IntroductionInterest in pragmatic development and its assessment has increased in recent years, not only because of the predictive value of pragmatic impairments as warning signs in the detection of multiple developmental disorders, but also because of the consideration that pragmatics has received in the field of mental disorders. Current contexts of child development assessment require pragmatic assessment instruments that accurately define profiles and take into account the immediate context in which they develop. Parents' knowledge of their children's abilities is supported by exhaustive observation over time of regularities in their behavior. But it is true that the way a caregiver interprets behavior is mediated by multiple variables. The aim of the present study, therefore, is to shed light on the possible influence of parental belief systems on the assessment of children's pragmatic development by analyzing the relationship between sociofamilial variables and the assessment of pragmatic competence.MethodA total of 215 educational centers across Spain participated in the study. The final sample was of 262 parents of boys and girls between 6 and 48 months of age. The parental questionnaire for the evaluation of pragmatic development, The Pragmatics Profile, in an adapted Spanish version, was applied along with a number of items for the evaluation of parental beliefs.ResultsAnalyses confirm the existence of an effect of child development conceptions and other socio-familial variables on the assessment of pragmatic development between 6 and 48 months of age. Furthermore, the results indicate that better scores on pragmatic development are associated with parents with higher socioeconomic and educational levels, greater number of children and more interactionist conceptions and realistic.ConclusionThe effect of parental conceptions on the evaluation of pragmatics points to the need to obtain convergent measures in an area as complex as that of communicative development in early childhood, especially taking into account that an evaluation which is neutral and free from context is not possible or indeed desirable. Pragmatic development must be evaluated within this contextual framework and should take into account each of the variables present therein. Hence the complementarity between parental reports and performance-based test.

Pragmatics is one of the main indicators to identify alterations in communicative and social development in early childhood. The objective of this study is to present a screening test and direct application whose objective is to evaluate pragmatic competences from 6 to 48 months. Based on the approach of Dewart and Summers (1995), a pragmatic development screening scale was developed for the age ranges 6-12, 13-24, 25-36 and 37-48 months. Although it can be applied in its entirety throughout these stages, its clinical purpose is to check whether the development observed in the child corresponds to that expected in the normotypical population of his or her age. The scale contains items differentiated by age range in order to identify the dominant functions in each of them. Its psychometric properties were obtained from a total sample of 298 early childhood education participants of both sexes. Exploratory Factor Analysis identified the latent structure of the test, which can be described on the basis of the three axes proposed by Dewart and Summers, although with a different configuration of items. It has also been possible to confirm its adequate reliability and validity at all ages, and it has been possible to verify empirically how the weight of each factor varies in each age range.

The adoption of new global approaches in the field of energy democratization requires inquiring into how people act to shape the energy system. This is where the concept of energy citizenship (ENCI) appears as a constellation of actors that enable and/or support citizens to became active participants in the debates and energy systems both in private and public sphere, or as a collective citizen that contributes to change ( Pel et al., 2021 ). The aim of this paper is to explore the concept of ENCI in Southern Europe. Using a mixed approach, an extensive mapping of 43 ENCI initiatives in Spain ( n = 29) and Portugal ( n = 14) was conducted through desktop research, and a stakeholder consultation workshop ( n = 7) was carried out through a focus group. Results revealed the major presence of collective ENCI types, with the citizen-based/hybrid one standing out (e.g., energy cooperatives). Most of them were motivated by the interest to contribute to energy transition or to produce and/or use renewable energy, and aimed at promoting energy saving, energy justice and reducing the carbon footprint. The general tendency is towards active participation (in Spain) and transformative forms (in Portugal). The possibilities for citizen control in the initiatives analysed is still limited. These results were confirmed by stakeholders who, additionally, pointed out the major political, social, economic, and geographical factors related to ENCI forms. In short, various types of ENCI could be validated in the Spanish and Portuguese context, showing a commitment to sustainability, democracy, and energy justice. Other non-evidenced forms may be raised as a challenge to further in-depth research on latent forms of ENCI in Southern Europe.

La pragmática es uno de los principales indicadores de alteraciones en el desarrollo comunicativo y social de la primera infancia. El objetivo del presente estudio es presentar una prueba de cribado y ejecución directa para la evaluación del desarrollo pragmático en menores, desde los 6 a los 48 meses. Partiendo del planteamiento de Dewart y Summers (1995), se elaboró una escala de cribado del desarrollo pragmático aplicable en los rangos de edad 6-12, 13-24, 25-36 y 37-48 meses. Aunque puede ser aplicada en su totalidad a lo largo de estas etapas, su finalidad clínica es comprobar si el desarrollo observado en el menor se corresponde con el esperado en la población normotípica de su edad. La escala contiene ítems diferenciados para cada rango de edad, con el fin de identificar las funciones dominantes en cada uno de ellos. Sus propiedades psicométricas se obtuvieron a partir de una muestra total de 298 participantes de educación infantil de ambos sexos. A través del Análisis Factorial Exploratorio se ha identificado la estructura latente de la prueba, que puede ser descrita en base a los tres ejes propuestos por Dewart y Summers, si bien con una configuración diferente de ítems. También se ha podido constatar su adecuada fiabilidad y validez en todas las edades, y se ha podido verificar empíricamente cómo varía el peso de cada factor en cada rango de edad.

