Is math anxiety caused by a deficit in basic numerical skills? A study using numerical and non-numerical tasks

Recent research found differences between high and low anxiety adults in basic numerical tasks like Arabic number comparison and dot enumeration (Maloney et al., 2010; 2011). This led some researchers to consider that math anxiety could be motivated by a subtle deficit in processing quantities. However, most of these studies did not controlled for some relevant variables, hence the difficulties found in basic tasks could be motivated by differences in working memory or in “general” anxiety between the high and low math anxiety groups. In the present research working memory skills and trait and mood anxiety were assessed in 15 low anxiety and 15 high anxiety 6th grade students, then both groups took part in three experiments. In the first, dot comparison task, bigger effects of distance and magnitude were found in the high anxiety group. In Experiment 2, Arabic number comparison, however, the only difference between both groups was related to speed: low anxiety participants were faster. Similar differences were found in Experiment 3, in which participants were required to perform an attentional (Posner) task without numerical content. It is concluded that the relationship between performance and math anxiety is more complex than previously thought.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Teresa López-Pellisa, Patologías de la realidad virtual: Cibercultura y ciencia ficción, Fondo de Cultura Económica, Madrid-México, 2015. ISBN: 978-84-375-0731-6. 15

Obra ressenyada: Teresa LÓPEZ-PELLISA, Patologías de la realidad virtual: Cibercultura y ciencia ficción. Madrid-México: Fondo de Cultura Económica, 2015

Introduction: The Arkhitekton

Arising from the philosophical conviction that our sense of space plays a direct role in our apprehension and construction of reality (both factual and fictional), this book investigates how conceptions of postmodern space have transformed the history of the impossible in literature. Deeply influenced by the work of Jorge Luis Borges and Julio Cortázar, there has been an unprecedented rise in the number of fantastic texts in which the impossible is bound to space — space not as scene of action but as impossible element performing a fantastic transgression within the storyworld. This book conceptualizes and contextualizes this postmodern, fantastic use of space that disrupts the reader’s comfortable notion of space as objective reality in favor of the concept of space as socially mediated, constructed, and conventional. In an illustration of the transnational nature of this phenomenon, García analyzes a varied corpus of the Fantastic in the past four decades from different cultures and languages, merging literary analysis with classical questions of space related to the fields of philosophy, urban studies, and anthropology. Texts include authors such as Julio Cortázar (Argentina), John Barth (USA), J.G. Ballard (UK), Jacques Sternberg (Belgium), Fernando Iwasaki (Perú), Juan José Millás (Spain,) and Éric Faye (France). This book contributes to Literary Theory and Comparative Literature in the areas of the Fantastic, narratology, and Geocriticism and informs the continuing interdisciplinary debate on how human beings make sense of space

Introduction: The Arkhitekton

Arising from the philosophical conviction that our sense of space plays a direct role in our apprehension and construction of reality (both factual and fictional), this book investigates how conceptions of postmodern space have transformed the history of the impossible in literature. Deeply influenced by the work of Jorge Luis Borges and Julio Cortázar, there has been an unprecedented rise in the number of fantastic texts in which the impossible is bound to space — space not as scene of action but as impossible element performing a fantastic transgression within the storyworld. This book conceptualizes and contextualizes this postmodern, fantastic use of space that disrupts the reader’s comfortable notion of space as objective reality in favor of the concept of space as socially mediated, constructed, and conventional. In an illustration of the transnational nature of this phenomenon, García analyzes a varied corpus of the Fantastic in the past four decades from different cultures and languages, merging literary analysis with classical questions of space related to the fields of philosophy, urban studies, and anthropology. Texts include authors such as Julio Cortázar (Argentina), John Barth (USA), J.G. Ballard (UK), Jacques Sternberg (Belgium), Fernando Iwasaki (Perú), Juan José Millás (Spain,) and Éric Faye (France). This book contributes to Literary Theory and Comparative Literature in the areas of the Fantastic, narratology, and Geocriticism and informs the continuing interdisciplinary debate on how human beings make sense of space

Paris and the birth of the modern fantastic during the Nineteenth century

In her article "Paris and the Birth of the Modern Fantastic during the Nineteenth Century" Patricia Garcia discusses the unprecedented growth of Europe's urban centers during the nineteenth century in relation to the realist novel and takes urban and literary Paris as a paradigm. However, nineteenth-century Paris was also to become the epicenter of another narrative form: the fantastic. Garcia's objective is to explore how the modern city fueled the development of the fantastic by combining the literary and urban angle: how do works of the fantastic write the city? What role does the modern city play in the emergence of the fantastic short story? Her argumentation is divided into two parts: the first explores how literature circulated in space while the second focuses on the representations of Paris in nineteenth-century fantastic fiction to demonstrate that with the acceleration of modernity, the fantastic became an urban form of expression

Abigail Lee Six, Spanish Vampire Fiction since 1900 : Blood Relations, Routledge, New York; Abingdon, 2019

Obra ressenyada: Abigail Lee SIX, Spanish Vampire Fiction since 1900: Blood Relations. New York: Routledge, 2019

