espanolLa presente revision trata de establecer si existe alguna posibilidad de mejorar la capacidad atencional con la practica de ejercicio fisico regular, puesto que dicha capacidad es basica en el contexto educativo, concretamente sobre el rendimiento academico (Herman Gall, 2000; Hillman, 2009), asi como los factores, tanto internos como externos, vinculados a dicho proceso. Para ello se ha recopilado la literatura actual sobre la posible relacion entre ambas. Otro de los aspectos que se han tratado ha sido si la practica de ejercicio fisico regular tiene alguna incidencia sobre dichos factores, y si este incide positiva o negativamente. Tambien se ha determinado el importante papel que tiene la escuela, concretamente el area de Educacion Fisica, en la promocion y consolidacion de dicha practica. Por tanto el objetivo fundamental de la presente revision es establecer los beneficios que puede ofrecer la practica regular de ejercicio fisico sobre el fracaso escolar, vinculado este a la falta de atencion y/o concentracion, el bienestar psicologico, la calidad de vida de los escolares, etc., siendo estos algunos de los problemas que se presentan con mayor relevancia y preocupacion en el entorno educativo actual. EnglishThe present review aims to establish whether there is any possibility to improve capacity of attention with the practice of regular exercise, since that ability is basic to the educational context, specifically on the academic performance (Herman Gall, 2000; Hillman, 2009), and the factors, both internal and external, linked to the process. For that reason, we have collected the current literature on the possible relationship between both of them. Another aspect that has been studied has been whether the practice of regular physical exercise has any impact on these factors, and whether it affects positively or negatively. It has also been determined the important role of the school, specifically the area of Physical Education, in the promotion and consolidation of this practice. Therefore, the main objective of this review is to establish the benefits that the regular practice of physical exercise on school failure can offer, linked it to lack of attention and/or concentration, psychological well­being, quality of life of the school children, etc.; being these some of the most important troubles and concerns in today's educational environment.

El objetivo de este trabajo es el estudio de las propiedades psicométricas de la versión en español del cuestionario Interpersonal Support Evaluation List (ISEL), construido en su versión original por Cohen y Wills (1985). El ISEL evalúa la percepción de disponibilidad de cuatro aspectos diferentes del apoyo social, además de aportar una medida general de apoyo social percibido. El cuestionario se compone de cuatro subescalas (autoestima, información, pertenencia e instrumental). Cada una de ellas está formada por 10 ítems. Tras un riguroso proceso de traducción para generar la versión española del ISEL, se analizó la equivalencia de la versión traducida al español para la escala en su conjunto y para cada subescala en una muestra de universitarios españoles (N = 441). Se obtuvo un valor de alfa para la primera administración de 0.888 y de 0.87 para la segunda. La fiabilidad test-retest fue de r = 0.787. Se comprobó que la estructura factorial podría ser esencialmente unidimensional tras un análisis factorial exploratorio con rotación Varimax. Además, se analizó la validez convergente con la Escala de Soledad (r = -0.692; p < 0.001); el Cuestionario de Autoeficacia Percibida (r = 0.712; p < 0.001); el Cuestionario de Salud General (r = -0.422; p < 0.001) y la Escala de Estrés Percibido (r = -0.400; p = 0.002). Los resultados podrían mostrar que la versión española del ISEL puede ser utilizada con suficientes garantías psicométricas en una población de jóvenes universitarios de habla hispana.

Two thousand and five drivers, 1204 men and 801 women, a representative sample of the Spanish drivers, were re-examined using a questionnaire that faithfully reproduced a driving test conducted by the Directorate General of Traffic (DGT). Items were classified as "very important", "important" and "unimportant." 96.5% of drivers did not pass the test. The results were much worse the more time had elapsed since obtaining the driving license. These results were independent of the importance of the items, the greater or lesser frequency of driving and applied equally to men and women. Women perform better signalling while men are better at questions of road safety. Results also showed that the loss of knowledge was lower in those drivers who had higher education training and professional drivers. The results lead us to consider the relationship that these data may have on levels of accidents and the desirability of establishing guidelines for updating the knowledge of the drivers. Finally, the relevance of the test used to obtain a driver's license as an indicator or predictor of safe driving is discussed.

