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Patterning, as a component of early mathematic knowledge, is a common activity carried out at elementary levels in which children are not equally successful. This study aimed to measure different variables affecting performance on patterning tasks in early childhood. For this purpose, the success of Pre-K (N = 33), K (N = 31) and first-grade (N = 33) children when solving 14 repeating-pattern tasks, which varied in complexity, was analysed. The results revealed no significant differences between core-2 and core-4 length patterns, and greater success with patterns involving size. The study also introduces distractors, as a novel factor, in the patterning activities related to the presence of contradictory or surplus data. The impact of each factor and the relations between complexity and difficulty on the patterning tasks are discussed in order to contribute to the design of teaching itineraries. [Spanish language review by Mercè Rius.]

Fifty-one 23-to-55-month-old-infants faced two apparatuses that required the use of a rigid (box apparatus) or flexible (hose apparatus) stick-like tool to retrieve a toy stuck inside. Before attempting the extraction, however, they had to pick the only one tool (of three) on display that had the appropriate rigidity/flexibility to be effective. To inform their decisions, they could either manipulate the three tools themselves (haptic information) or observe the experimenter bending and unbending them for just five seconds each (visual information) before selection. Children found more difficulties in selecting appropriate flexible tools, as compared to rigid ones. Moreover, infants' own haptic inspection of each tool did not significantly improve their selection accuracy, which indicates that observing the experimenter's demonstration conveyed all the information required to make correct choices. [Translation from English by Mercè Rius.]

The purpose of this study was to investigate sub-lexical segmentation in Spanish-speaking children based on the perception of regular syllables (pseudomorphemes), as well as their association with a visual referent. Both of these skills are the precursors to learning morphology for language acquisition. Twenty-three 12-month-old children participated; they were evaluated with three experimental tasks which tested their skill at segmenting pseudomorphemes from a set of pseudowords when they did and did not appear in the final position, as well as the association between them and a visual referent. The results showed that the children were able to segment the pseudomorphemes at the end of the pseudowords and tended to associate them with a visual referent. We also found that when the morpheme did not necessarily appear in the final position, the children who preferred that position looked at the referent for a longer time. These results reveal the skills that the children are developing on their way to learning morphology. [Translation from Spanish by Mary Black.]

Since birth, infants develop the ability to perceive a wide range of intersensory relations among various kinds of amodal temporal information. This study addresses the development of the ability to perceive duration-based intersensory relations. Three groups of infants, four, seven and 10 months old, participated in two trials of an intersensory 5preference task that used two audiovisual stimuli showing a woman executing two performances -- with characteristics similar to the way adults interact with infants -- consisting of sequences of sound-movement/silence-stillness of varying durations. The results show that infants at all three ages recognize the duration-based intersensory relation; however, recognition is expressed in different ways at each age according to the trial and the number of eye fixations recorded. These results are discussed in terms of the development of the ability to recognize duration-based intersensory relations and its relationship to between-subjects development. [Translation from Spanish by Mary Black.]

It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic code may also delay the acquisition of correct letter orientation. We investigated the relationship between reversible errors in reading and dyslexia. Twenty-seven Spanish-speaking children with dyslexia (7-12 years old) and 27 chronological-age-matched controls performed a 'same-different' letter decision task on reversible and non-reversible letters. Results showed that all participants required more time and committed more errors in discriminating reversible letters. In addition, worse execution was observed in the dyslexic group, which seems to indicate that this group is delayed in the acquisition of correct letter orientation. Therefore, our results indicated that overcoming reading errors in mirrors depends to some extent on the reading competence of the children and the ability to inhibit the process of generalization of mirrors.

The main goal of this study was to ascertain the effectiveness of an intervention programme on narrative coherence in students with Typical Development (TD) and with a Developmental Language Disorder (DLD). Participants were 99 five-year-old students from schools in Tenerife. A task involving retelling a story was used for the narrative analysis, in which we studied thematic unity and the causal and temporal semantic relationships. The intervention programme, which had a total of 55 20-minute sessions, was organized into different practice levels and enlisted the collaboration of teachers and speech therapists. Two experimental groups (DLD and TD) and two control groups (DLD and TD) were established. The results show that students with DLD initially showed worse performance on coherence than their classmates with TD. After the programme, the students who received the intervention not only improved their performance but showed the strongest gains in thematic unity and mental state-causal relationships. The working model used serves as a guide for early intervention. [Translation from Spanish by Mary Black.]

