The influence of thinking dispositions on integration and recall of multiple texts

We investigated the association between thinking dispositions and two outcomes of multiple-texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension.We focused on two thinking dispositions, need for cognition (NFC) and actively open-minded thinking (AOT), as relevant individual differences in the processes involved in multiple-texts comprehension.NFCis the tendency toengagein andenjoy cognitivelydemanding activities, whereas AOT is the tendency to rationally evaluate arguments and supporting evidence, without being influenced by biases from one?s own prior beliefs and prior knowledge. 73 university students completed perceived topic knowledge, perceived exposure to argumentative writing, and perceived competence in argumentative writing, NFC and AOT questionnaires, read two contradictory texts, wrote an argumentative essay, and recalled the information read 1 month later. Argumentative essayswere assessed by length and level of integration of conflicting perspective. Text recalls were assessed by number of valid inferences included. Research questions were investigated through a path analysis model. The path analysis model had a good fit. NFC was indirectly associated with argumentation quality of the essay via the essay length.AOTwas directly associated with the inferences included in the recall task. The present study contributes to the literature on multiple-texts comprehension by emphasizing the role of thinking disposition

Prácticas de escritura académica en el pregrado de psicología en modalidad a distancia

ABSTRACT: University writing practices have primarily been researched at universities with face-to-face classes. The purpose of this study is to describe the writing practices in an undergraduate psychology programme taught in the distance-learning modality based on the visión of both students and instructors. To do so, a survey was administered that inquired into aspects like the presence of writing in the curriculum, the type of feedback provided and received and the genres that are written and read. The data reveal that there is not much difference with the face-to-face learning environment, as writing practices were found with very few spaces of verbal interaction on what has been read or written, a stronger emphasis on the written producto than on the composition process and the predominance of notetaking as the consequence of a monologic teaching style. To transform these practices, academic literacy processes that promote the epistemic use of writing and allow for Legitimate Peripheral Participation (LPP) are proposedRESUMEN: Las prácticas de escritura universitarias han sido investigadas fundamentalmente en universidades con enseñanza presencial. Este estudio tiene el propósito de caracterizar las prácticas de escritura en un programa de pregrado en Psicología, impartido en la modalidad a distancia, a partir de la visión de alumnado y profesorado. Para ello, se ha utilizado una encuesta que indaga aspectos tales como la presencia de la escritura en el plan de estudios, el tipo de feedback que se proporciona y se recibe y los géneros que se escriben y se leen. Los datos revelan que no hay muchas diferencias con un entorno de enseñanza presencial, pues se encuentran prácticas escritoras con pocos espacios de interacción verbal sobre lo leído o lo escrito, un mayor énfasis en el producto escrito que en el proceso de composición de este y el predominio de la toma de apuntes como consecuencia de un estilo de enseñanza monológico. Para transformar estas prácticas se plantean procesos de alfabetización académica que promuevan el uso epistémico de la escritura y permitan la Participación Periférica Legítima (PPL).This study presents the results of a research project entitled ‘Academic Writing Practices in Classes in the Professional Component of the Psychology Distance Programme Uniminuto Regional Pereira’, financed by the Corporación Universitaria Minuto de Dios – UNIMINUTO Vicerrectoría Eje Cafetero. / En este artículo se presentan los resultados de un proyecto de investigación titulado ‘Prácticas de Escritura Académica en las Asignaturas del Componente Profesional del Programa de Psicología a Distancia Uniminuto Regional Pereira’, financiado por la Corporación Universitaria Minuto de Dios – UNIMINUTO Vicerrectoría Eje Cafeter

Improving University Argumentative Writing through Online Training

Writing an argumentation about a controversial issue from contradictory sources is a challenging task. It involves understanding, managing, and generating arguments and counterarguments from different sources to support a final position, conveyed in a formal structure. Despite its difficulty, argumentative writing is not often taught in higher education in Spain. Furthermore, online interventions regarding this type of task are scarce. For this reason, we designed and evaluated virtual training aimed at writing integrative and wellstructured arguments in a distance learning university. Sixty-eight undergraduates participated in this pre-post with a control group design. The training included explicit instruction through video lectures and practice exercises with immediate feedback using open online resources (e.g., Moodle). The results show that after the instruction the participants? written products improved both in their structure, the number of arguments for the against-position, and the degree of integration of the two perspectives. However, those products that presented medium or maximum integration were still limited. These results illustrate how online instruction of argumentative writing can be implemented in higher education with positive results. However, students still need more support to expand their skills for generating integrative synthesis.The research reported in this article was funded by Ministerio de Economía y Competitividad, Reference EDU2013-46606-C2-1-R

