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Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees' interpreting-specific listening skills. However, so far relevant empirical studies have been rare. A single-group post and retrospective self-assessment design was used to examine student interpreters' attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students' interpreting-specific listening knowledge and skills. [ABSTRACT FROM AUTHOR]

Have you ever wondered what makes a woman go to prison? This research in the Geography area addressed the geographic spatiality of women in prison. In prison, there is an untold story, which the outside society never wanted to know. What are the reasons and conditions for being there and what is women's relationship with crime? According to the results of this research, most of the reeducating offender youngsters are single, have children, and low schooling level. These data confirm the "Thematic Report on Women Deprived of Liberty" (SILVA, 2019), and deals with prison information related to the female gender. Through a descriptive and bibliographical analysis, this article uses mental maps (KOZEL, 2018) to explain women's reality in the prison system. [ABSTRACT FROM AUTHOR]

Studies of the geographical knowledge of schoolchildren, students and future primary school teachers, based on the use of mental maps, has always been a principal field of research in cognitive geography. This study also explores this issue by assessing mental maps drawn up by undergraduate students in the Balearic Islands studying for a degree in primary school education. More specifically, through quantitative methods (a cluster analysis and taxonomic distance), it seeks to use formal parameters (the distance between the archipelago's islands and the angular direction of the smaller islands in relation to Mallorca) as indicators of the precision with which the mental maps were drawn. The results obtained validate the chosen methodology and they show that both apparently independent variables are in fact correlated. This represents yet another step forward in much wider research into a valid methodology for analysing mental maps, aimed at demonstrating the interrelationship between form and content in students' mental images. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. 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 explores the use of mental maps as a diagnostic tool to assess university students’ geographical knowledge of the Balearic Islands, by examining aspects that have been largely overlooked in this field of research, including certain formal characteristics of sketch maps. More specifically, it analyses whether required components (each island) and their correct location within the background context (the Balearic archipelago) are present, in addition to salient landmarks on the islands’ coastlines. The quantitative procedures (a weights matrix of relative locations and a principal component analysis supporting cluster analysis) enabled the analysed maps to be classified and correlated. Failure to include one of the islands, inexact location and incorrectly traced outlines were the main indicators of students’ lack of familiarity with the archipelago. In turn, the work highlights the correlation between formal aspects of mental maps and the level of geography knowledge. This finding underlines how useful sketch maps are as a tool to study geography knowledge, which is at odds with theories that question them without supporting empirical verification. Although drawing skills might slightly influence the results, this has no bearing on missing islands, headlands, bays and other features attributable to students’ knowledge. [ABSTRACT FROM AUTHOR]

El paisaje de las ciudades de la región Nordeste deRio Grande do Sul(Brasil) evidencia procesos de construcción de identidad étnica, influenciados por movimientos migratorios de italianos y sus descendientes en la región. Con el objetivo de comprender las configuraciones espaciales actuales de sus urbes y la relación con la población, se investigó la memoria colectiva y el imaginario de la ciudad de Casca-RS. Para identificar dicha relación se utilizó la herramienta de mapeo mental. Los resultados alcanzados indican que la memoria colectivade los individuos y su identidad con el lugar están asociadas a aspectos culturales heredados de la inmigración italiana en el territorio.

El objetivo del estudio fue identificar los elementos involucrados en la capacidad de trasladarse autónomamente por parte de niños con discapacidad visual. La literatura muestra que hay poco conocimiento acerca de este tema, por lo que esta investigación aporta información del proceso de orientación en el espacio como elemento indispensable para lograr la movilidad autónoma. El estudio se llevó a cabo entre 2015 y 2018 con seis estudiantes de primaria de la Escuela para Niñas y Niños Ciegos de Guadalajara, AC (México). Encontramos que los niños y las niñas que pueden desplazarse sin ayuda en ambientes complejos utilizan otros sentidos: tacto, olfato, oído, propiocepción e identificación de temperatura para identificar puntos de referencia significativos del entorno y emplearlos para el desarrollo de mapas mentales. Estos hallazgos representan un avance en el entendimiento de la discapacidad visual en edades tempranas y, sobre todo, en la manera en la que se disminuyen las afectaciones a la orientación y movilidad autónoma.

