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Estrategia para la integración de contenidos en la disciplina Psicología Educativa/Strategy for content integration in the Educational Psychology discipline

Estrategia para la integración de contenidos en la disciplina Psicología Educativa/Strategy for content integration in the Educational Psychology discipline

The training of the professional of Psychology implies his preparation to solve practical problems from an integrative perspective. During the educational process, it should be foreseen that the student responds to professional problems with emphasis on the integrated application of contents. The objective of this work is to propose a strategy to enhance the capacity for content integration, from the Discipline of Educational Psychology, in the students of the course for psychology encounters. Theoretical methods such as analysis and synthesis and deduction induction and empirical methods such as observation and interview are implemented. A strategy is presented that includes integrating activities to be developed by the students.
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Educational Psychology

Educational Psychology

La asignatura Psicología de la Educación tiene el objetivo de analizar la evolución de los modelos de enseñanza, así como los diferentes enfoques de aprendizaje humano, proporc[r]

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Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

La intervención profesional asume una perspectiva basada en la resiliencia familiar cuando: (a) Supera el enfoque individual centrado únicamente en la persona con discapaci-[r]

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Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

El análisis de des- trezas del talento musical lleva a su conocimiento e identificación, tal y como se ha mostrado en estudios anteriores (véase H. La aportación principal de este estud[r]

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Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

El objetivo de este trabajo es determinar la relación existente entre capacidad intelec- tual e inteligencia emocional, tomando en cuenta el género y el rendimiento académico[r]

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Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

Electronic Journal of Research in Educational Psychology E-ISSN: Universidad de Almería España

En un estudio más completo, se ha pro- bado la eficacia de este programa en el aumento de estrategias de interacción responsivas por parte de los padres, el aumento de las puntuaciones [r]

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				Psychology Publications by Professors at Argentine Psychology Programs: 1958-1982

← Return to Article Details Psychology Publications by Professors at Argentine Psychology Programs: 1958-1982

offered the possibility to get the Doctoral Degree. In every Latin American country, except for Brazil, the professional practice was not yet legalized. Professor staffs were generally not composed of psychologists, but they were psychiatrists, physiologists, or educa- tors. Just a few of them had studied abroad -typically in France, and hardly ever in the USA- to get their Doctoral Degree. The most prominent problems Her- eford found in Latin American Psychology Education were inadequate physical infrastructure (undersized buildings; tiny outdated libraries normally constituted by donated material and characterized by the lack of textbooks and journals subscriptions, outdated and poorly supplied laboratory and personality assess- ment materials), insufficient salaries and a shortage of full-time professors. As a result, universities were short of specialized human resources for supervision of professional training activities. Professors were rarely dedicated to research, which was scarcely supported by universities. Sometimes, international institutions such as OEA, UNESCO, etc., provided financial assistance for researchers’ education, but they rarely provided sup- port for research projects. Psychology institutes usually sponsored the research of students who were preparing their final dissertation. Professors’ publications used to have modest and limited recognition, as they were mostly published in Faculty or professional associa- tions’ journals. Clinical Psychology and Psychoanalysis were the most popular and developed research areas. In second place was Educational Psychology, often de- voted to counselling and personality assessment. Social psychology, Developmental Psychology, Personality Theories, Physiological Psychology, Industrial and Experimental Psychology were little-developed areas.
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Análisis de las publicaciones españolas en la categoría Psychology Educational de la Web of Science durante el periodo 2004-2013

Análisis de las publicaciones españolas en la categoría Psychology Educational de la Web of Science durante el periodo 2004-2013

This paper aims to analyse productivity and visibility of the Spanish scientific production in educational psychology during the period 2004-2013, using bibliometric techniques. The selected papers were all published in journals that included the subject category, Educational Psychology, in the Web of Science, from the years 2004 to 2013, written in a Spanish institution. The results show an increase in production from 2006, with articles being the most representative type of document, with a total of 456. Of the 1,001 authors, there were more females than males, even though men have the greatest number of signed articles and are the most represented as medium and large producers. The most used journals are Infancia y Aprendizaje and Revista de Psicodidáctica. The university is the sector most represented, and 11 researchers sign half of the total production.
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Open Psychology: transparency and reproducibility