Increased attention has been paid to the way Higher Education institutions contribute to the development of graduates’ employability. Such issue is particularly relevant in the light of the current uncertainty experienced in the labour market, particularly among younger people, that was recently exacerbated by the Covid-19 pandemic crisis. Building on the career resources framework, which integrates a set of resources that are expected to predict career success, including human capital resources, social capital, psychological resources and career identity resources, this study aims to explore the development of student’s career resources over their graduation courses and students’ perceptions about the contribution of their higher education degree for career success. For this purpose, a mixed-method explanatory sequential design was conducted. The career resources questionnaire was applied to 339 Spanish higher education students from a public university, and then 18 interviews were conducted. The results obtained allow us to conclude that career resources are generally malleable and developed throughout higher education studies. It is also possible to identify dimensions where students present more fragilities, namely those related to the exploration of knowledge related to future professional opportunities in their surrounding environment, and to establish some relation between individual characteristics and educational experiences and the development of career resources. Thus, this research adds knowledge to the identification of specific career resources that need more attention in higher education programs. Implications from this study are discussed, taking its potential to higher education institutions in interventions, in terms of curriculum, pedagogical and/or career counselling actions.

- Promover los intercambios científicos entre investigadores y profesionales en las áreas de Docencia, Educación y Psicología; - Presentar y debatir los resultados de los proyectos de investigación y los programas de intervención educativa, en especial los que se derivan más recientemente de esta crisis post-pandémica (post-covid-19) que nos ha afectado y preocupado tanto; - Profundizar la multidisciplinariedad en temas psicológicos y educativos y en relación con las Ciencias Psicológicas y Ciencias de la Educación; - Contribuir a la mejora del sistema educativo formal e informal, a la formación de sus diferentes agentes y a la cualidad de sus organizaciones y contextos en atención a los objetivos de desarrollo sustentable.

La prueba de evaluación de la conciencia fonológica (CF) y la competencia lectora inicial (CLI) LolEva, es un instrumento informatizado dirigido a identificar la existencia de problemas en el desarrollo de habilidades que pudieran conllevar dificultades en el aprendizaje de la lectura. Los análisis precedentes de sus propiedades psicométricas con una muestra entre los 3 y los 8 años de edad mostraban una alta fiabilidad, buena discriminación de los ítems, así como la presencia de tres factores que explicaban un 75% de la varianza: rendimiento en CF, CLI, y tiempos de lectura de palabras. Con los resultados obtenidos en una muestra posterior de 343 niños y niñas de 3 a 6 años escolarizados en centros públicos y concertados, se sometió el modelo resultante a un análisis factorial confirmatorio (AFC). Sus resultados aportan evidencia en apoyo de la fiabilidad y validez de constructo de la prueba y apoyan la relación de continuidad entre el desarrollo de la conciencia fonológica y el aprendizaje lector.

La sobrecarga vocal produce una serie de efectos en los pliegues vocales, donde destacan lesiones y síntomas funcionales. Sin embargo, sus efectos en los tejidos perilaríngeos se conocen escasamente. Esto impide la completa comprensión de fenómenos expresados con su daño, como la odinofonía.Describir el umbral de presión de los tejidos perilaríngeos previo y posterior a sobrecarga vocal.Se analizó una muestra compuesta por 35 mujeres, cuyo promedio de edad fue de 24.1 ± 2.06 años. La investigación constó de tres partes, donde se evaluaron antes y después de sobrecarga vocal los umbrales de presión de los tejidos perilaríngeos.Los umbrales de presión de los tejidos perilaríngeos previos a la tarea de sobrecarga vocal fluctuaron entre los 1,140 y 1,857 g, mientras que, posteriormente a ella, se encontraron entre los 1,105 y 1,802 g. Los cambios existentes en cada una de las estructuras evaluadas fueron significativos (p < 0.05).Los umbrales de presión de la región perilaríngea son menores a los existentes en otros tejidos del sistema estomatognático, como el músculo masetero. Adicionalmente, las tareas de sobrecarga vocal los reducen significativamente.Vocal overload causes a series of effects in the vocal folds, where injuries and functional symptoms stand out. However, its effects on perilaryngeal tissues are poorly known. This prevents the complete understanding of phenomena arising from their damage, such as odynophonia.To describe the pressure threshold of the perilaryngeal tissues before and after vocal overload.A sample composed of 35 women was analysed, whose average age was 24.1 ± 2.06 years. The investigation consisted of three parts, where the pressure thresholds of the perilaryngeal tissues were evaluated before and after vocal overload.The pressure thresholds of the perilaryngeal tissues prior to the task of vocal overload ranged between 1140 and 1857 grams, and between 1105 and 1802 grams after it. The existing changes in each of the evaluated structures were significant (p < .05).The pressure thresholds of the perilaryngeal region are lower than other tissues from the stomatognathic system, such as the masseter muscle. In addition, the vocal overloading tasks reduced them in a significant way.