Mind maps are usually employed by teachers from all the educational levels as powerful learning strategies. This use enables important pedagogic achievements, but they do not exceed their maximum level, due to the dogmatic use of Tony Buzan's mind map (1996). Situation that would be different if it were entirely internalized, understand and applied. Precisely for that reason, the triarchic theory of intelligence developed by Rober Sternberg (1985) allows students to make decisions in several difficult situations with the suitable use of techniques and orientations in the development of the same intelligence. The research was developed by means of the case study from the qualitative focus, in which through the analysis of the evidences found and the use of an instrument that measured the successful intelligence, its development could be confirmed. However, the empiric analysis was not enough for validating the aforementioned development. For that reason, direct observation was chosen during learning sessions accomplished by the teacher responsible for the strategy to be used, and embodied in the field notebook. Likewise, in-depth interviews were conducted by educational psychologists. It should be noted that the analyzed documents have allowed developing the triangulation not only of evidences but also of methodologies, among them the documentary analysis, in order to reach conclusions that demonstrate how the development of the successful intelligence has been achieved. Finally, it is demonstrated than the use of the techniques of the mind maps with an educational strategy adapted to the applied group, achieves the significant development of the abilities of the analytical, creative and practical intelligence.

Resumen Tomando como premisa la conceptualización de Lefebvre sobre la producción del espacio, esta investigación resalta cómo, en el barrio madrileño de Lavapiés, se produce un choque entre la dimensión dominante del espacio concebido y las representaciones propias del espacio vivido, que dejan emerger un sentido del lugar alternativo. Las conceptualizaciones dominantes, a partir de las intervenciones planteadas en el marco de la rehabilitación de iniciativa pública, apuntan a la centralización y espectacularización del Lavapiés, generando así un espacio abstracto, pensado en función de cálculos estratégicos y respondientes a los dictámenes del capitalismo global y del mito del desarrollismo económico. En este marco, la economía simbólica, alimentada sobre todo por representaciones mediáticas, se apropia de la propia cultura urbana vinculada a la vida cotidiana de Lavapiés, utilizada para ser rentabilizada dentro de unos nichos de mercado y para promover el consumo. Por otro lado, el análisis profundizado del espacio vivido, a través de entrevistas y mapas mentales, revela que la imposición de imágenes estructurantes exógenas no cancela el sentido del lugar, sino que por el contrario lo reactiva y refuerza en función de una demarcación y el rechazo de formas alienantes de pensar el barrio, y en última instancia el habitar. Abstract Based on the conceptualization of Lefebvre about the production of space, this research highlights how, in the Madrid neighbourhood of Lavapiés, a clash occurs between the dominant dimension of the conceived space and the representations of the lived space, which express an alternative sense of place. The dominant conceptualizations, going from the interventions proposed in the framework of the rehabilitation of public initiative, point to the centralization and spectacularization of Lavapiés, thus generating an abstract space, thought in terms of strategic considerations and responsive to the dictates of global capitalism and to the myth of economic development. In this context, the symbolic economy, fuelled above all by media representations, appropriates the urban culture linked to the daily life of Lavapiés, used to be profitable within niche markets and to promote consumption. On the other hand, the in-depth analysis of the lived space, through interviews and mental maps, reveals that the imposition of exogenous structuring images does not cancel the sense of place, but on the contrary, reactivates and reinforces it as instrument of demarcation and rejection of alienating ways of thinking about the neighbourhood, and ultimately about the inhabiting.

El presente artículo entrega una síntesis de diversas experiencias de representación social y visual respecto al papel del ferrocarril como medio de transporte utilizado cotidianamente en las actividades desarrolladas por algunos habitantes de La Araucanía. A partir de una metodología cualitativa, fue posible simbolizar las experiencias de viaje de los usuarios del ferrocarril, explorando en la connotación social que tiene un medio de transporte público respecto a la organización de las rutinas que son desarrolladas en los lugares de frecuentación cotidiana. Al momento de analizar los mapas elaborados por los sujetos de estudio, se identificaron espacios altamente significativos respecto al entorno, los cuales representan diversas dinámicas de movilidad a partir de los tiempos de viaje, lugares de tránsito y rutinas cotidianas.

