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Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid 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.)

This article argues for the inclusion of verbal and nominal ellipsis in the Spanish as a Second Language classroom, mainly at intermediate and advanced levels. A qualitative analysis of Spanish textbooks and grammar manuals reveals that ellipsis processes are frequently ignored in this type of teaching materials. A succinct linguistic description of the main elliptical processes in Spanish (verbal ellipsis, nominal, fragments, and null complement anaphora) is presented and a series of sample learning activities are proposed for the practice of these constructions and their inclusion in teaching materials. At the same time, I argue for the importance of the so-called discourse grammar and of the mechanisms of discourse coherence and cohesion, of which ellipsis is an example, in the construction of complex discourse and, consequently, in the integral teaching of Spanish as a second language. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 Pedagogía Social is the property of Pedagogia Social 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 Perspectiva Educacional is the property of Perspectiva Educacional 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.)

Background. There is strong evidence that people with dementia show poor performance in declarative memory, relative to older healthy people. However, studies on possible differences in declarative (verbal) memory performance between patients with amnesic-type MCI and healthy patients are scarce, and the data are not conclusive. Objective. To determine the performance in declarative memory of three groups of older people; a) with probable dementia (n=63), b) MCI (n=20), and c) "healthy" (n=30). Method. The Montreal Cognitive Assessment and an instrument based on the Rey Auditory Verbal Learning Test were applied. Results. Differences in memory scores were observed between participants with dementia and those with MCI and "healthy", but not between these last two groups. Significant moderate and positive correlations were found between MoCA and remembered words. Discussion. Although the deficit in declarative memory occurs in the group with probable dementia as well as in the other two, it was not observed between the MCI group and the "healthy" controls. The results show that, in general, the participants with MCI do not show deficits in declarative memory, which can be attributed to the heterogeneity of the MCI. Therefore, the need arises to continue exploring the performance of declarative memory, differentiating by MCI subtypes. [ABSTRACT FROM AUTHOR]

This study explores students' learning styles for the design of didactic strategies and instructional materials. Following a quantitative and exploratory approach, we used an intentional sample of 110 students from Projects III of the architecture degree, semester 2019-3. Felder Soloman's Learning Styles Index was applied and Cronbach's alpha reliability was 0,82 (very high correlation). The results showed students' learning styles: 1) Type of information to be perceived, Sensory (63%), Intuitive (37%); 2) Sensory channel to capture the information, Visual (97%) Verbal (3%); 3) information process preference, Active (71%) Reflective (29%); and 4) progress toward understanding of contents Sequential (66%) Global (34%). Based on the findings obtained, the construction of the virtual classroom reflected Sensitive/Intuitive, Visual, Active, and Sequential/Global styles, and encouraged Verbal and Reflective styles, through: task-focused teaching, problem-based learning methodology, and abstraction. The instructional means were constituted by: multimedia animation, WebQuest-based Learning Objects, and instructional resources. Classroom adequacy, instructional design, methodology and means in correspondence with preferences for studying and learning, enable students to achieve educational goals; hence the importance of exploring learning styles as a pre-planning stage before the design and implementation of a virtual classroom aimed at training in project skills. [ABSTRACT FROM AUTHOR]

Academic practices often come into conflict with vernacular practices. However, from a sociocultural and pragmatic approach, it has been shown that language develops throughout education due to the children and young people's participation across different permeable and interdependent communicative contexts. This thematic issue includes nine papers that examine the relations between languages and learning--going beyond the simple dichotomy of "in-school and out-of-school". From a diversity of theoretical and methodological perspectives, the studies address languages situated, emphasizing the register, the discursive genre, or the disciplinary field. Some of the studies highlight verbal language learning from the receptive or productive perspective, while others focus on the interactions between modalities and semiotic modes for the construction of different genres. The papers also conceptualize learning in different ways. It is argued that language development serves as a precursor and continues as a coordinated and crucial evolutionary process for learning to read and write. Some of the authors propose that language knowledge facilitates learning, as they underline the epistemic potential of reading and writing as a tool for reflection. The study of learning is also extended beyond the school institution, exploring cultural practices in digital spaces. The papers offer results that contribute to the field of research on language development and its teaching and outline the implications for pedagogical practices since they make the role of languages in the construction of learning more explicit, based on the valuation of linguistic, contextual, and cultural diversity. [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.)

