Mood selection in Spanish-English bilinguals in the U.S.

This project investigates the effects of bilingualism on mood selection in Spanish

Acquisition of Differential Object Marking in Argentine Spanish

Acquisition of Differential Object Marking in Argentine Spanish Humanities, Department of Modern and Classical Languages and Literatures Variation is ubiquitous to language. For example, Spanish marks animate and specific direct objects (DO) with “a” (as in: Vi a un niño ‘I saw a boy’ vs. Vi un carro ‘I saw a car’), a phenomenon known as Differential Object Marking (DOM). DOM has been shown to be probabilistically constrained by a number of linguistic factors the speech of Spanish-speaking adults. The only study on first language acquisition of DOM to date, however, has concentrated only on contexts considered categorical (i.e., using “a” where it is ‘required’ and zero marking where DOM is ‘prohibited’) and its results are commonly used to suggest very early and errorless acquisition of DOM, albeit in categorical contexts. This study investigates how monolingual Spanish-speaking children arrive at adult-like use of DOM including –and specifically- in contexts where it is probabilistically conditioned. All utterances containing transitive verbs were manually extracted from the Remedi longitudinal corpus of a monolingual Argentine child, available in the online Child Language Data Exchange System database. The corpus contains 14 transcripts of naturalistic conversation between a child aged 1;10-2;11 and her father. Data were further coded for a number of predictor variables known to impact DOM use (such as presence of clitic doubling, DO animacy, DO definiteness, DO specificity). Preliminary analyses revealed that DOM use by both the child and caregiver does not follow categorical rules, revealing a number of datapoints not considered in past research. Analysis of all tokens produced by the child indicates that children may not be as adult-like in DOM use at age two as suggested in the previous literature, but that they are acquiring DOM in a piecemeal fashion

Organocatalyzed Enantioselective Aldol and Henry Reactions Starting from Benzylic Alcohols

Pioneering aldol and Henry reactions starting from benzylic-type alcohols are described. The aldol reaction has been successfully performed following a one-pot strategy starting from alcohols, while the Henry reaction has been carried out following a sequential protocol for the first time. In both processes, enantiomerically enriched products were obtained with good yields and high enantioselectivities. We have also demonstrated that in reactions sensitive to small amounts of acid the use of alcohols instead of aldehydes could be a good solution for improving the results of these reactions. (Figure presented.)

Can we use webquests in a Preschool class?

La incorporación de las tecnologías de la información y la comunicación en las aulas se está haciendo de forma rápida y vertiginosa. Sin embargo, algunas de las herramientas dise- ñadas no cubren todas las necesidades que los alumnos de educación infantil tienen, como es su desconocimiento de la lectoescritura. En este artículo presentamos la propuesta realizada por los estudiantes de Grado de Educación Infantil de la Universidad de Córdoba para el desarrollo del currículo a través del diseño de Webquest. Tras realizar la experiencia se ha comprobado que las herramientas tecnológicas tradicionales aún tienen cabida en el mundo de la Web 2.0Incorporating the Information and Communication Technology in the classroom is being done quickly and vertiginous. However, some of tools designed do not meet all kindergarten students’ needs, as their lack of literacy. The present paper offers the proposal made by preschool students at University of Córdoba, Spain, for the development of the curriculum throughout a webquest design. After performing such an experience, it has been confirmed that traditional technological tools still have a relevant place in the world of 2.0 Web

Meta-analysis of research in e-learning Spanish journal published

E-learning is a way of teaching that presently makes greater sense in the process of democratization of education. This articles describes a meta-analysis performed on Spanish journals found in Social Sciences and Law areas (N = 118) indexed in JCR and SCOPUS and awarded with the FECYT seal, that have published articles on this topic in the last 5 years (2011–2015). The total number of articles analyzed was 108. The main results show that these have focused on studies on academic efficiency, learning, teaching and cognitive styles, and interaction and communication. The main conclusion reached was the need for a study on the reasoning behind why elements such assessments are not treated in these articles