Definition of learning as a constructive activity is given and classifications of learning strategies are revised, discussing aditionaly their value as resources for improving learning. Main caracteristcs of three instruments for assessing learning strategies are outlined.

Se define el aprendizaje como una actividad constructiva y se revisan definiciones y clasificaciones de las estrategias del aprendizaje, discutiéndose su valor como recursos para el aprendizaje. Se reseñan las características principales de tres instrumentos para la evaluación de las estrategias de aprendizaje.

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This paper reviews the origin and development of educational psychology in Peru. The following topics and fields of study are presented: special education, early stimulation, psychoeducacional research (basic and applied). Theoretical parers and literature reviews are included, as well as technological production (textbooks and psychological testing). At the end an overall assessement of the field is discussed.

The authors review fundamental aspects of Robert Gagné's Leaming Theory, highlighting its philosophical (positivism and pragmatism) and scientific bases (behaviorism and information processing). Using an epistemological framework, these aspects are assessed in terrns of its theoretical and topical validity, as well as its technical efficiency. It is concluded that Gagné's Theory is eclectic and that its scientific contribution is taxonomic. It represents a theoretical model rather than a theory.

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Relationships among non-assertion, timidness and social anxiety are commented firstly. Then, items of assessment devices on assertion are analyzed, stressing the fact that non-assertive answers cou Id beco me its contrary be cause of axiologic factors. From conceptual delimitations made throug hout, it comes that a) timidness is a personality trait; social anxiety and non-assertion are specific habits and behaviors included in it; b) nonassertion consists of an unbalancing condition on a kind of verbal interactions requiring overt expression of ideas ami feelings; e) social anxiety -evaluated by Willoughby lnventoryturns out to be a neurotic componen t. Analysis of formal and content aspects of Assertion lnventory by Rathus derive on lacks of consistency on how items were constructed and a doubtful content validity. Finally, and Assertion Test is proposed: its first section controls infl...

A brief review of literature on Field Dependence - Independence (FD - FI) Cognitive Styles is presented here. Absence of research made in Peru on the subject is noted and the area covered by FD- FI subject is delimited. Origins of FD - FI as constructs are taken into account, anchoring them to major construct "psychological differentiation". Modes of testing are reported and traits of FD - FI as cognitive styles are enlisted (they are pervading dimensions of individual functioning, proccss variables, bipolar and neutral in value). Relationships FD-FI - interpersonal behavior are considered: type of interpersonal orientation, responsivity to social clues and intercsts and typical interpersonal responses. Finally, ontogenetic (review restricted to effects of training and child rearing) and cultural origins of FD - Fl are examined.

Two female samples from high (HS) and low (LS) social-economic level were evaluated in Assertiveness (General GA, Defensive DA and Expansive EA) and in Cognitive Styles (Field Depedence-Independence FD-FI). Both samples differed on cognitive styles, being HS more field independent; both samples did not differed cuantitatively on GA but it could be noted some difference in the kind of assertiveness items to which they responded diferently. No difference was observed on EA but significant differences were found on DA, being HS more assertive.

Páginas 63-80

No presenta resumen.

No description

This paper reviews the origin and development of educational psychology in Peru. The following topics and fields of study are presented: special education, early stimulation, psychoeducacional research (basic and applied). Theoretical parers and literature reviews are included, as well as technological production (textbooks and psychological testing). At the end an overall assessement of the field is discussed.

The authors review fundamental aspects of Robert Gagné's Leaming Theory, highlighting its philosophical (positivism and pragmatism) and scientific bases (behaviorism and information processing). Using an epistemological framework, these aspects are assessed in terrns of its theoretical and topical validity, as well as its technical efficiency. It is concluded that Gagné's Theory is eclectic and that its scientific contribution is taxonomic. It represents a theoretical model rather than a theory.

No description

No description

Relationships among non-assertion, timidness and social anxiety are commented firstly. Then, items of assessment devices on assertion are analyzed, stressing the fact that non-assertive answers cou Id beco me its contrary be cause of axiologic factors. From conceptual delimitations made throug hout, it comes that a) timidness is a personality trait; social anxiety and non-assertion are specific habits and behaviors included in it; b) nonassertion consists of an unbalancing condition on a kind of verbal interactions requiring overt expression of ideas ami feelings; e) social anxiety -evaluated by Willoughby lnventoryturns out to be a neurotic componen t. Analysis of formal and content aspects of Assertion lnventory by Rathus derive on lacks of consistency on how items were constructed and a doubtful content validity. Finally, and Assertion Test is proposed: its first section controls infl...

A brief review of literature on Field Dependence - Independence (FD - FI) Cognitive Styles is presented here. Absence of research made in Peru on the subject is noted and the area covered by FD- FI subject is delimited. Origins of FD - FI as constructs are taken into account, anchoring them to major construct "psychological differentiation". Modes of testing are reported and traits of FD - FI as cognitive styles are enlisted (they are pervading dimensions of individual functioning, proccss variables, bipolar and neutral in value). Relationships FD-FI - interpersonal behavior are considered: type of interpersonal orientation, responsivity to social clues and intercsts and typical interpersonal responses. Finally, ontogenetic (review restricted to effects of training and child rearing) and cultural origins of FD - Fl are examined.

Two female samples from high (HS) and low (LS) social-economic level were evaluated in Assertiveness (General GA, Defensive DA and Expansive EA) and in Cognitive Styles (Field Depedence-Independence FD-FI). Both samples differed on cognitive styles, being HS more field independent; both samples did not differed cuantitatively on GA but it could be noted some difference in the kind of assertiveness items to which they responded diferently. No difference was observed on EA but significant differences were found on DA, being HS more assertive.