«El mundo animal y las Silly Symphonies (1929-1939)»

Màster Oficial en Estudis Avançats en Història de l'Art. Facultat de Geografia i Història de la UB. Curs: 2017-2018, Tutor: Marta Piñol LloretTrabajo centrado en las diversas formas de representación de los animales en los cortometrajes llamados Silly Symphonies, entre 1929 y 1939, producidas por los Estudios Disney. Estas formas se entienden en el ámbito técnico o visual y en las diversas significaciones que pudieran tener las concepciones de los animales en esos films, al igual que aquellos sentidos que se les dio durante las décadas siguientes. Asimismo, se trata de analizar y comprender las referencias visuales que originaron estos modelos y las herencias que han mantenido las posteriores animaciones del estudio

La naturaleza en la producción de los estudios Walt Disney

Treballs Finals de Grau d'Història de l'Art, Facultat de Geografia i Història, Universitat de Barcelona, Curs: 2016-2017, Tutor: José Enrique Monterde LozoyaQuisiera presentarles mi propuesta para el Trabajo de Fin de Grado en el bloque de Historia del Cine. Primero, explicar el título que se le ha dado al escrito, “La naturaleza vegetal en la producción de los Estudios Walt Disney”, a diferencia de los trabajos que se han hecho hasta la fecha con respecto a este tema, todos suelen tratar el concepto de naturaleza; en mi caso, he querido acortar el término al mundo vegetal. No hay razones concretas, sólo que para el trabajo del que se trata, he considerado más apropiado centrar mis esfuerzos solo en este aspecto, y no en, por ejemplo, el mundo animal, el cual la factoría Disney ha trabajado con mucha intensidad desde sus orígenes

Las concepciones de los estudiantes sobre la escritura académica

Incluye anexos con diferentes cuestionariosTesis doctoral inédita leida en la Universidad Autónoma de Madrid, Facultad de Psicología. Departamento de Psicología Básica. Fecha de lectura: julio de 201

Improving university argumentative writing through online training

Writing an argumentation about a controversial issue from contradictory sources is a challenging task. It involves understanding, managing, and generating arguments and counterarguments from different sources to support a final position, conveyed in a formal structure. Despite its difficulty, argumentative writing is not often taught in higher education in Spain. Furthermore, online interventions regarding this type of task are scarce. For this reason, we designed and evaluated virtual training aimed at writing integrative and wellstructured arguments in a distance learning university. Sixty-eight undergraduates participated in this pre-post with a control group design. The training included explicit instruction through video lectures and practice exercises with immediate feedback using open online resources (e.g., Moodle). The results show that after the instruction the participants' written products improved both in their structure, the number of arguments for the against-position, and the degree of integration of the two perspectives. However, those products that presented medium or maximum integration were still limited. These results illustrate how online instruction of argumentative writing can be implemented in higher education with positive results. However, students still need more support to expand their skills for generating integrative synthesis. Considering these results, we propose further improvements in the designed training. : Earli | This article is published under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported license

Attitudes toward reading, reading self-confidence, family involvement and reading comprehension in the second grade

