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Search Results: 1 - 10 of 134418 matches for " Víctor Santiuste Bermejo "
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Bases biológicas y genéticas del lenguaje: relación con el concepto de dificultades de aprendizaje
Víctor Santiuste Bermejo
Revista de Psicología y Educación , 2005,
Abstract: Based on N. A. Chomsky’s grammar generative theory, this piece of work attempts to go more deeply into language biological and genetic aspects under a psycholinguistic perspective. According to the generativist theory, currently emerging as a new principle of philosophic rationalism, these are the means by which this theory can be scientifically and objectively validated. The scientific explanation of language acquisition and evolution must comprise both cognitive psychology and language biology. Both disciplines should enable to explain language disabilities. For this purpose, contributions made by biology and genetic inheritance on language are considered. There is every indication that the neurological basis of learning disabilities, that is, the minimum brain dysfunction, lies within synaptic deficiency. If theory this should be true, new scopes would be available for the specialist in psychology and education. These would concern with the creation of new synaptic connections through enriched learning atmospheres for subjects affected by the learning disabilities syndrome.
Consistencia epistémica del síndrome de Dificultades del Aprendizaje: aportaciones de la magnetoencefalografía como técnica de neuroimagen funcional
SANTIUSTE-BERMEJO,VíCTOR; SANTIUSTE-DíAZ,MARTA;
Universitas Psychologica , 2008,
Abstract: the syndrome known as learning disabilities (ld) was described by s. kirk in 1963. from that point on, institutions from the us, canada and spain have engaged in refining the concept and classification of lds. the complutense university in spain, has proposed a descriptive and all-embracing definition, and has studied the different manifestations of ld, pursuing the description of biological markers and neurological features of ld?s main expressions: dyslexia, dyscalculia, dysorthographia, attention deficit and hyperactivity disorder -adhd, and so forth. findings in ld using functional neuroimaging techniques, namely magnetoencephalography (meg), are described. meg is a non-invasive technique, which records magnetic fields naturally generated by the brain and their spatial distribution. it allows simultaneous functional and structural information. meg is therefore used in the study of primary and superior cognitive functions, in surveillance of patterns of normal cognitive function and those specific to the different ld clinical manifestations.
Epistemics for Learning Disabilities: Contributions from Magnetoencephalography, a Functional Neuroimaging Tool
VíCTOR SANTIUSTE-BERMEJO,MARTA SANTIUSTE-DíAZ
Universitas Psychologica , 2008,
Abstract: The syndrome known as Learning Disabilities (LD) was described by S. Kirk in 1963. From that point on, institutions from the US, Canada and Spain have engaged in refining the concept and classification of LDs. The Complutense University in Spain, has proposed a descriptive and all-embracing definition, and has studied the different manifestations of LD, pursuing the description of biological markers and neurological features of LD’s main expressions: dyslexia, dyscalculia, dysorthographia, Attention Deficit and Hyperactivity Disorder –ADHD, and so forth. Findings in LD using functional neuroimaging techniques, namely Magnetoencephalography (MEG), are described. MEG is a non-invasive technique, which records magnetic fields naturally generated by the brain and their spatial distribution. It allows simultaneous functional and structural information. MEG is therefore used in the study of primary and superior cognitive functions, in surveillance of patterns of normal cognitive function and those specific to the different LD clinical manifestations.
NUEVOS APORTES A LA INTERVENCIóN EN LAS DIFICULTADES DE LECTURA
SANTIUSTE BERMEJO,VíCTOR; LóPEZ ESCRIBANO,CARMEN;
Universitas Psychologica , 2005,
Abstract: this article presents a synthesis of the intervention programs and strategies to treat reading difficulties. the synthesis includes a review of the last published articles on the issue, both in spanish and english. it also presents the visits to different language rehabilitation centers in the community of madrid including the approaches applied in these centers. besides the description of the general intervention strategies applied to reading problems, some of the programs to treat specific difficulties of words decoding and recognizing are explained, and the programs to treat reading comprehension and fluidity.
NEW CONTRIBUTIONS TO READING DIFFICULTIES INTERVENTION
VíCTOR SANTIUSTE BERMEJO,CARMEN LóPEZ ESCRIBANO
Universitas Psychologica , 2005,
Abstract: This article presents a synthesis of the intervention programs and strategies to treat reading difficulties. The synthesisincludes a review of the last published articles on the issue, both in Spanish and English. It also presents the visits todifferent Language Rehabilitation Centers in the Community of Madrid including the approaches applied in thesecenters. Besides the description of the general intervention strategies applied to reading problems, some of theprograms to treat specific difficulties of words decoding and recognizing are explained, and the programs to treatreading comprehension and fluidity.
Aportaciones de la neurociencia al tratamiento educativo de las dificultades de lectura
Carmen López Escribano,Víctor Santiuste Bermejo
Revista de Psicología y Educación , 2008,
Abstract: This paper presents a historical view of the study of the brain and its relationship to intelligence, and human behavior, from Hipocrates and Alcmeon of Crotona to present days. This historical view briefly contemplates the thesis of Bell, Mangedie, Flourens, Galvani, and Gall. The importance of the neuron, neural networks, and environment is highlighted. These general principle of nature-nurture interactions means that the brain is both an independent (causal) variable and a dependent (outcome) variable. That is, brain is an organ that allows an organism to act on the environment and that can be changed in constrained ways as the organism interacts with the environment. In this way, teacher are an important influence on the nurture side of the nature-nurture interaction for learning. Finally, five functional neuroimaging studies, that have been published recently, are presented. These studies showed that neural deficitsin children with reading difficulties are ameliorated by behavioral remediations. These investigations examined whether phonologically-based interventions ameliorated the dysfunctional neural mechanisms in children with dyslexia. Probably, in the future these studies will be a useful way to early identification and treatment of reading difficulties.
