negocio, el análisis de la oferta y la demanda del proyecto, la cual refleja una cantidad de 564 740 cajas para el quinto año del proyecto. En el “Capítulo III. Localización de planta” se determinó la ubicación óptima de la planta en base a un análisis de macro y micro localización utilizando la metodología ranking de factores, en el cual se eligió el distrito de Villa El Salvador en Lima. En el “Capítulo IV. Tamaño de planta” se calculó el tamaño de planta considerando el mercado, recursos productivos, la tecnología y el punto de equilibrio, por lo que el tamaño de planta calculado fue de 564 740 cajas. En el “Capítulo V. Ingeniería del proyecto” se realizó la descripción técnica del producto, el marco regulatorio, el proceso productivo, la capacidad instalada, la cual es de 836 815 cajas al año determinado por el proceso de empaquetado, la calidad del producto, el impacto medioambiental, la seguridad y salud ocupacional, mantenimiento, la cadena de suministro, el programa de producción y la disposición de planta, en la cual se calculó un área de producción según Guerchet de 129,6 m2 y un área total de 1221 m2. En el “Capítulo VII. Presupuestos y evaluación del proyecto” se determinó una inversión total de S/ 1 759 273, un VAN Financiero de S/ 1 057 583, por lo que al ser positivo demuestra que el proyecto es rentable, un TIR Financiero de 56% mayor al COK de 18,36%, lo cual significa que supera las expectativas de los accionistas y un periodo de recupero de 2 años 6 meses y 24 días. Finalmente, en el “Capítulo VIII. Evaluación social” se evalúa el impacto del proyecto en la sociedad y los beneficios que este genera para la población cercana. Por lo que, se calculó un valor agregado de S/ 7 579 547.The objective of this pre-feasibility study is to determine the market, technical, environmental, economic-financial, and social viability for the installation of a precooked breaded bars of paco production plant. In “Chapter I. General aspects” the problem, the objectives, the justification of the topic and the hypothesis were determined. In “Chapter II. Market study” presents the description of the product, the analysis of the industrial sector, the business model, the analysis of the supply and demand of the project, which reflects an amount of 564 740 boxes for the fifth year of the project. In “Chapter III. Plant location” the most optimal location for the plant was determined based on a macro and micro location analysis using the factor ranking methodology, in which the district of Villa El Salvador in Lima was chosen. In “Chapter IV. Plant size” the plant size was calculated considering the market, productive resources, technology and the break-even point, so the calculated plant size was 564 740 boxes. In “Chapter V. Project engineering” the technical description of the product, the regulatory framework, the production process, the installed capacity, which is 836 815 boxes per year determined by the packaging process, the quality of the product, environmental impact, occupational health and safety, maintenance, supply chain, production program and the plant distribution, in which the production area was calculated according to Guerchet of 129,6 m2 and a total area of 1221 m2 were described. In “Chapter VII. Budgets and project evaluation” a total investment of S/ 1 759 273, a Financial NPV of S/ 1 057 583, that being a positive amount means that the project is profitable, a Financial IRR of 56% higher than the COK of 18,36%, which means that it exceeds the expectations of the stakeholders and a recovery period of 2 years 6 months and 24 days was determined Finally, the “Chapter VIII. Social evaluation” evaluates the impact of the project in the society and the benefits it generates for the nearby population. Therefore, an added value of S/ 7 579 547 was calculated

Mathematical difficulties vs. High achievement: an analysis of arithmetical cognition in elementary school