Copyright of Dearq is the property of Universidad de los Andes 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 Grafía is the property of Universidad Autonoma de Colombia, Facultad de Ciencias Humanas 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.)

El objetivo del presente artículo es hacer una descripción interpretativa sobre el fenómeno de la Diversidad Funcional Visual –DFV- en la ciudad de Manizales, a partir de las habilidades desarrolladas por las personas invidentes para movilizarse en los diferentes espacios en los que desarrollan su vida cotidiana. La investigación es de corte etnográfico, el cual permitió tener un acercamiento con la población con DFV de la Asociación Abre tus Ojos. Se ha querido privilegiar la perspectiva émica con personas que han adquirido la Disfuncionalidad Visual y su proceso de readaptación al mundo cotidiano en la ciudad. Los resultados permiten identificar un recorrido de diferentes situaciones y procesos individuales y familiares, a los que se ven enfrentados las personas desde que experimentan la pérdida de la visión de manera progresiva a lo largo de su vida, hasta lograr un nivel de autoreconocimiento y aceptación de la DFV en sus vidas. Finalmente, se concluye que en el fenómeno de la DFV el conjunto de percepciones, interpretaciones e historias de la vida personal constituyen una realidad poco estudiada en nuestro medio y sobre la cual se debe seguir analizando teniendo en cuenta una mirada más inclusiva en las políticas públicas.

The purpose of this study was to identify the aspects involved in the ability of children with visual disabilities to achieve autonomous mobility. This ability depends on orientation and mobility skills. The literature on the subject shows that there is little knowledge about the topic, so this research contributes by providing information about the process of orientation in space as an essential element to achieve autonomous mobility. A multiple case study was conducted between 2015 and 2018 with six elementary students from the School for Blind Children of Guadalajara, AC (Mexico) to identify the elements involved in the ability to move autonomously and what those who do not, to determine which of them are essential to gain autonomy. Findings show that children, who can move without help in complex environments, use other of their senses: touch, smell, hearing, temperature identification, and proprioception to identify significant reference points of the environment and use them for the development of mental maps. These findings represent an advance in the understanding of visual disability at an early age and, above all, in the way to diminish impairment of orientation and autonomous mobility. [ABSTRACT FROM AUTHOR]

The objective of the article is to make an interpretative description of the phenomenon of the Visual Functional Diversity -VFD- in the city of Manizales, based on the skills developed by visually impaired people to move around in the different spaces in which they develop their daily lives. This is an ethnographic research with VFD members of the Abre tus ojos (Open your eyes) Association. The purpose has been to privilege an emic perspective with people with Visual Dysfunctionality and their process of readjustment to the everyday world in the city. The results allowed identifying routes through different situations and individual and family processes, which people face when they experience progressive loss of vision until they achieve a level of self-recognition and acceptance of the VFD condition. Finally, it is concluded that in the phenomenon of the VFD, perceptions, interpretations and personal life stories constitute a little studied reality in our environment that must continue to be analyzed taking into account a more inclusive view of public policies. [ABSTRACT FROM AUTHOR]