The frontotemporal dementias are not the most commons. Its low incidence implies that is very relevant the report of any case assessment and diagnosed with this neuropsychological syndrome. The objective of the present study is to report a case of frontotemporal dementia with behavioral, cognitives and motors deficits. Was study a masculine patient with 57 years old. Was utilized as neuropsychological test: Minimental State Examination, Rey's Verbal Learning Test, Trail Making Test, Picture completion subtest, and Semantic picture association test. The neuroimaging studies showed an alteration frontotemporal. The approaches for the clinical diagnosis of frontotemporal dementia were useful for the analysis of the reported case and we suggest the study from the same ones to the medical personnel of our hospital. The neuropsychological tests applied, allowed to evaluate all the cognitive processes and the level of deterioration and integration of the same ones, what facilitates to toast to the family of the patient explanatory elements on their behavior and specific rules for their handling. [ABSTRACT FROM AUTHOR]

Cocaine use has been related to neuropsychological disturbances that allow a wide spectrum of cognitive functions, however, the exhaustive analysis of the functioning of episodic memory is a vacancy area and knowing its in-depth processes would allow planning relevant interventions. Objective: To analyze the functioning of episodic memory in people with a diagnosis of cocaine use disorder. Methodology: Descriptive type design. Occasional sample, made up of 80 people, paired into two groups, clinical and control. To meet the objective The Spain-Complutense Verbal Learning Test was administered. Results: The clinic group presented a lower episodic memory performance than the control group. They achieved lower performances in three indicators of coding processes (spontaneous use of semantic strategies in immediate recall p = .03 and recall with short keys p = .01 and long-term p = .01), and two indicators of recovery processes (use of semantic strategies in short-term free memory p = .00 and long-term p = .00). Conclusions: These results suggested that people with a diagnosis of cocaine use disorder present a specific and primary deficit in the coding processes, related to to the little or non-systematic use of semantic strategies. [ABSTRACT FROM AUTHOR]

Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network 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 central purpose of this study is to carry out an investigation of the impairments in the memory during the learning process in children who by different situations have not been able to access an education, taking into account that they are minors between 7 and 10 years. In this case, a population of immigrant children will be assessed in a foster home in order to observe the different consequences that non-schooling can generate in the individual's memory. The King verbal auditory learning test will be applied in order to observe how the memory is so developed in children who are not in school because of immigration and low economic status. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta 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.)

Normal aging brings with it a set of neurofunctional changes that may be the origin of the subjective cognitive complaints, mainly focused on memory. The combination of visual and verbal tasks is part of some cognitive training programs designed to alleviate memory complaints. However, over the years the brain changes and may be unable to learn these types of tasks. In this study we propose to evaluate if the use of a program that combines verbal and visual strategies can improve the effectiveness in the mnesic yields in adults with subjective cognitive complaints without Major Neurocognitive Disturbance. A sample of 35 adults between the ages of 51 and 93 participated in this study. All of them, after signing an informed consent, were assessed with a cognitive screening test, a geriatric depression scale, a verbal learning test, and a subjective memory complaint scale, before and after cognitive training. We found statistically significant differences in the results obtained in the long-term free recall test as well as in the cognitive screening in the participants of the experimental group. The combined use of verbal and visual strategies may benefit the mnesic function, but it does not alleviate the subjective cognitive complaints typical of aging. [ABSTRACT FROM AUTHOR]

Show the results of an intervention made to students of the second grade of primary school of a rural educational institution of the municipality of El Zulia (Colombia) for the development of communication skills attending to the visual, auditory and kinesthetic (VAK) learning styles. The research is framed in the hermeneuticalinterpretative historical paradigm, the qualitative approach and a research-action design. 13 students participated in ages between 7 and 10 years old. An initial and final assessment test of the predominant learning style was used as an instrument. The results show a significant improvement in the communicative abilities of the students when comparing the initial and final test after an intervention carried out on the group. [ABSTRACT FROM AUTHOR]

The article offers information on a study conducted on verbal locutions in the Spanish and German language education. Topics discussed include language teaching applications used in classrooms, its phraseological units, bibliography on phraseology, monolingualism in both languages and its dictionaries.