This study analyzed the contribution of cognitive processes (planning, attention, simultaneous and successive processing) and domain-specific skills (counting, number processing and conceptual comprehension) to the arithmetic performance achieved in the last three grades (4th, 5th, and 6th) of elementary school. Three groups of students with a different arithmetic achievement level were characterized. The predictive value of the cognitive processes and the math specific skills are explored through diverse covariance and discriminant analyses. Participants were 110 students (M = 10.5 years, SD = 1.17) classified in three groups: mathematical difficulties (MD; n = 26), high achieving (HA; n = 26), and typical achieving (TA; n = 58). Cognitive processes and domain-specific skills were evaluated in two individual sessions at the end of the school year. Nonverbal intelligence was assessed in a final collective session with each class. The mathematical difficulties group’s achievement was deficient in simultaneous and successive processing, number processing, and conceptual comprehension compared to the typical achievement group. High achievement children obtained significantly better results than the typical achievement children in simultaneous processing, counting, number processing, and conceptual comprehension. Number processing and conceptual comprehension were the most consistent classifiers, although successive and simultaneous processing, respectively, also contributed to identifying students with mathematical difficulties and high achievement. These findings have practical implications for preventive and intervention proposals linked to the observed profiles

Mujer, discapacidad y empleo: tejiendo la discriminación

Mujer, discapacidad y empleo: tejiendo la discriminació

Expectativas, según sexo, de los estudiantes españoles de primer año de enseñanza superior tras sus primeras experiencias

Academic expectations reflected confidence in that which, according to previous experience, is considered to be more likely to occur. They are an interpretation and prediction about what will happen in Higher Education (ES) based on the experience. The confrontation with the first school semester leads, often, to a reevaluation and modification of initial expectations. This study was conducted to see whether a change in the scores of student expectations occurs, by sex, since they was first start in college until complete it the first semester. The sample consisted of 223 students from the University of Vigo, Ourense Campus, aged between 18 and 39 years (M = 19.8, Mdn = 19 ). 68% were female and 32% male. Was used for initial and semiannual measure Academic Perceptions Questionnaire (CPA). The results indicated that initially, women, scored higher than men in their expectations of training employment/career, personal and social development, student mobility, political / citizenship implication and social pressure . At the end of the first semester, that pattern was reversed, the men got higher scores on these dimensions of expectations. The results are interpreted to mean that women conform to a greater extent than men based on their expectations of university experiences in that time period, assuming a better adjustment of women students to college

Instructors’ teaching styles: relation with competences, self-efficacy, and commitment in pre-service teachers

Instructors’ teaching styles in higher education are an issue of major importance because these interactions affect students’ self-perceptions, involvement, and achievement. This study aimed to test a theoretical model of relations between perceived teaching styles (autonomy support, structure, and control) and competences, self-efficacy, and commitment in pre-service teachers; to assess the invariance of the model in two samples; and to analyze the mediated relations between these variables. Measures were collected from 842 Spanish pre-service teachers. As main research implications, teaching styles predicted acquired competences, competences predicted teaching self-efficacy, and self-efficacy predicted commitment to the profession. This model was equivalent in two samples of childhood and primary education pre-service teachers. Competences and self-efficacy mediated the relationships between variables. As practical implications, this study clearly shows the need for different interventions to enhance adequate instructors’ teaching styles and to foster among novice pre-service teachers the acquisition of professional competences, initial self-efficacy, and a good level of commitment to their profession

La investigación biomédica en España (II). Evaluación del Fondo de Investigación Sanitaria (FIS) a través de los proyectos de investigación financiados en el período 1988-1995 a centros de investigación, facultades y escuelas

En un trabajo previo, publicado en esta misma revista, los autores han estudiado los resultados generados por los proyectos de investigación financiados por el Fondo de Investigación Sanitaria (FIS) a las Instituciones Sanitarias Asistenciales (hospitales) y los procedentes de los cuestionarios de encuestas remitidos a los investigadores responsables de tales proyectos y a los directores gerentes de los hospitales en los que se realizaron los mismos. En el presente trabajo, se continúa el proceso de evaluación del FIS, centrándose la atención en la distribución de los proyectos de investigación concedidos a los centros de investigación, facultades y escuelas, y en los resultados obtenidos a través de los cuestionarios de encuesta cumplimentados por los investigadores principales pertenecientes a estas instituciones o entidades.La realización de este trabajo ha sido posible gracias a la financiación otorgada por el FIS al proyecto de investigación 96/1803.Peer reviewe