Open Psychology: transparency and reproducibility

t is a common argument in Science and Technology Studies that there is, in fact, no such thing as science. Science is multiple and diverse, rather than unified and homogeneous. Similarly, it may be better to speak of Open Sciences, in the plural, than of Open Science. According to their particular needs and circumstances, different scientific fields emphasise different tools and practices associated with Open Science. For example, in synthetic biology the focus is on databases for sharing information about the building blocks of bio-engineering. Because it is a field where academic interests meet those of the biotechnology industry, a diverse ecology of the open and the proprietary appears to be taking shape (Calvert, 2012; Kelty, 2012). The field of High Energy Physics on the other hand is a homogeneous community, making open access pre-publication (via arXiv) a viable solution to the demand for faster circulation of research results (Gunnarsdóttir, 2005). In Psychology, the Open Science initiative is to a large extent a reaction to a crisis. Fundamental problems in the field have come to light, psychologists are up in arms about them (or dispute the fact that there are any serious problems), and Open Science is put forward as the solution (or rejected). The trouble emerged in a remarkable series of events between March 2011 and March 2012 – Psychology's annushorribilis. The most spectacular case was the fraud of the Dutch social psychologist Diederik Stapel, that came to light in September 2011. Two more cases of fraud, less spectacular but still embarrassing, were discovered a few months later. Earlier that year, there had been the publication, in a top social psychology journal, of a paper claiming evidence for anomalous retroactive influences on cognition and affect: precognition (Bem, 2011). The furor over that article was compounded soon after when the same journal refused to publish the report of a failed attempt to reproduce those results, on the grounds that it never publishes replication studies. Then, at the end of the year, two papers were published about so-called questionable research practices (QRP's) – for example: modifying your hypothesis after
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Editorial: Sobukwe, psychology, and politics

Editorial: Sobukwe, psychology, and politics

And yet, we should ask: what might the intersection(s) be between psychology and Sobukwe’s work in particular, or Africanist thought in general? As important as this question is, it is not one answered in the present issue of PINS in any full or satisfactory way, but at least some ideas for further consideration have been raised, and hopefully will generate debate around the importance or otherwise of Robert Sobukwe’s ideas for psychology and other areas of social study.

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A psychology in our own language: Redefining psychology in an African context

A psychology in our own language: Redefining psychology in an African context

We would like to align ourselves with Lebakeng, Phalane & Dalindyebo (2006) in their assertion that it is imperative to inscribe indigenous African epistemology into the curriculum and how we approach research. Lebakeng et. al (2006: 75) further argue that “underpinning education with African Philosophy is, in the first instance, a question of rights, and thus a matter of natural and historical justice”. It is about respect and dignity for multiple forms of knowing, acknowledging them as legitimate and worthy of being embraced and applied in our everyday encounters. It is critical to dig deep and deal with the core of what coloniality has managed to do if we are to truly understand and dismantle its roots and influence within the discipline of Psychology. Nyamnjoh (2004: 178) comes in here and reminds us that what is “often missing have been perspectives of the silent majorities deprived of the opportunity to tell their own stories their own ways or even to enrich defective accounts by others of their own life experiences. Correcting this entails paying more attention to the popular epistemologies from which ordinary people draw on a daily basis, and the ways they situate themselves in relationship to others within these epistemologies”. Knowledge is always within temporal and spatial dimensions. Society and historical context plays a role in what you know. Body, space, and geopolitics play a role in how knowledge is produced. Before going to empirical fact finding, human beings have a filtered understanding and therefore one can never really know the truth.
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MLS - EDUCATIONAL RESEARCH

MLS - EDUCATIONAL RESEARCH

Sin embargo, esta investigación deja una puerta abierta para futuras investigaciones que puedan indagar en otros contextos sociales u otros niveles escolares, y generar estud[r]