Un déficit en la memoria producido por la edad puede influir en el conocimiento de la normativa de tráfico. El presente estudio analiza las diferencias en el conocimiento de la normativa en función de la edad e importancia para la seguridad vial. Participaron 300 personas (18-75 años). Se elaboró un cuestionario de conocimiento sobre normativa de tráfico, según la importancia que desempeñan para la seguridad vial (poco importantes, importantes y muy importantes). En general, el conocimiento de los conductores sobre la normativa de tráfico fue pobre. Contrario a lo esperado, el rendimiento de los conductores mayores no siempre fue inferior al de los otros grupos de edad, presentando mejores resultados en preguntas poco importantes y muy importantes.

Published online: 2 May 2012 # Etrasa 2012 Abstract In order to assess the accident rate of older drivers and judge the severity of the figures in this and other age and gender groups, the analysis of a new estimation rate has been developed. The current re- search proposes a new pro rata estimation rate relating the raw data on number of accidents to driving fre- quency, taking into account the number of litres of fuel put in the tank. That is, the raw accident rates of older drivers are low, but the estimation shows a dangerous increase when their low driving frequency is taken into account. This new index shows that it is not only the pro rata accident rates of young drivers that are worrying. The strategies of older drivers (cautious driving) are unable to compensate satisfactorily for the deterioration in their psychomotor driving skills in order to guarantee safe driving. Previous studies have calculated the accident rate using subjective

Age-associated memory impairment could worsen the knowledge of traffic rules. The present study analyses the differences in the knowledge of the traffic rules according to the age and the importance for road safety. 300 drivers participated (18-75 years-old). A questionnaire was developed to assess the knowledge of the traffic rules according to the importance for road safety (less important, important, and more important questions). Generally, the knowledge of the traffic rules was poor among drivers of all ages. Older drivers' scores were not always lower than the younger and adult drivers. These results are a little surprising and not the outcome we originally predicted, they show the older drivers had far better results in the less important and more important questions.

Dos mil cinco conductores, 1204 hombres y 801 mujeres,una muestra representativa de la poblacion espanola deconductores, fueron nuevamente examinados utilizandoun cuestionario que reproducia fielmente un examen deconducir realizado por la Direccion General de Trafico(DGT). Las preguntas fueron clasificadas en �muyimportantes�, �importantes� y �poco importantes�. El 96.5% de los conductores, suspendio el examen. Los resultadoseran tanto peores cuanto mas tiempo habia transcurridodesde la obtencion del permiso de conducir. Esto eraindependiente de la importancia de las preguntas, de lamayor o menor frecuencia de conduccion y afectaba porigual a hombres y mujeres. Las mujeres obtienen mejorespuntuaciones en senalizacion mientras que los hombres sonmejores en las preguntas de seguridad vial. Los resultadostambien demostraban que los conductores profesionales y los de mayor nivel educativo sufren un menor deterioro.Tales resultados nos llevan a considerar la relacion que estosdatos puedan tener en los niveles de accidentalidad y laconveniencia de establecer pautas para la actualizacion delconocimiento de los conductores. Finalmente, se discutela relevancia que el examen que se utiliza para obtener elpermiso de conducir tiene como indicador o predictorde una futura conduccion segura.

Deep orthographies usually represent morphology and phonology simultaneously; both resources are necessary for spelling. In shallow orthographies, such as Spanish, phonology would be enough to spell most words. However, morphological knowledge may also take part in spelling. This study examined how Spanish children in 1st (N=148), 2nd (N=155) and 3rd grade (N=155) use morphological information to spell plural nouns and verbs. A word dictation task was designed. The task included high and low frequency plural nouns ending in “s” (morphological “-s” condition) and verbs in the 2nd person ending in “s” (morphological “-s” condition). A lexical condition including words with a final “s” which was not morphologically motivated was used as a control condition (lexical “-s” condition). The results show that, although Spanish spelling is influenced by phonology, morphological information is also used. These results are discussed in relation to current models of word spelling.

