Self-assessment of individual differences in language switching

Language switching is omnipresent in bilingual individuals. In fact, the ability to switch languages (code switching) is a very fast, ef���cient, and ���exible process that seems to be a fundamental aspect of bilingual language processing. In this study, we aimed to characterize psychometrically self-perceived individual differences in language switching and to create a reliable measure of this behavioral pattern by introducing a bilingual switching questionnaire. As a working hypothesis based on the previous literature about code switching, we decomposed language switching into four constructs: (i) L1 switching tendencies (the tendency to switch to L1; L1-switch); (ii) L2 switching tendencies (L2-switch); (iii) contextual switch, which indexes the frequency of switches usually triggered by a particular situation, topic, or environment; and (iv) unintended switch, which measures the lack of intention and awareness of the language switches. A total of 582 SpanishCatalan bilingual university students were studied. Twelve items were selected (three for each construct). The correlation matrix was factor-analyzed using minimum rank factor analysis followed by oblique direct oblimin rotation. The overall proportion of common variance explained by the four extracted factors was 0.86. Finally, to assess the external validity of the individual differences scored with the new questionnaire, we evaluated the correlations between these measures and several psychometric (language pro���ciency) and behavioral measures related to cognitive and attentional control. The present study highlights the importance of evaluating individual differences in language switching using self-assessment instruments when studying the interface between cognitive control and bilingualism.

Self-Development of Competences for Social Inclusion Using the TENCompetence Infrastructure

This paper describes a pilot study centred on the technology-enhanced self-development of competences in lifelong learning education carried out in the challenging context of the Association of Participants ��gora. The pilot study shows that the use of the TENCompetence infrastructure, i.e. in this case the Personal Development Planner tool, provides various kinds of benefits for adult participants with low educational profiles and who are traditionally excluded from the use of innovative learning technologies and the knowledge society. The selforganized training supported by the PDP tool aims at allowing the learners to create and control their own learning plans based on their interests and educational background including informal and non-formal experiences. In this sense, the pilot participants had the opportunity to develop and improve their competences in English language (basic and advanced levels) and ICT competence profiles which are mostly related to functional and communicative skills. Besides, the use of the PDP functionalities, such as the self-assessment, the planning and the self-regulating elements allowed the participants to develop reflective skills. Pilot results also provide indications for future developments in the field of technology support for self-organized learners. The paper introduces the context and the pilot scenario, indicates the evaluation methodology applied and discusses the most significant findings derived from the pilot study.

Avaluaci�� alternativa de l'assignatura "Geografia Humana" en el context de l'Espai Europeu d'Educaci�� Superior

Aquest projecte ha aplicat algunes noves metodologies docents que seran imprescindibles per a la integraci�� en l'EEES i, en particular, sistemes d'avaluaci�� alternatius que puguin formar la base d'un sistema d'avaluaci�� continuada per als continguts i adquisici�� d'habilitats que fins ara s'han aplegat en l'assignatura "Geografia Humana" de la llicenciatura de Geografia de la Universitat de Barcelona. A partir de la reflexi�� conjunta entre els membres de l���equip integrant del projecte sobre les compet��ncies i continguts que es desitja que adquireixi l'estudiant s'han dissenyat un conjunt de recursos per a l���avaluaci��: 1. exercicis individuals, destinats a valorar la capacitat d���estructurar idees, expressi�� escrita i gr��fica, presentaci�� etc. 2. treballs en equip, destinats a fomentar l���esperit de divisi�� del treball i de cooperaci�� entre els estudiants i a mostrar el guany individual del treball col��lectiu. 3. proves objectives (tipus test), destinades a valorar l���adquisici�� de conceptes i de continguts b��sics. 4. preguntes d'autoavaluaci��, amb la finalitat que l���estudiant pugui fer el seu propi seguiment de l���adquisici�� de Coneixements. 5. q��estionaris d���autovaloraci�� dels exercicis individuals i dels treballs en equip, amb l���objectiu que els alumnes reflexionin sobre el treball realitzat i que serveixin de base per a contrastar amb la valoraci�� del professor. L���objectiu final ��s que l���estudiant pugui ser avaluat de manera cont��nua en el portafoli que recull el treball acumulat al llarg del curs. Tot i que el projecte s���ha basat en l�����s de l���eina dels ���dossiers electr��nics��� de la UB, en el futur immediat els resultats obtinguts passaran a integrar-se en el Campus Virtual de la UB que utilitza la plataforma Moodle, les posibilitats t��cniques de la qual permetran afegir una dimensi�� cooperativa m��s gran al treball avaluable (acc��s al treball dels grups, cooperaci�� en la construcci�� de bases de dades, wikis editades pel conjunt de la classe etc.)