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Educational Software Audit

Educational Software Audit

This article describes an audit in the IT field, namely the audit of software using the example of Kazan (Volga Region) Federal University. The most significant goal of the audit is to discover the full list of programs installed on the enterprise's machines. This list should include all software products without exception: both used by employees to solve their daily questions, and those programs that were not used at all, but simply downloaded for interest. It is noted, including incorrectly deleted software that has retained its fingerprints in the system. In the work, a comparison was made of the most well-known and used products of Microsoft System Center Configuration Manager and Kaspersky Security Center and a comparative integration of all the information that collects these funds was performed. Collecting and processing data on the software installed on the machines of an educational institution is a time-consuming task. The system of automated software audit connects remotely to computers on the local network and accumulates data about the software installed on them. To improve this process, a program with the necessary interface has been written, which allows obtaining a database that contains data about all computers with the software installed on them. This will further make it possible to formulate recommendations for the further development of the computer park on the example of KPU.
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Psychology in society (PINS) and traditions: Back towards a critical African psychology

Psychology in society (PINS) and traditions: Back towards a critical African psychology

From these assessments of what PINS is or wanted to be, and critical psychology is, or ought to be, three elements appear common. There is some consensus that a critical psychology is, or has to be, a social practice; characterised by a historical consciousness; and attentive to power. These elements provoke a number of questions about the form of critical psychology we have and a forum like PINS. It appears as if PINS and critical psychology more broadly might need to return to the foundational, theoretical and political issues that underpin our engagement with psychology and society. In spite of the aims and geopolitical locatedness that a critical forum like PINS advocates, and the sentiments espoused by many critical scholars, critical psychology might do well if it were to try to be more consciously African in its concerns than mainstream psychology (Painter, 2005). Perhaps critical psychology has to go back and find or form those alternatives, including Africa-wide links and networks that will contribute to decolonialise psychology and radicalise post- colonial societies (Foster, 2004). I now turn to consider potential links to African critical thought that seem to have been missed.
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The making of clinical psychology

The making of clinical psychology

Finally, consider the importance of the fourth factor, job creation. If government were to create a thousand posts for community clinical psychologists and to ask the new Psychological Society to draw up training criteria in consultation with the Universities, the profession would be transformed overnight. If this never happens, community clinical psychology could remain largely something people do during their idealistic student days and which they quickly abandon once they are faced with the realities of earning a living and providing for their children either because they are forced into private practice or because they use their community skills as managers in community development projects, for example, but no longer as clinical psychologists.
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Experiences with educational robotic

Experiences with educational robotic

Through them, you can explore the area of robotics in an educational manner, coming to join efforts to make school life more challenging, creative and focused on the processes of teaching and learning. The use of robotics in the classroom, according to [9], provides that "teachers escape the blackboard and that lessons become more dynamic thereby arousing the curiosity of students," setting up what could be called technological literacy.

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The Spanish educational system

The Spanish educational system

The Spanish education is decentralized, as it is gathered in the Spanish constitution. This model distributes the educational competences between the Autonomous Communities and the state. In the field of education, the Autonomous Communities assume a series of competences, always in agreement with the constitution, its Statutes of Autonomy, the Organic laws, etc. In the late twentieth century, the challenge was to ensure that such widespread education was offered in high quality conditions, with the demand that this benefit reach all citizens.

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Series on Upgrading Methodology in Clinical Psychology. USING META-ANALYSIS METHODS IN CLINICAL PSYCHOLOGY

Series on Upgrading Methodology in Clinical Psychology. USING META-ANALYSIS METHODS IN CLINICAL PSYCHOLOGY

Ya que, si bien los estudios seleccionados para realizar el meta-análisis pueden estar mencionando un mismo tipo de tratamiento psicoterapéutico (ej. Tratamiento de inundación para fobia[r]

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Construction of new educational and pedagogical scenes from educational tourism

Construction of new educational and pedagogical scenes from educational tourism

Es por esto que tanto instituciones de educación primaria y secundaria, como organismos dedicados a la protección y conservación ambiental, toman la iniciativa de conocer l[r]

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The educational dimension in the European Union: European educational programs

The educational dimension in the European Union: European educational programs

 Gestionar las acciones del Programa de acción en el ámbito del aprendizaje permanente.  Difundir el Programa de aprendizaje permanente entre sus posibles beneficiarios.  Gestionar[r]

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