El presente estudio muestra la opinión de estudiantes universitarios del Grado en Maestro en Educación Primaria en relación al uso de recursos audiovisuales, concretamente el vídeo, para el aprendizaje del método científico en la etapa de Educación Primaria. Se realiza un cuestionario, antes y después de la actuación y se comparan los datos a través del programa estadístico SPSS v.26. Los datos arrojan que existen diferencias significativas en cuestiones como la utilidad para los docentes, la inclusión o para trabajar la (...) educación medioambiental. Además, se produce un avance de las medias (no significativo) en las demás cuestiones planteadas. (shrink)

Since the mid-20th century, the study of Self-Regulated Learning has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation, regulatory teaching, and metacognitive study (...) control strategies. Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation /non-regulation /dysregulation ]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed. (shrink)

The 1996 European Summer Meeting of the Association of Symbolic Logic was held held the University of the Basque Country, at Donostia (San Se bastian) Spain, on July 9-15, 1996. It was organised by the Institute for Logic, Cognition, Language and Information (ILCLI) and the Department of Logic and Philosophy of Sciences of the University of the Basque Coun try. It was supported by: the University of Pais Vasco/Euskal Herriko Unib ertsitatea, the Ministerio de Education y Ciencia (DGCYT), Hezkuntza Saila (...) (Eusko Jaurlaritza), Gipuzkoako Foru Aldundia, and Kuxta Fun dazioa. The main topics of the meeting were Model Theory, Proof Theory, Re cursion and Complexity Theory, Models of Arithmetic, Logic for Artifi cial Intelligence, Formal Semantics of Natural Language and Philosophy of Contemporary Logic. The Program Committee consisted of K. Ambos Spies (Heidelberg), J.L. Balcazar (Barcelona), J.E. Fenstad (Oslo), D. Israel (Stanford), H. Kamp (Stuttgart), R. Kaye (Birmingham), J.M. Larrazabal (San Sebastian), D. Lascar (Paris, chairman), A. Marcja (Firenze), G. Mints (Stanford), M. Otero (Madrid), S. Ronchi della Rocca (Torino), K. Segerberg (Uppsala) and L. Vega (Madrid). The organizing Committee consisted of X. Arrazola (San Sebastian), A. Arrieta (San Sebastian), R. Beneyeto (Valencia), B. Carrascal (San Se bastian), K. Korta (San Sebastian), J.M. Larrazabal (San Sebastian, chair man), J.C. Martinez (Barcelona), J.M. Mendez (Salamanca), F. Migura (Victoria) and J. Perez (Victoria). (shrink)

In recent decades, the expansion of economic activity has been accompanied by negative environmental impacts. In response, there have been dramatic changes worldwide in terms of an increased demand for environmentally friendly products and services. To achieve these eco-innovations, firms have sought to acquire knowledge and implement operational flexibility by cooperating with different agents such as universities through a value cocreation system that is also expected to enhance firms’ performance. Using a sample of 250 companies, the present paper examines the (...) role of cooperation with universities in the development of diverse environmental innovations and building operational flexibility and, through this, improving firm performance. Results show that firms that value cooperation with universities develop a wider range of environmental innovations and increase their sales and benefits. (shrink)

Research in cognitive science has often assumed the existence of a privileged level that unifies theoretical explanations arising from different disciplines. Philosophical accounts differ about the locus of those intertheory relations. In this paper, four different views are analyzed: classical, connectionist, pragmatist, and reductionist, as exemplified in the works of von Eckardt, Horgan and Tienson, Hardcastle, and Bickle, respectively. Their divergences are characterized in terms of the possibility of such a privileged level. The classical view favors a privileged computational level. (...) The connectionist revision tries to draw biological intuitions into computational models to provide a link between neurons and computations. The pragmatist approach rejects the idea of a privileged level and offers a more eclectic view of cognitive theory building. The reductionist account pursues theoretical unification by means of the reduction of higher level theories to basic level ones. /// La investigatión en ciencia cognitiva suele asumir la existencia de un nivel privilegiado que unifica las explicaciones teóricas provenientes de distintas disciplinas. Las interpretaciones filósoficas difieren respecto al locus de tales relaciones interteóricas. En este artículo se analizan cuatro concepciones: clásica, conexionista, pragmática y reduccionista, ejemplificadas respectivamente en las obras de von Eckardt, Horgan y Tienson, Hardcastle y Bickle. Sus divergencias se caracterizan en términos de la posible existencia del nivel privilegiado. El enfoque clásico propugna un nivel privilegiado computacional. La revisión conexionista importa intuiciones de la biología a los modelos computacionales, con la intentión de vincular lo neuronal con lo computacional. El enfoque pragmático rechaza la idea de un nivel privilegiado y ofrece una visión más ecléctica de la teorización cognitiva. La conceptión reduccionista promueve la unificatión teórica mediante la reductión de teorías de alto nivel a teorías de nivel básico. (shrink)