Spelling is a language problem-space, not only a school subject. Successful spelling demands going beyond letter to sound mapping and gaining access to a full representation of the orthographic structure of words. We traced bilingual Catalan/Spanish speakers' spelling performance in Catalan across elementary school in two tasks: isolated words to dictation and text-composing. Our first goal was to tap the effect of grade level and task on the quantity and types of spelling errors children produce. Our second goal was to prove whether a more accurate spelling of orthographically ambiguous words (i.e., words with alternative phonographic spellings but only one that is orthographically correct) would explain spelling performance in text-composing. Results show that inaccurate spelling decreased significantly with grade level and was higher in dictation than in text-composing. However, lexical and, especially, orthographic errors were found in children's production until the end of elementary school. Better spellers of orthographically ambiguous words committed fewer errors when producing texts. These findings point at an early implicit awareness of spelling difficulty but a protracted command of ruled orthographic knowledge. [Translation from English by Silvia Montero.]

The purpose of this study is to analyse how vocabulary depth develops in the early years of primary school and to ascertain the effect it has on the quality of the texts produced by the students. A total of 332 Spanish students from the first to fourth grades participated by doing a synonyms/antonyms task to evaluate their vocabulary depth, along with several tasks in which they wrote descriptive texts to evaluate text quality. Vocabulary depth was analysed using a four-dimensional system created ad hoc: change in lexeme, fitting the meaning requested, preservation of syntactic category and degree of conventionality. The text quality indicators were productivity, subordination rate and text organization. The results revealed that both vocabulary depth and the quality of the texts produced improved significantly by grade. The study also found that this type of lexical knowledge contributes significantly to the quality of the texts evaluated. Finally, this article discusses the possible teaching implications of these findings. [Translation from Spanish by Mary Black.]

The main objective of this research is to analyze the myside bias in two argument evaluation tasks: one linked to the paradigm of formal reasoning and the other linked to the paradigm of informal reasoning. For this, we develop and apply a reasoning test that combines formal reasoning tasks with informal reasoning tasks. The test was administered virtually to a total of 138 participants. The results confirmed the two hypotheses of the study, namely, that motivational mechanisms prevail over logical ability in the tasks of evaluating arguments (both deductive and non-deductive) and that the myside bias is significantly accentuated in the task of informal reasoning. [ABSTRACT FROM AUTHOR]

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We examined the presence of mathematical processes in textbooks for preschool education in Chile and Spain. For this purpose, a content analysis of the mathematical tasks of: numbers, geometry, measurement, algebra, statistics and probability has been carried out. The results show a predominance of problem solving and representation processes. The mathematical processes less present are: communication and reasoning and proof. On the other hand, the transcendental role of the teacher's didactic guide is observed in offering suggestions for the management of tasks aimed at offering learning opportunities linked to mathematical processes. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research was to identify the difficulties, errors and obstacles that were present in the learning process of the decimal metric system in fifth grade students under the new school model and sixth grade under the graduated school model of two educational institutions in the departmentof Quindío: La Popa, in the municipality of La Tebaida and El Caimo in the municipality of Armenia; through the application and analysis of a diagnostic task, with the purpose of describing an epistemic configuration focused on the elements of the most opportune intended institutional meanings of the decimal metric system, articulating the two educational models. This study was developed under the qualitative methodology, since it was made known how students constructed personal meanings and through this process how they arrived at the institutional meanings, in which the cognitive and emotional aspect was involved. Therefore, it was possible to conclude that through the elaboration of the epistemic configuration and the construction of semiotic functions, the understanding of the decimal metric system was reached. [ABSTRACT FROM AUTHOR]

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The Utopía y Praxis Latinoamericana magazine celebrates its 100th issue, being an editorial project conceived by Álvaro B. Márquez-Fernández. The magazine is dedicated to the research and dissemination of philosophical thought and Ibero-American social theory. In this publication, various works are presented on topics such as fallacies in modernist-postmodernist-colonial projects, transitions to post-development and peacebuilding, social representations of the task of evaluation by primary school teachers, post-capitalism, crisis and challenges in Chilean secondary education, violation of rights and violence in Latin America, the utopia of liberation in Bartolomé de las Casas, and decolonization of education in Latin America. The magazine promotes humanistic and critical knowledge committed to the philosophical and socio-political problems of Latin American societies. [Extracted from the article]