Mind maps are usually employed by teachers from all the educational levels as powerful learning strategies. This use enables important pedagogic achievements, but they do not exceed their maximum level, due to the dogmatic use of Tony Buzan's mind map (1996). Situation that would be different if it were entirely internalized, understand and applied. Precisely for that reason, the triarchic theory of intelligence developed by Rober Sternberg (1985) allows students to make decisions in several difficult situations with the suitable use of techniques and orientations in the development of the same intelligence. The research was developed by means of the case study from the qualitative focus, in which through the analysis of the evidences found and the use of an instrument that measured the successful intelligence, its development could be confirmed. However, the empiric analysis was not enough for validating the aforementioned development. For that reason, direct observation was chosen during learning sessions accomplished by the teacher responsible for the strategy to be used, and embodied in the field notebook. Likewise, indepth interviews were conducted by educational psychologists. It should be noted that the analyzed documents have allowed developing the triangulation not only of evidences but also of methodologies, among them the documentary analysis, in order to reach conclusions that demonstrate how the development of the successful intelligence has been achieved. Finally, it is demonstrated than the use of the techniques of the mind maps with an educational strategy adapted to the applied group, achieves the significant development of the abilities of the analytical, creative and practical intelligence. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Mind maps are a powerful technique that enfaces a whole brain learning model mainly oriented to the development of capabilities and strategies. Although we can find individual or group mind maps, in this paper we focused on group maps, because it represents whole group thinking and enhances development of positive inter-personal relationships that promote a suitable coexistence for learning. A qualitative investigation methodology has been used, with an open, auto-reported questionnaire about the experience of learning with mind maps. The sample has been composed of 140 students from second grade of Primary Education that were studied during courses 2006-2007 and 2007-2008. Results encourage three cores linked to group dynamic as an expression of social awareness: interaction, group working and integration.

As a reflection on the discontinuous and marginal role of geography in the Spanish education system, we examine the minimum level of geographical knowledge in students studying in the primary education degree program. To do this we use the mental maps of the Balearic Islands made by students in the second year of the primary education degree program at the University of the Balearic Islands as an instrument with which to calibrate these future teachers' geographical literacy. The test is inspired by the content, abilities, and competencies that appear in the new curriculum for social sciences in primary education, according to the LOMCE. Overall, students were unable to produce adequate maps, and they showed a lack of knowledge regarding the use of conventional cartographic language. Also, after analysing the maps, we concluded that areas where life experiences took place were given greater weight than areas that were learned about in an academic context. [ABSTRACT FROM AUTHOR]

This work aims to demonstrate the results on a bibliographic search made to obtain the background of a research process carried out within the Research Seedling of the Interdisciplinary Group of Pedagogical Studies - GIDEP, at the University of San Buenaventura of Medellín, and that has become the degree work of those who write. The topic addressed is about the practices of teachers who teach Mathematical Logics in preschool and first grades of basic education, for whom connectionism serves as an effective instrument to facilitate and stimulate formal thinking and its impact on the training processes. The topic is approached thanks to the fact that there is no doubt in the idea that the formal logical language is propitious to enhance the dimensions of the infants who are specially cared for in pre-school education. [ABSTRACT FROM AUTHOR]

The Cerros de Amotape National Park (CANP) is a vast Natural Protected Area (NPA) in northwestern Peru, which contains a great diversity of plants and animals, many of which are endangered and are unique in our country. Currently, this park is being reduced due to logging and cattle ranching. Most of the studies in the area have identified the inhabitants of the buffer zone of the CANP as responsible for its degradation, without investigating exhaustively their points of view and knowledge, which is considered essential for understanding social and environmental problems. This is the reason why I decided to investigate the deterioration ofthis park from the people´s perspective (adults and children) of the villages «Los Encuentros de Pilares» (LEP) and «El Chaylo» (ECH), both settled in the buffer zone of the park. My focusin this paper is only on the children’s perception of these villages about the CANP. The main objective is to explain the behavior linked to the park by the population of both villages, and the specific objectives are to characterize their perceptions and knowledge regarding the CANP. Researches on the perception of the populations of the NPA, and specifically the children, are very rare in our country. Thus, this study aims to provide a small contribution to the knowledge of the subject. On the methodological side, I adopted the approach and instruments of the geography of perception, and used a qualitative methodology, which demonstrated to be very effective in understanding the problematic. Also, the use of mental maps proved to be a quite valuable resource that allowed children to reveal their perceptions in a fun and dynamic way. Among the results, I found that the children’s perceptions from the two villages are contrasting. Whereas the children from ECH possess a strong ownership and identification with the CANP, they have not been instructed about their problems; in LEP instead, the children do make a difference between their village and the park, and they have a strong awareness oftheir problems and the importance of their protection.

