Results 11 to 20 of about 12,974 (185)

Cognate beginnings to bilingual lexical acquisition. [PDF]

Child Dev
Abstract Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co‐activation accelerates accumulation of word‐learning instances across languages. This account predicts a larger cognate facilitation for words in the lower‐exposure language than in the higher‐exposure language, as ...
Garcia-Castro G, Avila-Varela DS, Castillejo I, Sebastian-Galles N.   +3 more
europepmc   +2 more sources

Reconèixer la diversitat per a la millora de l’accés digital. Fonaments i accions del Laboratori d’Innovació Social Digital

Revista Catalana de Pedagogia, 2023
Les tecnologies digitals formen part de la nostra vida quotidiana de forma extensiva des de fa més d’una dècada. Tot i que l’accés material a la tecnologia s’ha anat popularitzant, part de la població es troba, encara, en risc d’exclusió digital.
Mar Beneyto Seoane, Núria Simó-Gil, Carles Bosch-Geli, Ramon Reig-Bolaño   +3 more
doaj   +2 more sources

ADICCIÓN A REDES SOCIALES E INTELIGENCIA EMOCIONAL EN ESTUDIANTES DE EDUCACIÓN SUPERIOR TÉCNICA

Health and Addictions/Salud y Drogas, 2022
Introducción. Las redes sociales son usadas por alrededor de 3,600 millones de personas, ellas facilitan la comunica­ción y favorecen los vínculos humanos; pero su uso inadecuado, podría ocasionar problemas y en el extremo adic­ción. Objetivo: Relacionar adicción a redes sociales e inteligencia emocional.
Giovanni Alarcón Allaín, Edwin Salustio Salas Blas   +1 more
openaire   +2 more sources

Educación Virtual con Alumnos de Primer Año de Ingeniería en Tiempos de Aislamiento Social Obligatorio

Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, 2021
Ante la necesidad de seguir impartiendo una educación de excelencia en el marco del aislamiento social, la Universidad Nacional de La Matanza (UNLaM), incorporó la enseñanza mediada por las TIC.  Este artículo presenta información relativa a la experiencia del cursado de materias incorporando la modalidad virtual de enseñanza como consecuencia de la ...
Artemisa Trigueros, Mabel Haydee Compagnoni, Larisa Vanesa Toro   +2 more
openaire   +5 more sources

A systematic review of economic evaluations of interventions targeting childhood overweight and obesity

Obesity Reviews, Volume 24, Issue 9, September 2023., 2023
Summary This systematic review critically appraised and synthesized evidence from economic evaluations of interventions targeting childhood excess weight. We conducted systematic searches in 11 databases from inception to April 19, 2023. Studies were eligible if they evaluated interventions targeting children up to 18 years and the study intervention(s)
Olu Onyimadu, Mara Violato, Nerys M. Astbury, Hannah Hüls, Laura Heath, Alexandra Shipley, Harriet Taylor, Laura E. Wilkins, Roxanna E. Abhari, Susan A. Jebb, Stavros Petrou   +10 more
wiley   +1 more source

Thinking disposition, thinking style, and susceptibility to causal illusion predict fake news discriminability

Applied Cognitive Psychology, Volume 37, Issue 2, Page 360-368, March/April 2023., 2023
Abstract Acceptance of fake news is probably modulated by an intricate interplay of social, cultural, and political factors. In this study, we investigated whether individual‐level cognitive factors related to thinking and decision making could influence the tendency to accept fake news.
Joan Saltor, Itxaso Barberia, Javier Rodríguez‐Ferreiro   +2 more
wiley   +1 more source

The long‐term effects of primary school‐based obesity prevention interventions in children: A systematic review and meta‐analysis

Pediatric Obesity, Volume 18, Issue 3, March 2023., 2023
Summary Introduction This systematic review and meta‐analysis investigate the long‐term effects of primary school‐based obesity prevention interventions on body‐mass index (and z‐scores), waist circumference (and z‐scores) and weight status. Methods Four databases were searched for studies from date of inception until June 8th, 2021.
Michel S. Smit, Mirte Boelens, Famke J. M. Mölenberg, Hein Raat, Wilma Jansen   +4 more
wiley   +1 more source

Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study

Reading Research Quarterly, Volume 57, Issue 3, Page 879-912, July/August/September 2022., 2022
Abstract Studies have shown that inferential questions encourage a more in‐depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth‐grade students’ (13‐ to 14‐years old) ability to answer intra‐
Núria Castells, Marta Minguela, Isabel Solé, Mariana Miras, Esther Nadal, Gert Rijlaarsdam   +5 more
wiley   +1 more source

El valor de la intervención socioeducativa: el SROI como herramienta de medida económica del impacto social [PDF]

, 2020
Aquest article presenta la metodologia SROI per a l’avaluació de l’impacte a partir de quatre experiències d’entitats socials que l’han utilitzat per comunicar el valor de les seves actuacions a la societat en general i als diferents agents en particular.
Marzo Arpón, Teresa, Almazán Purti, Esmeralda   +1 more
core   +1 more source

Retrospective bullying trajectories in adults with self‐reported oral language difficulties

International Journal of Language &Communication Disorders, Volume 57, Issue 3, Page 578-592, May/June 2022., 2022
Abstract Background Previous research has consistently evidenced that children with speech and language difficulties suffer more bullying victimisation during middle school years, whereas other educative stages remain less explored. Moreover, there are divergent results in previous evidence about the types of victimisation (physical, verbal, relational)
Àngels Esteller‐Cano, Lucía Buil‐Legaz, Raúl López‐Penadés, Eva Aguilar‐Mediavilla, Daniel Adrover‐Roig   +4 more
wiley   +1 more source