Cells are the fundamental building blocks of organisms and their organization holds the key to our understanding of the processes that control Development and Physiology as well as the mechanisms that underlie disease. Traditional methods of analysis of subcellular structure have relied on the purification of organelles and the painstaking biochemical description of their components. The arrival of high‐throughput genomic and, more significantly, proteomic technologies has opened hereto unforeseen possibilities for this task. Recently two reports(1,2) show how much can be (...) gleaned from the combination of analytical centrifugation, mass spectrometry and advanced statistical techniques focused on a high‐throughput analysis of the content and organization of plant and animal cells. The results reveal intriguing possibilities for the future and the possibility of mapping much of the known proteome onto our current map of the cell. BioEssays 28: 780–784, 2006. © 2006 Wiley Periodicals, Inc. (shrink)

This is a Political Economy study on migrants-citizens relations management in the United States of America, with special attention to the religious factor and the pendulum effect. There is a model switch, from integration policies to official persecution, under a high social opportunity cost. Also, there is a split between the State and civil society, causing civil disobedience and sanctuary network across the country. The paper focuses on the development of the Sanctuary Movement, as a case of popular action against (...) to the power elite policies and their sanctions. There was a revival of this movement during the values crisis or 2008 recession, but at the same time there was a critical division into the movement, with higher tension for the migrants. (shrink)

Knowledge, like other things of value, can be faked. According to Hawley (2011), know-how is harder to fake than knowledge-that, given that merely apparent propositional knowledge is in general more resilient to our attempts at successful detection than are corresponding attempts to fake know-how. While Hawley’s reasoning for a kind of detection resilience asymmetry between know-how and know-that looks initially plausible, it should ultimately be resisted. In showing why, we outline different ways in which know-how can be faked even when (...) a given performance is successful; and in doing so, we distinguish how know-how can be faked (no less than know-that) via upstream and downstream indicators of its presence, and within each of these categories, we’ll distinguish (in connection with detection resilience) both faking symptoms and (various kinds of) criteria. The unappreciated resilience of faked knowledge-how to successful detection highlights a largely overlooked dimension of social-epistemic risk – risk we face not just in our capacity as recipients of testimony, but in our capacity as both (would-be) apprentices and clients of knowledge-how. (shrink)

Linguistics of Saying is to be analyzed in the speech act conceived as an act of knowing. The speaking, saying and knowing subject, based on contexts and the principles of congruency and trust in the speech of other speakers, will create meanings and interpret the sense of utterances supplying the deficiencies of language by means of the intellective operations mentally executed in the act of speech. In the intellective operations you can see three steps or processes: first the starting point, (...) intuition or aísthesis; second, the process of abstraction; and third, the inverse: the process of determination or fixing the construct created. (shrink)

Linguistics of saying studies language in its birth. Language is the mental activity executed by speaking subjects. Linguistics of saying consists in analyzing speech acts as the result of an act of knowing. Speaking subjects speak because they have something to say. Tthey say because they define themselves before the circumstance they are in. And this is possible because they are able to know. Speaking, then, is speaking, saying and knowing. In this sense there is a progressive determination. Knowing makes (...) possible saying, and saying determines speaking, or, in other words: speaking involves saying and knowing, and saying involves knowing. The problem thus is to determine the meaningful intentional purpose of the individual speaker to say something in every speech act. (shrink)

Corporate social responsibility is increasingly viewed as a strategic management tool for companies to draw in candidates. In this arena, international responsible rankings such as ‘The Great Place to Work’, ‘Family Responsible Employer Index ’ or ‘The Best Companies for Working Mothers’ put emphasis on the value of responsible behaviours, not only for surviving in the market, but also to ‘win the war for talent’. Using a sample of Spanish University students, this research aims to analyse the process of selecting (...) responsible organizations to work and whether there is a possible future conflict of interest by students between their own and organizational values. Surprisingly, the university students assessed two opposing situations with the highest values: of looking to change employer and of letting time pass in order to ignore the conflict. The implications of the students’ assessments and the related factors which affect their decision-making criteria are explored in this article. (shrink)

Language is nothing but human subjects in as much as they speak, say and know. Language is something coming from the inside of the speaking subject manifest in the intentional meaningful purpose of the individual speaker. A language, on the contrary, is something coming from the outside, from the speech community, something offered to the speaking subject from the tradition in the technique of speaking. The speech act is the performance of an intuition by the subject, both individual and social.