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.)

Objective. To empirically identify schizophrenia neurocognitive subtypes and establish their association with clinical characteristics. Methods. Sustained attention, executive function, facial emotion recognition, verbal learning, and working memory tests were applied to 253 subjects with schizophrenia. We identified neurocognitive subtypes by a latent class analysis of the tests results. After, we made a search for the association of these subtypes with clinic characteristics. Results. We identified four neurocognitive subtypes: 1) “Global cognitive deficit", 2) “Memory and executive function deficit", 3) “Memory and facial emotion recognition deficit," and 4) “Without cognitive deficit." In comparison with the subtype “without cognitive deficit," we found that the “memory and executive function deficit subtype" and the “global cognitive deficit subtype" had a higher frequency of male, unemployed, severe impairment, and adherence to treatment participants. However, in the “global cognitive deficit subtype" the differences were higher and there was also a lower frequency of past major depressive episodes (OR 0.39; 95%CI: 0.16 to 0.97). The “memory and facial recognition deficit subtype" had a higher probability of severe impairment (OR 5.52; 95%CI: 1.89 to 16.14) and unemployed (OR 2.43; 95%CI: 1.06 to 5.55) participants, but also a lower probability of past depressive episodes (OR 0.21; 95%CI: 0.07 to 0.66). Conclusion. Our results suggest the existence of four neurocognitive subtypes in schizophrenia with a spectrum of dysfunction and severity. We found higher dysfunction in those with worse cognitive dysfunction, and higher affective psychopathology and less treatment adherence in those with less cognitive dysfunction. [ABSTRACT FROM AUTHOR]

Multiple sclerosis affects the nervous system causing cognitive impairment. Memory is one of the most affected, notwithstanding the nature or primary factor of disturbance is not yet clarified. Objective: To study the differences in verbal information processing in a group of this neurological pathology patients compared to healthy control group. To do this we examined the neuropsychological performance of 16 patients with multiple sclerosis relapsing-remitting type and a control group. The two groups were administered the Verbal Learning Test Spain-Complutense and a comparison between various test indices in both groups, and an analysis of correlation between socio-demographic variables in the experimental group to identify a protective factor. Results: Multiple sclerosis group obtained lower scores on indices analyzed with respect to control, as well as positive correlation between years of schooling and the onset of the disease and between the onset of the disease and occupation. The data found suggest that multiple sclerosis patients have little ability to plan, which directly affects their performance in learning and memory tasks. [ABSTRACT FROM AUTHOR]

Although episodic memory deficit in patients with multiple sclerosis (ME) is a well established fact, there is no agreement about the origin of this disorder in terms of cognitive processes. Whereas most of the studies attribute this deficit to defects in memory recovery processes, others contribute evidence in favor of the hypothesis that considers that it originates in difficulties in coding memory processes. However, the analysis of the relationship between coding processes and memory functioning in ME is a scantly studied topic. In the present article, we studied coding processes and their relationships with executive control processes in a group of patients with ME. We used a set of indexes of the Test of Verbal Learning from the TAVEC test for the evaluation of the coding processes. To assess the executive processes we used a semantic verbal fluency task, the WCST, and WAIS III scale of matrixes. We worked with 36 patients with ME diagnosis and 36 healthy control participants, paired by age and educational level. The results showed a deficit in the coding processes and the existence of a significant association between these processes and executive functioning. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia 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.)