RESUMEN: Introducción. En la lectura, instrumento cultural clave que hay que aprender a dominar en las sociedades letradas, confluyen aspectos cognitivos, afectivo-motivacionales y contextuales. Pero en el ámbito internacional hay escasez de investigaciones sobre la relación entre comprensión lectora, actitudes hacia la lectura, sentimiento de competencia e implicación familiar en los dos primeros cursos de Educación Primaria. Además, no hay estudios en España que aborden esas variables al mismo tiempo. Método. Nuestro estudio investiga la relación entre estas cuatro variables en alumnado español de segundo curso de Educación Primaria mediante un estudio de corte cuantitativo (descriptivo y correlacional) en el que han participado 181 niños y 167 niñas. Resultados. Se hallaron actitudes muy positivas hacia la lectoescritura así como un elevado sentimiento de competencia. Las niñas obtuvieron puntuaciones más altas que los niños. Esta última variable y la implicación familiar exhibieron correlaciones significativas con la comprensión lectora. Discusión y conclusiones. Se resalta la importancia de trabajar en la implicación de las familias, de mantener un positivo sentimiento de competencia y de conocer las tempranas diferencias en actitudes y preferencias de niños y niñas por parte del profesorado.ABSTRACT: Introduction. In literate societies, reading is a key cultural instrument that must be mastered. This process involves cognitive, affective-motivational and contextual aspects. However, we find little research internationally on the relationship between reading comprehension, attitudes toward reading, reading self-confidence and family involvement in the first two grades of primary education. Furthermore, there are no studies in Spain that address these variables concurrently. Method. Our study investigates the relationship between these four variables in Spanish second-graders using a quantitative (descriptive and correlational) study with the participation of 181 boys and 167 girls. Results. Attitudes towards reading and writing were very positive, and confidence was high. The girls obtained higher scores than the boys. Reading self-confidence and family involvement showed significant correlations with reading comprehension. Discussion and conclusions. It is important to foster the involvement of families in their childrens' acquisition of reading and writing, to maintain the learners? self-confidence, and for teachers to understand early differences between boys and girls in their attitudes and preferences

Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources

The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources.Acknowledgements: This research project was funded under the National Program for Basic Research Projects 2014-2016 by the Spanish Ministry of Economy and Competitiveness (EDU2013-46606-C2-1)

Evaluation and use of Blackboard Collaborate platform in a distance university: A case study on Psychology lectures' declared practices

RESUMEN: Los métodos de comunicación síncrona en los entornos virtuales de aprendizaje son una realidad cada vez más presente en la universidad. Sin embargo, aún no conocemos de forma sistemática cómo los profesores conciben estas tecnologías en la práctica. Este estudio tiene por objetivo explorar la práctica declarada de profesores de enseñanza superior con la plataforma Blackboard Collaborate. Con tal fin, se entrevistó individualmente a ocho docentes del Departamento de Psicología de una universidad a distancia. Se indagó acerca de su uso real, uso ideal y su valoración global de la plataforma. Los resultados indican que las profesoras emplean la plataforma Blackboard Collaborate con distintos objetivos y en diversos formatos, pero que en las prácticas más habituales prima más la transmisión de información que la construcción de conocimiento. Según el profesorado, el uso ideal de la videoconferencia implicaría aumentar el número de sesiones, fomentar la participación del alumnado, incrementar su dominio del contenido y cambiar el rol de docentes y discentes. A la hora de valorar la herramienta, las participantes tienen como marco de referencia la enseñanza cara a cara y apuntan en relación a ésta varias ventajas, pero también ciertas limitaciones. No obstante, su valoración global de Blackboard Collaborate es positiva. A partir de estos resultados se plantean implicaciones para la formación de los docentes y para el diseño de futuras investigaciones en estos entornos virtuales síncronos.ABSTRACT: Synchronous communication methods in virtual learning environments are a reality ever more present in the university. However, we do not know systematically how instructors conceive this technology. This study aims to explore lecturers’ declared practice with the Blackboard Collaborate platform. For this purpose, eight professors of the Department of Psychology at a distance university were individually interviewed. They were questioned on their actual usage, their ideal use, and their overall evaluation of the platform. The results indicate that lecturers use Blackboard Collaborate for different objectives and in different formats, but lessons focused on transmitting information are most common practices than knowledge building activities. According to the staff, the ideal use of videoconferencing entails: increasing the number of sessions, encouraging student participation, improving their mastery of content and changing the role of the actors of teachers and students. When evaluating the tool, participants have the face-to-face teaching as a framework and, in relation to this, they point out several advantages but also some limitations. However, their overall assessment of Blackboard Collaborate is positive. From these results, implications for teacher training and for the design of future research in synchronous virtual environments arise