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Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Medication errors represent a public health problem that affects patient's safety and the quality of health services on a global scale. This article presents a procedure for the analysis and prevention of medication errors from an ergonomics perspective, exemplifying its application through an illustrative case study of the administration of an injectable medication. As part of this procedure, hierarchical task analysis (HTA) methods for analyzing the task and, systematic human error reduction, and the prediction approach (SHERPA) for identifying error modes were included. A qualitative risk matrix is proposed. The proposed procedure consisted of four stages: 1) selection of the task under study, 2) detailed analysis of the task, 3) prediction of the possibility of error, and 4) development of strategies for error reduction. It is expected that the systematic use of this procedure will contribute to improving health service quality, reducing human errors and possible adverse events. [ABSTRACT FROM AUTHOR]

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This paper presents a theoretical model for the study of mathematical talent, grounded in the Anthropological Theory of Didactics (ATD) and the notion of creativity. This model proposes two components of creative mathematical activity: the mathematical component, which supports mathematical techniques; and the creative component, defined by four functions: producing new techniques, optimizing techniques, considering tasks from different angles, and adapting a technique. Based on the theoretical model and a reference epistemological model on infinite sequences, a learning design comprising six problem situations was developed and then implemented in an institution established to foster mathematical talent. The analysis of two tasks performed by a pair of children offers a case study that illustrates how tackling challenging tasks of the same kind, in a favorable institutional setting, makes it possible to develop mathematical talent. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In chemical laboratories, research, teaching or analysis tasks are carried out daily in which a wide variety of dangerous substances and mixtures are handled that affect the health and safety of the people exposed to them and that can contaminate the environment. This work was carried out with the objective of evaluating chemical risks in a physical chemistry laboratory using the method of Dangerousness Index in the handling of Chemical Agents (IPMAQ) and based on said evaluation, a classification of the dangerousness of the indispensable laboratory for carry out preventive planning following technical criteria. The aspects of: handling and use of chemical substances, laboratory materials and equipment and activities at work were analyzed, by identifying the processes, danger factors and evaluation of the risk levels to which teachers, workers are exposed, students, administrative staff and visitors using the NTP 937 methodology of the Spanish Institute for Safety and Hygiene at Work and the IPMAQ methodology. The dangerousness index in the laboratory showed that the level of chemical containment is minimal and according to the value obtained from the Dangerous Index in the handling of Chemical Agents, it was considered that the chemical risk in the laboratory is high and that the conditions of the laboratory are not adequate, so it is necessary to immediately take a series of measures to eradicate this situation. [ABSTRACT FROM AUTHOR]

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The study analyses the properties of the proposed tasks in a context of job training and their link with the engagement to learning the trade. We worked with the workshop leader and 10 participants who attended a makeup training, offered in a city in the province of Córdoba (Argentina), from June to December 2017. Non-participant observations and individual and semi-structured interviews were carried out for data collection. The aspects that were analysed were the sequencing of the meetings, the characteristics of the tasks and the evaluations that were proposed during the training. The results allow us to recognize that, in non-formal contexts, genuine work instances, which involve interaction and putting into practice the acquired knowledge, are potentially significant, promoting in the participants the engagement to learning the trade. It concludes with the importance of advancing in the study of the particularities that the engagement acquires in diverse learning contexts. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent theoretical and methodological postulates in the field of foreign language teaching point to language mediation as a "fifth skill". It is, therefore, an integrated skill that must be developed in students as well as reception and production skills, if we are to create not only linguistically competent speakers, but also social agents who know how to deal with in various intercultural contexts. In this paper, we intend to address the pedagogical effectiveness of linguistic mediation in the teaching of Spanish as a foreign language (ELE), making a contribution to the evaluation process of a task of oral linguistic mediation between related languages (Spanish-Italian) in the field of secondary and university education. Thus, after providing a theoretical and methodological framework regarding the development of the mediation activity, we will elaborate a suitable pattern to evaluate the student's performance [ABSTRACT FROM AUTHOR]

This article presents a study on a possible complementarity between Mathematical Working Spaces (MWS) and Blomhøj's modeling approach. From a theoretical perspective that provides foundations to connect theories in mathematics education, it intends to extend the discussion on the scope of complementarity and illustrates it by a well-known example proposed by Blomhøj. The main result shows that both theoretical frameworks would complement each other even in the epistemological dimension, characteristic that would distinguish the Blomhøj cycle from others that mainly emphasize the cognitive dimension of modeling. This aspect would enrich the analysis of this type of tasks, expanding the articulation between both theoretical frameworks, a question that, as far as it knows, has not been done so far. [ABSTRACT FROM AUTHOR]