Ampliaci�� i extensi�� en l'��s del portafolis digital en l'avaluaci�� de l'alumnat

El treball realitzat amb l���ajuda MQD2006 est�� relacionat amb l�����s de portafolis electr��nics en un context universitari. Els objectius que ens hav��em tra��at, eren: 1)Dissenyar una versi�� beta del portafolis digital desenvolupat adhoc pel grup 2)Implementar una metodologia avaluativa basada en el portafolis digital desenvolupat 3)Generar portafolis digitals com a model de bones pr��ctiques d���avaluaci�� de l���alumnat 4)Recollir dades sobre el seu funcionament en relaci�� a l���alumnat A m��s dels anteriors objectius, relacionats amb els aspectes pedag��gics freuit de la implementaci�� i ��s dels portafolis digitals, hi ha dos objectius relacionats amb aspectes did��ctics. Aquests s��n: 5) An��lisi dels canvis en la metodologia did��ctica i en els continguts curriculars 6) An��lisi de criteris de sostenibilitat de la utilitzaci�� continuada del portafolis digital. Almenys 5 d���aquests 6 objectius s���han complert de manera completa, i un (el nombre cinc) ha quedat solament esbossat. Per altra banda, alguns resultats inesperats s���han produ��t en aquests dos anys i es poden afegir a aquesta llista inicial: 7) Expansi�� i difusi�� de l���experi��ncia cap a altres universitats. 8) Possibilitat de plantejar un projecte d���investigaci�� b��sica sobre les conseq����ncies de l�����s de portafolis en la doc��ncia universit��ria basada en l���EEES. La Mem��ria seguir�� de prop aquests objectius, si b�� es distribuiran d���una manera diferent. Com a resultats i conclusions hem pogut veure que l���eina ha estat ben valorada en quant a la metodologia d�����s proposada, en quant al propi seguiment de l���aprenentatge i per una autoavaluaci�� continuada. Hem vist una millora en les reflexions dels estudiants fent servir un di��leg on-line entre professor-estudiant. D���altra banda, hem detectat que es requereix millorar la seva usabilitat, un ��s continuat m��s llarg i algunes recomanacions encarades al treball docent del professorat i no tant de l���eina.

Sistema d'autoavaluaci�� e-Valua

Aplicaci�� web din��mica dedicada a la correcci�� autom��tica de proves, gestionada per part dels professionals docents i accessible per l'alumnat corresponent.

Emotion and reason in everyday risk perception

Although research has documented the importance of emotion in risk perception, little is knownabout its prevalence in everyday life. Using the Experience Sampling Method, 94 part-timestudents were prompted at random via cellular telephones to report on mood state and threeemotions and to assess risk on thirty occasions during their working hours. The emotions valence, arousal, and dominance were measured using self-assessment manikins (Bradley &Lang, 1994). Hierarchical linear models (HLM) revealed that mood state and emotions explainedsignificant variance in risk perception. In addition, valence and arousal accounted for varianceover and above reason (measured by severity and possibility of risks). Six risks were reassessedin a post-experimental session and found to be lower than their real-time counterparts.The study demonstrates the feasibility and value of collecting representative samples of data withsimple technology. Evidence for the statistical consistency of the HLM estimates is provided inan Appendix.