The concept of polarity is pervasive in natural language. It relates syntax, semantics and pragmatics narrowly, Semantics: an international handbook of natural language meaning, De Gruyter Mouton, Berlin, 2011; Israel in The grammar of polarity: pragmatics, sensitivity, and the logic of scales, Cambridge studies in linguistics, Cambridge University Press, Cambridge, 2014), it refers to items of many syntactic categories such as nouns, verbs and adverbs. Neutral polarity items appear in affirmative and negative sentences, negative polarity items cannot appear in affirmative (...) sentences, and positive polarity items cannot appear in negative sentences. A way of reasoning in Natural Language is through Natural Logic. This logic is based on the concept of polarity in order to make the meaning of a sentence weaker o stronger without changing its truth value. There exist many proposals to compute polarity in the Natural Logic context, the most widely known are the ones by: van Benthem, Sánchez-Valencia, Dowty, and van Eijck, 6th international Tbilisi symposium on logic, language, and computation, Batumi, Georgia, Springer, 2007). If Natural Logic is going to be used, as an inferential mechanism between text fragments, in Natural Language Processing applications such as text summarization, question answering, and information extraction, it is a priority to know what the existing relationship among the aforementioned algorithms is; for example, to implement the most general. We show in this paper the equivalence among the analyzed algorithms, filling a gap in Natural Logic research, particularly in computing polarity, and the soundness of their algorithms. (shrink)

En el marco del Paradigma Emergente de la Complejidad, la educación cobra un nuevo significado. Emerge la necesidad de postular nuevas visiones acerca del fenómeno educativo que trasciendan la concepción disciplinar. Ir a la búsqueda de una práctica educativa más sensible, exhaustiva, cuyo eje sea enseñar a investigar, integradora de las ciencias sociales con las humanísticas, fomentadora de un conocimiento autónomo, formadora de ciudadanos provistos de los instrumentos que les permitan interaccionar con el entorno de una manera creativa como constructores (...) de saberes. Reflexionar sobre la educación como camino y como arte, repensar la educación desde y para la Complejidad, se transforman en tareas urgentes para los educadores del Siglo XXI. (shrink)

Reductive intellectualists (e.g., Stanley & Williamson 2001; Stanley 2011a; 2011b; Brogaard 2008; 2009; 2011) hold that knowledge-how is a kind of knowledge-that. If this thesis is correct, then we should expect the defeasibility conditions for knowledge-how and knowledge-that to be uniform—viz., that the mechanisms of epistemic defeat which undermine propositional knowledge will be equally capable of imperilling knowledge-how. The goal of this paper is twofold: first, against intellectualism, we will show that knowledge-how is in fact resilient to being undermined by (...) the very kinds of traditional (propositional) epistemic defeaters which clearly defeat the items of propositional knowledge which intellectualists identify with knowledge-how. Second, we aim to fill an important lacuna in the contemporary debate, which is to develop an alternative way in which epistemic defeat for knowledge-how could be modelled within an anti-intellectualist framework. (shrink)

The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce (...) a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 x 3; 5 x 1; 5 x 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determined university students’ level of academic stress. We concluded that the combination of different levels of student regulation levels and regulation from teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention and well-being are established. (shrink)

The aim of this research was to establish linear relations (association and prediction) and inferential relations between three constructs at different levels of psychological research –executive dysfunction(microanalysis),self-regulation(molecular level), andself-vs.external regulation(molar level), in the prediction of emotion regulation difficulties. We hypothesized that personal and contextual regulatory factors would be negatively related to levels of executive dysfunction and emotion regulation difficulties; by way of complement, non-regulatory and dysregulatory personal, and contextual factors would be positively related to these same difficulties. To establish relationships, (...) we used a retrospective,ex postfacto design, where 298 university students voluntarily participated by completing standardized self-reports. Linear and structural correlational, predictive analyses were performed, as well as inferential analyses. Results were consistent and validated the proposed hypotheses, for both association and prediction. The most important result refers to the discriminant value of the five-level combination heuristic for predicting Executive Function and External (contextual) Dys-Regulation. In conclusion: (1) both personal and contextual regulation factors must be analyzed in order to better understand the variation in executive functions and emotion regulation difficulties; (2) it is important to continue connecting the different levels of the constructs referring to self-regulation, given their complementary role in the behavioral analysis of regulation difficulties. (shrink)

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate (...) analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed. (shrink)