This paper, framed into the analysis of (in) sensibility to contingencies and its implications in the analysis of verbal regulation, pretends to assess the effectiveness of several methods in order to produce breaking or change of the sensibility patterns, as well as to find attainable differential effects of automatic contingencies in two experimental tasks, using an eight university student's sample. The results show that the use of contextual cues, by means of the amplification or changes in the given rules, is the best procedure to break certain levels of insensibility. The data also show the absence of differential effects of each task contingencies. [ABSTRACT FROM AUTHOR]

On the 50th anniversary of the publication of Skinner's Verbal Behavior, we analyse the main contents of this book in which language phenomena are presented from an operant conditioning viewpoint. Some of the reasons why the Skinnerian analysis of language has been neglected among behavior analysts and other scholars of linguistic phenomena are discussed. They include Chomsky's criticism of Verbal Behavior, difficulties to develop an empirical research program based on Skinnerian categories of verbal behavior, and conceptual difficulties implied in the interpretation of verbal behavior as a special class of operant behavior. The Skinnerian analysis of verbal behaviour is a fundamental background to analyse linguistic phenomena from a non mentalistic and functional perspective. Recent Behavior Analysis proposals such as Relational Frames Theory (Hayes y cols, 2001), or the analysis of language from a interbehavioral framework (Ribes, 1990, 1999) use Skinner's proposal as the reference point. [ABSTRACT FROM AUTHOR]

Think-aloud protocols result from a procedure in which a subject performs an activity while verbalising his/her thoughts. These verbalised thoughts are recorded to be transcribed and analysed with some pre-established categories to fulfil the research objectives. This methodology has been widely used to analyse problem solving activities by cognitive psychologists, and its use has spread to analyse the writing process. The current work explains the origin of think-aloud protocols and revises Ericsson and Simon's most influential publications to sketch their theoretical framework Next, some considerations related with the use of think-aloud protocols to analyse the writing process will be dealt with; finally, the basic norms to implement this methodology will be outlined. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe and analyze the dialogic interventions of the teaching trainees from the Profesorado de Educación General Básica -Primer Ciclo y Segundo Ciclo- of the Facultad de Ciencias Humanas, UNLPam. We have investigated the discursive oral practices of the students being trained through the record of classes obtained in different classrooms from the schools of the mentioned level. This work is in line with the perspective of the sociolinguistics defined as the study of the language in connection with society and of the pragmatics understood as a theory of linguistic use. In order to carry out this research task, we selected the sociolinguistic context of the classroom discourse in the teaching trainees practices developed in schools of the area and one of the key hypotheses is that the current teaching training program must emphasize the construction and use of the conversational, dialogical and argumentative plots. The field work was carried out in schools located in the suburban areas of the city of General Pico. The importance of the achieved results shows the necessity of facing more accurate research in the centers of teaching training and the implementation of analysis and reflection instances which lead to improve the situations of discussion, dialogue and conversation in the classroom, in order to achieve communicative maturity. [ABSTRACT FROM AUTHOR]

Experimental research on the psychopathology of paranoia frequently uses verbal stimuli. Therefore, the availability of well validated databases of words specifically related to paranoid disorders would be a highly useful tool for researchers. The goal of this study was to provide such database of Spanish paranoia-related words. A second goal was to select words related to paranoia but not to depression as it is possible that words with paranoid content may have a depressive content as well (e.g., 'humiliated'). Thus, we report two different studies. In Study 1, our goal was to select a sample of words specifically related to paranoid contents but not related to depression. In Study 2, our goal was to provide two basic psycholinguistic indexes (subjective frequency of use and emotionality) for the sample of words selected in Study 1. We finally provide the lists of words empirically selected following this procedure and discuss the utility of this type of stimuli for future research on paranoid-related disorders. [ABSTRACT FROM AUTHOR]

Se presenta una investigación que compara el desarrollo de las habilidades perceptivo-manipulativas y de lenguaje y su relación con el aprendizaje de la lecto-escritura en alumnos de la educación primaria. Se mira la influencia en éste de factores familiares. Se utilizaron las Escalas McCarthy para medir el desarrollo de las habilidades perceptivo-manipulativas.