Un nuevo programa para el aprendizaje inicial de la lectura
Fernando Leal Carretero,Judith Suro Sánchez,Carmen López-Escribano,Víctor Santiuste Bermejo
Revista de Psicología y Educación , 2011,
Abstract: Los diversos trastornos de lenguaje que es posible detectar en ni os muy peque os que están en el último a o de educación infantil los ponen en riesgo de tener después problemas para aprender a leer. Por ello es importante formular programas y métodos de ense anza para esta fase crucial en que se inicia el aprendizaje formal de la lectura. Los programas y métodos usuales tienen grandes méritos pedagógicos, pero en general carecen de una base lingüística seria que ayude a crear, graduar y coordinar las actividades de los ni os en riesgo de una manera apropiada tanto a su nivel de desarrollo como a las propiedades de la lengua materna. En este artículo se presenta un nuevo programa que retoma los fundamentos pedagógicos mejores de los programas disponibles, pero les a ade una serie de principios básicos tomados de las disciplinas que estudian el lenguaje. Tras una exposición en que se analizan por separado los diversos componentes de nuestro método, se presentan algunos detalles que ilustran como se combinan en un programa integrado.
Aproximación a las necesidades formativas de las personas mayores de 55 a os en Espa a y Argentina
David Padilla Góngora,Víctor Santiuste Bermejo,Julio C. Durand,Ana María Amarante
Revista de Psicología y Educación , 2009,
Abstract: En este artículo, tras razonar sobre la necesidad de proponer programas educativos dirigidos a las personas mayores de 55 a os, se relaciona la educación permanente con la calidad de vida de las personas mayores y se argumenta sobre la conveniencia de conocer bien las necesidades y demandas de los destinatarios antes de proponer un programa educativo, para que éste dé respuesta efectiva a estas necesidades. A continuación se explican las características del cuestionario que hemos elaborado para conocer estas necesidades, se analizan los datos más sobresalientes provenientes de la pasación del cuestionario a un número importante de personas mayores de 55 a os en Espa a y en Argentina, se describen los criterios metodológicos que se siguen de esta investigación, y se concluye relacionando las necesidades de educación de los mayores con su proyecto de vida.
La comprensión de textos en alumnos de segundo de la ESO y su influencia en los resultados que obtienen en Lengua y Matemáticas: estudio empírico
María Isabel Jiménez González,Víctor Santiuste Bermejo
Revista de Psicología y Educación , 2009,
Abstract: Esta investigación surge de la constatación de los déficits de comprensión lectora que se producen en el alumnado de 1o y 2o de ESO y los pobres resultados obtenidos tanto en Lengua como en Matemáticas. Esto ha sido reconocido, una y otra vez, por las distintos organismos responsables de la educación tanto a nivel local como nacional e internacional- (PISA, Informes de Inspección, datos de las Consejerías de Educación Autonómicas, Informes de Evaluación del Profesorado en los propios centros). El estudio, en su parte teórica, tiene una doble fundamentación: lingüística y de comprensión lectora. En la parte empírica se analizan los datos obtenidos en las evaluaciones de Lengua y Matemáticas por 218 alumnos de 2o curso de la ESO en dos IES de la Comunidad de Madrid: uno urbano y otro rural. Estos datos se confrontan con los resultados conseguidos en la prueba PROLEC-SE sobre comprensión lectora. Se tienen en cuenta, fundamentalmente, dos niveles de comprensión: el nivel literal y el nivel inferencial. También se han introducido otras variables por su posible influencia en dichos resultados como son género, condición de inmigrante, condición de repetidor y tipo de centro. Una vez comprobada la correlación entre comprensión lectora y rendimiento académico podemos deducir, con suficiente consistencia, que la hipótesis principal de nuestro trabajo queda ampliamente confirmada: La comprensión lectora influye decisivamente en los resultados obtenidos por los alumnos de 2o de ESO tanto en Lengua como en Matemáticas. Por tanto la comprensión es el elemento fundamental para conseguir el objetivo educativo que son las competencias.
DESIGN AND INVESTIGATION OF AN EVALUATION SYSTEM FOR THE DEVELOPMENT AND LEARNING POTENTIAL
JOAQUíN GONZáLEZ-PéREZ,VíCTOR SANTIUSTE BERMEJO
Universitas Psychologica , 2003,
Abstract: The investigation work that we put forward to you is an attempt to apply the Learning Potential modelto language evaluation in mentally deficient scholarised subjects.In order to do this, an alternative system to the traditional psychometric model has been designed.Through it we obtain information about the actual development and potential of the subjects, as wellas about their strong points and improvable areas, which makes it possible to implement cognitiveimprovement programs in the educational scope.The experimental studies carried out indicate that the instrument is suitable for the task it has beendesigned for, and its application has demonstrated it is a both useful and precise instrument forlanguage evaluation in the mental deficiency range.
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