El artículo explora la relevancia de las experiencias y representaciones de los lugares, así como el sentido de lugar, para comprender los procesos migratorios y la toma de decisiones de los inmigrantes mexicanos en Albuquerque (Nuevo México). Metodológicamente, el artículo se centra en el análisis de los mapas mentales y de los discursos espaciales de los entrevistados. Resalta que los sentidos de lugar más arraigados se encuentran a nivel micro, de tal forma que algunos espacios públicos se identifican con cambios sustanciales en las vidas de los inmigrantes. No obstante, las representaciones de México y los Estados Unidos son de tal intensidad que permiten entender trayectorias migratorias pasadas y futuras.

Los mapas mentales implican y promueven un modelo de aprendizaje holístico, orientado, prioritariamente, al desarrollo de capacidades y estrategias, frente a la acumulación de conocimientos. En este trabajo se constata que los mapas mentales sintonizan con el enfoque de aprender con todo el cerebro, ya que trabajan los cuatro cuadrantes cerebrales en interacción. Se aporta, también, la vertiente de los mapas mentales como técnica potenciadora del planteamiento de Gardner sobre las “Cinco mentes del futuro” (2005), en correspondencia con la dominancia cerebral de Benziger (2000). En definitiva, los mapas mentales propician el progreso en la madurez mental y personal del alumno.

El crecimiento urbano, la movilidad social, la diversidad cultural, la globalización, el uso de las tecnologías de la información y la comunicación, principalmente, afectan la pertenencia y fragmentan la identidad urbana. La identidad define características, cultura y personalidad de una sociedad; en la ciudad, determina el paisaje urbano y el uso de los espacios públicos. Hoy es importante el estudio de la identidad urbana para saber cómo construir la ciudad. La planeación y el diseño urbano deben considerar la identidad urbana con la finalidad de definir políticas públicas que integren y revitalicen los espacios para fortalecer la cultura en la ciudad. El presente trabajo tiene el objetivo de analizar algunas teorías sociales para el estudio de la identidad urbana y determinar el marco teórico-metodológico que permita realizar estudios empíricos. The urban growth, social mobility, social diversity, globalization and the technology, transform our life and fragment the urban identity. The identity defines the characteristics, personality and culture; in the city determines the landscapes and public space. Today, is very important the identity studies, to define how the city are building The urban design and planning must take into account the urban identity so they can decide laws and plans to integrate, revitalize, and strengthen the culture inside the city. The goal of this article is the analysis of theories approaches and select of the most suitable to create a methodology to study the urban identity.

La investigación se realizó con la finalidad de comprobar los efectos de la aplicación de los componentes de la técnica de los Mapas Mentales en la elaboración de los Proyectos Pedagógicos de Aula (PPA) de la I y II etapa de Educación Básica. El estudio se basa en una metodología experimental de carácter explicativo. La población estuvo constituida por veinticuatro docentes. Se aplicó una guía de observación. Con los resultados, se corrobora la hipótesis de investigación: con la aplicación de los componentes de la técnica de los Mapas Mentales se logra un efecto positivo en la elaboración de los PPA.

This paper aims to analyze the mental representation of primary school students in the Bahía Blanca city, starting from mental mapping methodology; following the hypothesis that the children lived space is structured for spaces of socialization associated to recreation and leisure, to the detriment of those heritage spaces. In this context, it is obtained as a result, the spaces of contemporary character prevail over those heritage, which structure the local social identity. [ABSTRACT FROM AUTHOR]

In the year of 1917, the manifestation of a religious phenomenon took place in Fatima, which turned out to engender profound changes in its landscape. From the belief in this event emerged in an open field the Sanctuary of Fatima, one of the largest world centers of pilgrimage. Approaching the religious phenomena from a geographical perspective, this research has the main purpose of understand and analyze the perceptions of the students of the College of the Sacred Heart of Mary of the city of Fatima in relation to the city and its religious territory. As proposed analysis referred to qualitative methods through the development of mental maps. From this analysis we found that although there is a shortage of some spaces and infrastructure targeted to the needs of local residents, they reveal a strong sense of belonging towards the area under study. This involvement is reflected in the recognition on the part of these young people the symbolic and heritage value of the city of Fatima as religious and sacred place. [ABSTRACT FROM AUTHOR]