Psychometric characteristics of the Spanish version of instruments to measure neck pain disability

Background: The NDI, COM and NPQ are evaluation instruments for disability due to NP. There was no Spanish version of NDI or COM for which psychometric characteristics were known. The objectives of this study were to translate and culturally adapt the Spanish version of the Neck Disability Index Questionnaire (NDI), and the Core Outcome Measure (COM), to validate its use in Spanish speaking patients with non-specific neck pain (NP), and to compare their psychometric characteristics with those of the Spanish version of the Northwick Pain Questionnaire (NPQ).Methods: Translation/re-translation of the English versions of the NDI and the COM was done blindly and independently by a multidisciplinary team. The study was done in 9 primary care Centers and 12 specialty services from 9 regions in Spain, with 221 acute, subacute and chronic patients who visited their physician for NP: 54 in the pilot phase and 167 in the validation phase. Neck pain (VAS), referred pain (VAS), disability (NDI, COM and NPQ), catastrophizing (CSQ) and quality of life (SF-12) were measured on their first visit and 14 days later. Patients' self-assessment was used as the external criterion for pain and disability. In the pilot phase, patients' understanding of each item in the NDI and COM was assessed, and on day 1 test-retest reliability was estimated by giving a second NDI and COM in which the name of the questionnaires and the order of the items had been changed.Results: Comprehensibility of NDI and COM were good. Minutes needed to fill out the questionnaires [median, (P25, P75)]: NDI. 4 (2.2, 10.0), COM: 2.1 (1.0, 4.9). Reliability: [ICC, (95%CI)]: NDI: 0.88 (0.80, 0.93). COM: 0.85 (0.75,0.91). Sensitivity to change: Effect size for patients having worsened, not changed and improved between days 1 and 15, according to the external criterion for disability: NDI: -0.24, 0.15, 0.66; NPQ: -0.14, 0.06, 0.67; COM: 0.05, 0.19, 0.92. Validity: Results of NDI, NPQ and COM were consistent with the external criterion for disability, whereas only those from NDI were consistent with the one for pain. Correlations with VAS, CSQ and SF-12 were similar for NDI and NPQ (absolute values between 0.36 and 0.50 on day 1, between 0.38 and 0.70 on day 15), and slightly lower for COM (between 0.36 and 0.48 on day 1, and between 0.33 and 0.61 on day 15). Correlation between NDI and NPQ: r = 0.84 on day 1, r = 0.91 on day 15. Correlation between COM and NPQ: r = 0.63 on day 1, r = 0.71 on day 15.Conclusion: Although most psychometric characteristics of NDI, NPQ and COM are similar, those from the latter one are worse and its use may lead to patients' evolution seeming more positive than it actually is. NDI seems to be the best instrument for measuring NP-related disability, since its results are the most consistent with patient's assessment of their own clinical status and evolution. It takes two more minutes to answer the NDI than to answer the COM, but it can be reliably filled out by the patient without assistance.

Uso de los modelos de 'series temporales' como t��cnicas de an��lisi s de los dise��os conductuales

El prop��sito de este escrito es plantear la posible alternativa, a nivel metodol��gico, al dise��o experimental cl��sico. A continuaci��n se analizan las principales propiedades que presentan 1os an��lisis basados en las series temporales y se hace una descripci��n del modelo ARIMA (0,0,1) como ejemplo de posible an��lisis de los dise��os de base temporal.