The overall structure of this book is intended to be as clear as possible, ranging from a description of general issues with regard to traffic signs to consideration of more specific topics. In Chapter 2, transport signs will be put into context by considering their history. The next three chapters will examine signing and fundamentals: design issues, the effectiveness of transport signs at a localized/behavioral level, and the effectiveness of signing within the wider transport system. Because the book also considers transport signing in environments other than highways, the next two chapters will consider signing issues in railway operations, including the issues of signals passed at danger and aviation signing. Following this, more specific signing issues will be considered: visual factors, aging, and signing, attention and motivational factors involved in transport signing. Subsequently, the focus slightly broadens to consider signing within a wider societal context by considering such factors as cross-cultural differences with respect to sign design and comprehension, legislation, and international standardization. New technologies exert a massive impact upon all transportation systems, so the final chapters examine this topic. Chapter 12 and Chapter 13 consider Variable Message Signs in the road environment. Chapter 14 introduces Intelligent Transport Systems and considers how such technologies might replace, or at least change the role of, traditional transport signs. Chapter 15 is more speculative and considers a range of fundamental Human Factors implications with regards to these new technologies with transport systems as a whole. Finally, in Chapter 16 the authors and editors bring together chapter authors' reflections regarding their contributions.

espanolEn el presente experimento estudiamos los efectos de facilitacion (priming) semantico y de repeticion en el reconocimiento de senales. Utilizamos tanto senales de indicacion como de peligro. Obtuvimos un claro efecto de facilitacion de repeticion: la repeticion de senales identicas produce respuestas mas rapidas y precisas. Sin embargo, no se encontro efecto de facilitacion semantica cuando se presentaban dos senales de la misma categoria (indicacion o peligro). Basandonos en los resultados encontrados, sugerimos metodos para mejorar la senalizacion. Proponemos procedimientos de presenalizacion y planteamos la necesidad de revisar las categorias de las senales de trafico forma que sean mas relevantes desde el punto de vista psicologico. Podrian, asi, aprovecharse las relaciones semanticas entre ellas con el fin de incrementar su eficacia. EnglishOne experiment is presented that studies repetition and semantic priming effects in the recognition of traffic signs. Both indication and warning signs were used. We obtained a clear repetition priming effect, showing that the repetition of identical signs results in faster and more accurate responses. However, no reliable semantic priming effect was found when two signs of the same category - indication or warning - were presented. We suggest possible ways of applying the results to the improvement of traffic signalling. We propose procedures for presignalling traffic signs and argue that traffic-sign categories should be revised in order to make them more psychologically relevant. This way, semantic relationships between them could be used as a way to enhance their effectiveness.

Several previous studies have suggested that basic decoding skills may develop less effectively in English than in some other European orthographies. The origins of this effect in the early (foundation) phase of reading acquisition are investigated through assessments of letter knowledge, familiar word reading, and simple nonword reading in English and 12 other orthographies. The results confirm that children from a majority of European countries become accurate and fluent in foundation level reading before the end of the first school year. There are some exceptions, notably in French, Portuguese, Danish, and, particularly, in English. The effects appear not to be attributable to differences in age of starting or letter knowledge. It is argued that fundamental linguistic differences in syllabic complexity and orthographic depth are responsible. Syllabic complexity selectively affects decoding, whereas orthographic depth affects both word reading and nonword reading. The rate of development in English is more than twice as slow as in the shallow orthographies. It is hypothesized that the deeper orthographies induce the implementation of a dual (logographic + alphabetic) foundation which takes more than twice as long to establish as the single foundation required for the learning of a shallow orthography.