Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

El artículo resume el proceso investigativo y los hallazgos de un estudio que se llevó a cabo en una aula de educación inicial. La investigación responde a la necesidad de interpretar la realidad educativa en el contexto del aula con el propósito de promover la reflexión crítica sobre la teoría y la práctica pedagógica que asumimos y llevamos a cabo las y los educadores del nivel inicial, tomar conciencia de lo que hacemos y promover procesos de transformación de la práctica educativa.

Este artículo trata de la tradicional dicotomía conocimiento objetivo-subjetivo. En él se analiza la posición de diferentes autores en búsqueda de los elementos que conducen al nacimiento de un nuevo paradigma, integrador, que supere la antinomia y permita visualizar al conocimiento pero sobre todo al individuo que lo produce, integralmente. This article deals with the traditional dicotomía objective-subjective knowledge. In him position analyzes of different authors in search from elements that leads to the birth of a new paradigm, integrator, that surpasses the antinomy and allows to mainly visualize to the knowledge but the individual that produces it, integrally. 

Este artículo presenta los fundamentos teóricos del Proyecto Pedagógico del Liceo Laboratorio Emma Gamboa elaborados por las investigadoras a partir de una reflexión teórica que retoma la visión y la misión con las que se creó el Liceo, la percepción y el análisis en el marco de una evaluación curricular llevada a cabo por las investigadoras, el personal docente y docente administrativo. Estos fundamentos son resultado de una investigación participativa que permitió al personal docente y docente administrativo del período de 1996 a 1998, definir las premisas conceptuales que caracterizan a ese proyecto curricular desde un punto de vista epistemológico.

In a simulated criminal insanity task, a sample of experts in psychopathology and laypeople were asked to simulate a mental disorder in order to avoid criminal responsibility. Subjects had previously been evaluated by MMPI before the test and had provided responses within normal ranges. The results reveal a high level of malingering (78.8% of the subjects could simulate insanity), and no differences were observed between laypeople and experts. The effectiveness of the control scales of the MMPI and the conjiguration of the scales of validity was conjirmed though they have a margin of error, since they fail to classify 7.5% of subjects who simulated criminal insanity in order to be acquitted. Moreover, the scales are not a robust index because alternative hypotheses need to be studied. A complementary instrument was therefore used, un open clinical interview with the same format as the cognitive interview. This procedure was much more difficult to simulate, since 58.8% were incapable of simulating insanity; thefigure rose to 71.25% when considering the absence of internal consistency in the interview. Nevertheless, the margin of error was significant: 28.75. Consequently, a multimethod approach (MMPI and interview)was compared, and found to classify all subjects correctly. Thus, we recommend a "convergenit invalidity" procedure based on ut least two methods of assessing inconsistency in order to label a protocol as a malingerer. Our proposal also includes the use of the Clinical Decision Model (Cunnien, 1997) for the detection of false positives. Decision Practical guidelines are established for the detection of simulated and false positives in the legal context.

Most of the research carried out in Psychology implernents quantitative methodology. In muny academic centers there still prevails un attitude of suspicion towards everything that hasn't been measured. In parallel, voices expressing their discontent with this state of affairs are gaining more legitimacy. Fundamentally, they allude to reasons of epistemological and ontological order. The objective of this paper is to describe a process of analysis and reflection that introduced a set of unusual research techniques in Social Psychology, in the study of the relations between immigrantand native born children in n primary school. These techniqueswere the free association of words, and groups of movement and drama, which are better known in clinical psychology. This implementation receives its rationale in the frame of un ontological-epistemological perspective, the study 's purpose and questionr:, and the specific characteristics of children as subjects in an inquiry. These techniques vroduced rich as wellas specific information, and were part of a system of triangulation employed in order to ensure scientific validity.

This paper presents the results of a study on the development of literacy in Catalan in pre-school immigrant children living in multilingual contexts. The rnain aim was tofind out whether the linguistic distance between the language spoken ut home and the language spoken ut school influences the processes of literacy. Two groups of children from different linguistic backgrounds were compared: the first comprised 17 childrenwho speak a Romance language which uses Latin script, and the other comprised 18 children who speak a non-Romance language which uses Arabic script. The tasks used involved identification and naming of each of the letters in the Latin alphabet, identification and interpretation of texts. The results point to the existence of a shared body of knowledge of the universe written in the L2 that goes beyond linguistic diversity. However, the children of a non-Romance linguistic origin were more disperse in written tasks as well as in procedures of phonographic correspondence. In this study it is difficult to attribute these differences to transfers between writing systems, given the age of the individuals. They may be due to the process of reflection on the two languages that is the result of the act of learning to write in the language spoken ut school.

The analysis of spontaneous speech errors has for a long time been one of the most prominent methods for examining the processes underlying language production. There are hundreds of studies on this subject, and there are extensive collections of slips of the tongue in different languages. Two studies of Spanish have been published, and another study of Catalan is undenvay. Students ut many Spanish universities followingcourses in Psycholinguistics, Psychology of language, Thought and Language, and other related subjects are required to conduct practical work on slips of the tongue every year. Nevertheless, there is as yet no systematic, general presentation of the urea that demonstrates its potential, its strengths and weaknesses, and the surprisingly regular patterns of errors. The goal of this paper is to provide un overview of this kind and to present our corpus of Spanish slips of the tongue.

Few analyses of subcategories of private and social speech in a dyadic situation involving children in a naturalistic context have been reported to date. As a result, the analysis of children's social speech has frequently been ignored. Observational studies of private speech have focused mainly on the age range between 4 and 8 years, and the distinctionbetween category dimensions (function, form and/or content) has very often been ignored. Another deficit in fhis type of work is the neglect of silence as a category. In the present study, a category system that focuses on forn and content dimensions, including silence and social speech categories,was applied to the communication of 64 3rd and 5th grade children paired in dyads while playing with a Lego-set. The main results revealed that, between the uges of 8 and 10: (a) the internalization of private speech (inaudible to the partner, due to the very low tone of the voice) increased significantly; (b) the frequency of task-relevant social speech also increased significantly; and (c) the frequency of task-irrelevant social speech decreased significantly. As expected, the frequency of silences did not vary significantly ut these uges.