a idea de elaborar un manual de buenas prácticas para puntos de encuentro familiar nace de la inquietud de las organizaciones sociales como Fundación Meniños y el Centro de Terapia Familiar e Intervención Sistémica de Azores, como agentes sociales implicados en la promoción del buen trato a la infancia (Barudy y Dantagnan, 2005) y el desarrollo de una parentalidad positiva (Rodrigo, 2015). Desde hace más de 20 años venimos desarrollando nuestra labor en diferentes programas de protección a la infancia y a la adolescencia en situaciones de vulnerabilidad, entre ellos, puntos de encuentro familiar. Una de nuestras características en el modo de funcionar es destinar espacios a la reflexión y la investigación sobre las prácticas profesionales que desarrollamos en nuestros programas, buscando el rigor y la fundamentación científica en todas ellas y sometiéndolas a la reflexión y a la evaluación externa, con vocación de generar una mirada colectiva compartida y necesaria para la innovación y la mejora continua. A esta inquietud

El objetivo de este trabajo se centra en la traducción al castellano, y la adaptación para su uso como cuestionario, de la escala para la evaluación del desarrollo pragmático The Pragmatic Profile (Dewart y Summers, 1995), así como el análisis de sus propiedades psicométricas. La escala se administró a 185 niños/as de edades comprendidas entre los seis y 48 meses. Los resultados del Análisis Discriminante y el Análisis Factorial realizado muestran una alta fiabilidad de la prueba, una gran capacidad para clasificar a los niños/as de diferentes grupos de edad y una estructura prácticamente unifactorial. Se proporcionan baremos por edades y se discute acerca de la falta de correspondencia entre el modelo teórico original de tres ejes y el prácticamente unifactorial que se deriva del Análisis Factorial.

espanolEl objetivo de este estudio fue la busqueda de la influencia de variables derivadas de los enfoques de aprendizaje y de las atribuciones causales en el rendimiento academico del alumnado de bachillerato. Se trata de conocer cuales son los factores atribucionales causales y de enfoques de aprendizaje con una capacidad predictiva importante sobre el rendimiento. Para ello se empleo una muestra de 1505 estudiantes de bachillerato con una media de edad de 17.8 anos en mujeres y de 17.6 en hombres. Los resultados senalan que, en las mujeres, son las variables internas de atribucion causal (capacidad y esfuerzo) y los enfoques de aprendizaje de orientacion al significado los factores con una mayor capacidad predictiva, positiva y significativa sobre el rendimiento academico. En hombres, destacan los enfoques de orientacion al significado en primer termino y despues las atribuciones causales internas. Ademas se aprecia, en ambos sexos, como los enfoques de orientacion superficial y las atribuciones incontrolables y el escaso esfuerzo predicen tambien el rendimiento academico del alumnado de bachillerato, aunque de manera negativa y significativa. En relacion con el genero no se han encontrado diferencias estadisticamente significativas EnglishThe first aim of this study was to determine the influence of variables derived from learning approaches and causal attributions in high school students’ academic performance. This implies knowing the causal attributional factors and learning approaches with important predictive capacity for performance. For this purpose, a sample of 1505 high school students with an average age of 17.8 years (females) and 17.6 (males) was used. The results indicate that, in females, the internal variables of causal attribution (capacity and effort) and meaning-oriented learning approaches are the factors with greater positive and significant predictivecapacity for academic performance. In males, meaning-orientated learning approaches are more notable, followed by internal causal attributions. In addition, in both sexes, it can be seenthat surface orientation approaches, uncontrollable attributions, and low effort also significantlypredict high school students’ academic performance, albeitnegatively. No statistically significant differences were as a function of gender.

The main objective of this study was to analyze how the use of digital resources contributes to improving cognitive flexibility, inhibitory control and basic math skills in early childhood education. Ninety children, aged 5-6 years, were divided into three groups. One group received the intervention in paper and pencil format, another group received the same intervention in digital format, and a third was a non-treatment group. Executive functions were evaluated using the Eriksen flanker task, while basic mathematical skills were evaluated using the Test for Diagnosis Assessment of Mathematical Disabilities (TEDI-MATH). The results showed significant improvements in the two groups that received the intervention. However, there were no differences between the two modalities of intervention, except in the total reaction time for the tasks of inhibitory control. The group that received the intervention in digital format obtained shorter total reaction times. The data obtained support the idea that it is possible to improve executive functioning and basic math skills in early childhood education. However, it was the content and not the format of the tasks used that determined the observed changes.

This chapter aims to compare language development and executive functions (EFs) in healthy preterm (PT) and full-term (FT) children, and to explore the influence of EFs and other factors on language abilities. One group of 111 low-risk PT children and another group of 34 FT children were followed from 4 to 5 years of age, and predictors of language abilities were analysed. The PT children in our study did not obtain significantly lower results than the FT children in any EF task. Cognitive score was the main predictor of linguistic results. EFs, verbal memory and non-verbal working memory in particular, had a moderately significant effect on morphosyntactic production and on grammar understanding. The results seem to reinforce the declarative/procedural model.