Reseña de Escotorín, Roche y Delvalle (Eds.) (2014) Relaciones Prosociales en Comunidades Educativas

Obra ressenyada: Pilar ESCOTORÍN; Ignasi ROCHE y Rosaura DELVALLE (Eds.), Relaciones Prosociales en Comunidades Educativas. Algunas conclusiones del proyecto europeo MOST. Barcelona: Fundació Universitària Martí l'Humà, 2014

Reseña de Moix (2018) Mi mente sin mí. Lo único que falta en tu vida eres tú

Obra ressenyada: Jenny MOIX, Mi mente sin mí. Lo único que falta en tu vida eres tú. Barcelona: Editorial Aguilar, 2018

La estimación de un intervalo temporal (durée) en un grupo de niños de ambiente rural y urbano

Se han comparado los resultados obtenidos de la valoración temporal (durée) de dos intervalos transcurridos sin actividad uno y con una actividad determinada el otro (proyección de diapositivas). Los sujetos han sido dos grupos de 25 niños que cursan 4P nivel de E.G.B pertenecientes a dos medios diferentes: rural y urbano. Los resultados no difieren significativamente ni entre intervalos, ni entre ambos grupos de sujetos. Sin embargo presentan una diferencia significativa entre los resultados vinculados al sexo, indicando una tendencia del sexo femenino a sobrevalorar la duración del intervalo real, cuando éste transcurre con una actividad (temps plein): la proyección de diapositivas.Two groups, both and urban, of 25 children aged ten, have been asked to evaluate two temporal intervals (durée). In the first one the time was filled watching some colour slides; in the second, subjects were inactive. The scores are not different at any level of signification neither between intervals nor between groups. However, there is a significant difference in scores when sexes are taken into account. This leads to us hipothesize that females hipervaluate the «duréen of intervals when some activity is undertaken during them (temps plein

Percepción visual y rendimiento académico : estudio piloto del programa de M. Frostig sobre el desarrollo visual aplicado a 1º y 2º de preescolar

Este artículo es el resultado de un estudio Piloto de los efectos inmediatos de la aplicación del ler. Nivel del Programa Frostig, en 1er y 2º curso de Preescolar. En ambos cursos los niños han sido subdivididos en dos grupos: experimental y control (grupo A y B). Las pruebas administradas para observar los efectos inmediatos han sido el propio test de Frostig y el Bender. Al finalizar la aplicación del ler. Nivel del Programa, los resultados muestran una diferencia significativa entre ambos grupos A y B, y en ambos cursos, en el test de Frostig, pero no en el Bender. También muestran una diferencia significativa entre los resultados obtenidos antes de iniciar la experiencia y los obtenidos al finalizar el ler. Nivel del Programa Frostig. Hemos invertido la situación experimental en el 2º curso de Preescolar, y los nuevos resultados obtenidos no muestran diferencias significativas ni entre los grupos A y B, ni entre los resultados obtenidos en la 2ª y esta 3ª administración de las pruebas. A la vista de dichos resultados replantea la metodologia que se ha de seguirse en un próximo estudio.The goal of this preliminary study is to evaluate the short term effects of Frostig Program (1st level) in both the 1st and 2nd grade of preschool children. Two groups of subjects, experimental and control, were given the Frostig and Bender tests. At the end of the Program we found a significant difference between the two groups, in both grades, in the Frostig test only. Then, the experimental situation was reversed in the 2nd grade, but we did not find any significant difference between the experimental and control group with regard to the first situation, following these results some changes in the design are suggested

Resultats de l'avaluació continuada : augment del rendiment i de la satisfacció dels estudiants

L'adaptació de les assignatures a l'Espai Europeu d'Educació Superior requereix, entre d'altres, de la realització d'una avaluació continuada durant la qual l'estudiant va coneixent els resultats del seu aprenentatge. L'estudi es realitza amb els estudiants de primer curs de la titulació de Comunicació Audiovisual dels cursos 2005-06 i 2006-07. Es presenta la comparació entre els resultats quantitatius i qualitatius obtinguts pels estudiants de la mateixa assignatura en ambdós cursos. La diferència entre els dos grups està en les activitats realitzades que formen part de l'avaluació continuada i en la ponderació que té l'examen final en ambdós grups, ja que aquesta s'ha reduït al 30% en els estudiants que han fet avaluació continuada (curs 2006-2007), mentre que en els que han fet una avaluació més finalista (curs 2005-06) era del 80%. Els resultats mostren un augment del rendiment dels estudiants que han realitzat l'avaluació continuada així com també un augment de la seva satisfacció.To adapt all the subjects to EHEA (European Higher Education Area) we need, among others, to make a continued evaluation which would allow the students to have continuous knowledge of the results of their learning. This study was carried out with students from a first course of Audiovisual Communication during the years 2005-06 and 2006-07. We show the results of a comparison between quantitative and qualitative outcomes which were obtained from these students during the periods we mentioned before. One difference between these two groups was in the activities of each group, activities which formed part of the continued evaluation. Another difference was in the weighting of the final exam. For the students in the continued evaluation group (year 2006-2007) the weighting was reduced by 30%, while for the students who had only a final evaluation (year 2005-06) it was reduced by 20% only. The outcomes show an increase of the performance and students' satisfaction in the continued evaluation group

May Schools Develop Their Students' Intuition?

[EN] The main purpose of the research has been to dictate the role intuition plays in the decision-making of undergraduate marketing students.The study and process of decision-making has always been focused on statistics and mathematics by the business world and universities, while most psychological aspects have been avoided.In recent years emotions, cognitive processes, intuition, etc., have increased their importance in the decision-making process; but they still have a long way to go.The research, which this article is based on, has been performed under a sample of 404 individuals aged 20 to 25 years; half of which are marketing students in ESIC Business & Marketing School. Their decisions are analysed and compared with other collectives to observe if the information is an accurate significant variable for their decision-making.A questionnaire was administered to the participants in which they were asked the possible success or failure of specific products if they were to be launched on the market. These products were real and chosen by marketing experts.The participation of the individual in physical, cultural, etc. activities was also taken into account as well as their personal profile and psychographic data.The results obtained vary significantly from a statistical point of view and prove that training, background, participations on social activities and the perception of one's intuitive capacity are keys to success when it comes to decision-making.Villoro I Armengol, J.; Estaún I Ferrer, S. (2018). May Schools Develop Their Students' Intuition?. 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Atención y Reactancia de la Sobreimpresión Publicitaria

Grupo de Investigación en Psicología y Comunicación PublicitariaPresentació feta a RECA 9 (Reunión Científica sobre Atención) que es va portar a terme a Granada del 23 al 25 d'abril de 2009Conseguir que el sujeto atienda y procese los estímulos (anuncios) que se presentan en la sobreimpresión publicitaria es uno de los objetivos de este nuevo formato de publicidad, en la que la sobreimpresión en la pantalla aparece como elemento distractor al que el sujeto no tiene la intención de atender mientras está atendiendo la información televisiva.El trabajo utilizando una muestra de 66 estudiantes universitarios analiza como se procesa la sobreimpresión y el nivel de reactancia psicológica que produce en el sujeto este tipo de información. Los resultados muestran que en función del formato los sujetos se reconocen las marcas sobreimpresionadas. Los resultados también muestran el nivel de reactancia de la sobreimpresión en relación a la de otras formas publicitarias y el tipo de compartamiento que gener