The Spanish Constitution of 1978 faced the traditional Spanish territorial problem through the recognition of a political autonomy that could be reached by nationalities and regions. The result has been a political system with a high level of decentralization. At the root cause were the special needs of some territories who were looking for a bilateral relationship with the central administration, but finally decentralization spread and the whole of the country was split into 17 autonomous territories. As an effect, multilateralism became the priority, and the system was leading to a federalizing development. Several federal instruments were adopted, and the political model seemed to turn into a functional federalism. However, this evolution has not prospered, and and in these pages an explanation is sought. The Sectorial Conferences, considered as the main tool for intergovernmental cooperation, are analyzed through the dynamic of their meetings and the evaluation of their tasks. This analysis provide two ideas about the problems the system generates: How a centralized power is going to adapt itself to a new decentralized system forgetting its previous position of superiority, and in parallel to how the Autonomous Communities are going to assume their full responsibility overcoming their political dependence on the central power. [ABSTRACT FROM AUTHOR]

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This study takes as participants 13 Basque dominant Basque-Spanish bilingual children (mean age=5;07), and compares their results with those of Spanish/Basque monolingual children and with adults (Spanish/Basque) as controls. A sentence evaluation task was employed, in order to (1) test their knowledge about the semantic-pragmatic meaning of the quantifiers algunos and batzuk 'some' and to (2) compare (i) bilinguals' interpretations with those of monolinguals, and (ii) bilinguals' interpretations in their two languages. Results showed similarities (i) between monolinguals and bilinguals and (ii) between the two languages of bilinguals. The similarities found between the child groups (Antoniou et al. 2013, Syrett et al. 2017) seem to obey to the strong developmental pattern attested crosslinguistically (Noveck 2004, Katsos et al. 2016), rather than to the (presence or absence of) bilingual convergence in the acquisition of weak quantifiers. [ABSTRACT FROM AUTHOR]

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Copyright of Revista CienciaUAT is the property of Universidad Autonoma de Tamaulipas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The mining industry, in spite of the technological developments introduced to humanize its processes, is still characterized by the execution of tasks that demand high physical workloads from the workers and that in many cases are not adequate from an ergonomic point of view. This has led to the emergence of occupational diseases, among which musculoskeletal disorders stand out. Objective: To show the results of the ergonomic evaluation of five tasks that are executed during the process of development and construction of an underground mine in Peru. Methodology: Individual Risk Assessment (ERIN) and Rapid Entire Body Assessment (REBA) methods were selected to assess the underground mining tasks. Results: According to ERIN, the front drilling and cleaning tasks presented a high level of risk. Thirteen postures were evaluated with the REBA method taken from the tasks of rock removal, support, front drilling and blasting. Of these, seven postures were classified as high and very high risk level. Conclusions: The ergonomic assessment is an important and initial step in the process of prevention of musculoskeletal disorders in the mining industry. The use of the ERIN and REBA methods was useful to evaluate exposure to risk factors and identify opportunities for improvement. However, in order to carry out an effective prevention, an ergonomics systemic approach must be adopted, that considers individual and organizational risk factors, and the cultural and socio-economic environment where the activity takes place. [ABSTRACT FROM AUTHOR]

This study aims to describe and illustrate the Cognitive Task Analysis (CTA) as a method that encompasses diverse qualitative data analysis techniques to characterize cognitive activity underlying individuals' performance while solving a task, and to characterize the task itself. Methodological approaches included first, a documentary review of recognized CTA models, from both psychological and educational perspectives. Such models have been used to analyze cognitive, thought and decision-making processes implied in problem-solving situations. Second, an adaptation and application of the CTA method were undertaken to analyze tasks in psychology and education; specifically, to assess early mathematical abilities within school learning environments. Results illustrate three methodological CTA levels: (a) analysis of task structure, (b) analysis of cognitive demand across potential levels of performance, and (c) in-depth analysis of performance. It is concluded that this adaptation makes the CTA method affordable to both psychologists and practitioners within educational assessment contexts. [ABSTRACT FROM AUTHOR]