A Geocritical Perspective on the Female Fantastic: Rethinking the Domestic

Patricia García’s article, “A Geocritical Perspective on the Female Fantastic: Rethinking the Domestic” approaches the question of the “female fantastic” from a spatial angle. Proponents of the female fantastic (for example E. Moers, S. Gilbert and S. Gubar and A. Richter) often coincide in a leitmotif that characterises this tradition: the haunted house. This leads to a great deal of studies centred on how female authors employ domestic spaces as a means to give voice to the lives of women invisibilised by patriarchy and, through the irruption of the supernatural, as a way to subvert domestic ideology. Whereas these studies have done much to give visibility to the work of female authors, they have also generated, as this article will argue, a limited understanding of the female fantastic. The first section of this article is of a theoretical nature and reflects on the methodological and conceptual limitations of such approaches to the female fantastic centred on domestic space. Instead of asking what the spaces of the female fantastic are, this section shifts the focus to: “which spaces are overlooked by placing such emphasis on the domestic?” The second part offers an alternative reading of the trope of the haunted house in female-authored fantastic fictions. Haunted urban apartments by Rhoda Broughton and Charlotte Riddell, and well-known haunted houses by Shirley Jackson, Ann Rivers and Patricia Esteban Erlés are employed as case studies to develop a feminist geocritical method that goes beyond domestic interiors and engages with a critical reflection on other spatial elements, such as external frames, scale, location and movement

Hacia una educación más humana: la dramatización como potenciadora de los Derechos Humanos en la escuela

En la sociedad actualexisten problemas sociales en la quecada día se vulneran los Derechos Humanos más básicos (derecho a una vivienda digna, trabajo, sanidad...)Esta problemática no deja indiferente a las escuelas, ya que en las aulas hay niños/as que sufren estas situaciones. Por tanto, la educación y los educadores deben dar una respuesta. En esta investigación se hace un estudio de distintas perspectivas para humanizar más los procesos de enseñanza-aprendizaje, buscando valorar la dignidad humana y poner en práctica un cambio educativo más sensibilizado con las realidades de los niños/as. La herramienta educativa propuesta para esto es la dramatización, ya que permite crear escenarios de transformación, concienciación, empatía y la creación de un vínculo. Aspectos importantes que mencionan expertos con los que se ha contado para esta investigación, y que,a través de una metodología cualitativa se han analizado sus ideas para llegar a conclusiones sobre cómo hacer más humana la educación en coherencia con la fundamentación teórica expuestaIn today's society there are social problems in which every day the most basic Human Rights are violated (right to decent housing, work, health ...)This problem does not leave schools indifferent, since in the classrooms there are children who suffer these situations. Therefore, education and educators must give an answer.In this research, a study of different perspectives is made to humanize more the teaching-learning processes, seeking to value human dignity and put into practice an educational change more sensitive to the realities of children. The educational tool proposed for this is the dramatization, since it allows to create transformation scenarios, awareness, empathy and the creation of a link. Important aspects mentioned by experts who have been counted for this research, and who, through a qualitative methodology, have analyzed their ideas to reach conclusions on how to make education more human in coherence with the theoretical foundation exposed.Universidad de Sevilla. Grado en Educación infanti

Poética de Yves Bonnefoy.

Sin resume

El papel de la inspección escolar en la mejora de los resultados educativos

Los inspectores, como agentes promotores de procesos de innovación y cambio educativo, tienen un papel substancial en el establecimiento de condiciones para mejorar la calidad de la educación escolar. Las evidencias, la investigación y el conocimiento disponible muestran una clara tendencia de las administraciones educativas por mejorar el funcionamiento del colectivo profesional que ejerce la inspección educativa. La investigación se centra en reflexionar sobre la función inspectora y las dificultades a que ha de enfrentarse en el momento de facilitar apoyo pedagógico al profesorado y al equipo directivo, porque cada vez es más necesario generar espacios de análisis y de diálogo sobre la mejora de los resultados educativos en cada uno de los centros escolares. La finalidad de este artículo es exponer parte de los resultados obtenidos en una investigación centrada en la inspección escolar, así como presentar algunas propuestas para proporcionar apoyo pedagógico a los centros educativos.Els inspectors, com a agents promotors de processos d'innovació i canvi educatiu, tenen un paper substancial en l'establiment de condicions per millorar la qualitat de l'educació escolar. Les evidències, la recerca i el coneixement disponible mostren una clara tendència de les administracions educatives per millorar el funcionament del col·lectiu que exerceix la inspecció educativa. La recerca se centra en la reflexió sobre la funció inspectora i les dificultats a què s'enfronta en el moment de facilitar suport pedagògic al professorat i a l'equip directiu, tema que pren rellevància a mesura que és més necessari generar espais d'anàlisi i de diàleg sobre la millora dels resultats educatius a cadascun dels centres escolars. La finalitat d'aquest article és exposar part dels resultats obtinguts d'una recerca focalitzada en la inspecció escolar, així com presentar algunes propostes per donar suport pedagògic als centres educatius.Inspectors, as promoters of innovation and educational changes, have an important role in establishing the conditions to improve the quality of school education. In fact, evidences, researches and the available knowledge show Educational Administrations are prone to improving the running of those professionals who practise Education Inspectorate. This research is focused on the functions of the inspectors and the difficulties they face when they have to provide pedagogical support to teachers and principals. That is the reason why, more and more, it is necessary to promote spaces to analyse and talk about the improvement of educational outcomes. The purpose of this paper is to show, on the one hand, the findings of a research that studies the Education Inspectorate and, on the other, some proposals to provide education centres with pedagogical support