Introducci��n a la farmacia gal��nica: un reto en primer a��o de farmacia

[spa] Este curso acad��mico 2009-2010 se implanta el nuevo plan de estudios de Farmacia en la Universidad de Barcelona, dise��ado seg��n los planteamientos del EEES. Como consecuencia, y por primera vez en la historia de la Facultad de Farmacia de la UB, se imparte una asignatura troncal de cariz gal��nico en el primer a��o de la carrera. Esto constituye un nuevo reto para el Grupo de Innovaci��n Docente de Tecnolog��a Farmac��utica (GIDTF), dado que la asignatura Introducci��n a la Farmacia Gal��nica se ha de impartir a grandes grupos de estudiantes, al inicio de su carrera, mediante sesiones te��ricas de 1,5 h. Excepcionalmente en este curso acad��mico, la asignatura se imparte en el primer semestre y se repite en el segundo. En este trabajo se presenta el planteamiento metodol��gico presencial dise��ado para esta asignatura, apoyado en estrategias no presenciales como foro de debate, recursos on-line, cuestionarios y tareas de autoevaluaci��n a trav��s de la plataforma Moodle del Campus Virtual de la UB, puesto que el equipo docente considera prioritario iniciar al estudiante en el uso de la misma en el primer a��o de carrera. Se han efectuado encuestas de satisfacci��n a los estudiantes que se han evaluado, as�� tambi��n como los resultados acad��micos obtenidos. En el an��lisis de los puntos fuertes y d��biles de la metodolog��a empleada, se han detectado evaluaciones positivas y tambi��n aspectos que podr��an mejorarse, estableciendo las medidas correctoras adecuadas. En cuanto a los resultados acad��micos, han sido muy satisfactorios. [eng] This academic year 2009-2010, the new curriculum of Pharmacy according to the premises of the EHEA is started at the University of Barcelona. As a result, for the first time in the history of the Faculty of Pharmacy of UB, an obligatory galenic subject will be given during the first year of the career. This is a new challenge for Teaching Innovation Group of Pharmaceutical Technology (GIDTF), as the subject Introduction to Galenic Pharmacy is given by a team of teachers to large groups of students who began its career, through theoretical sessions of 1.5 h. The subject will be taught exceptionally this academic year in the first semester and repeated in the second. In this paper we present the methodological approach designed to face this subject, supported by virtual strategies as discussion forum, online resources, self-assessment test and work through the platform Moodle of the Virtual Campus UB, as the team considers it a priority to initiate the student in using it in the first year of pharmacy study. Were carried out satisfaction surveys to students and we have evaluated them, as well as academic performance. Through the analysis of the methodology, we detected positive evaluations and areas for improvement that have been used to establish appropriate corrective measures. Academic results have been very satisfactory.

Influ��ncia de l'educaci�� sanit��ria en l'adaptaci�� dels pacients ostomitzats a la nova situaci�� produ��da per l'ostomia digestiva

Introducci��: Les persones ostomitzades presenten una s��rie de canvis de tipus fisiol��gic, psicol��gic i social, els quals els obliga a adaptar-se a la seva vida di��ria. Per adaptar-se a aquesta nova situaci�� utilitzen una s��rie d'estrat��gies d'afrontament, sent l'acceptaci�� el producte final. Per a que les estrat��gies adoptades siguin les m��s efectives, han de rebre una educaci�� sanit��ria adequada.Contr��riament, l'escassetat d'educaci�� sanit��ria o l'educaci�� sanit��ria inadequada que reben aquests pacients ��s un problema real que ens trobem en l'actualitat.Objectiu: Con��ixer si l'educaci�� sanit��ria rebuda pels pacients ostomitzats, t�� influencia en la seva adaptaci�� a la nova situaci�� produ��da per l'ostomia digestiva.Metodologia: Estudi qualitatiu fenomenol��gic, on les dades es recolliran a trav��s d'entrevistessemiestructurades a pacients amb ostomia digestiva, els quals van rebre l'alta hospital��ria fa almenys 2 mesos. Les entrevistes seran gravades, transcrites i analitzades, utilitzant en aquest ��ltim pas la triangulaci�� d'investigadors. La mostra ser�� de tipus intencional, la seleccionar�� a l'Hospital Universit��ri de Bellvitge entre els pacients que acudeixen a la consulta de la infermera estomaterapeuta, i el seu tamany estar�� definit per la saturaci�� te��rica. L'estudi estar�� reglat en tot moment pel dret a la intimitat, incloent en aquest l'anonimat i la confidencialitat, i el dret a la lliure decisi��.Consideracions finals: Inclou una explicaci�� argumentada sobre els meus punts febles i forts del treball, una reflexi�� sobre la satisfacci�� amb les compet��ncies que he adquirit i finalment una autoavaluaci�� dels resultats del meu aprenentatge.

Estrat��gies en la presa de decisi�� d���una jugadora i el seu entrenador en el rugbi femen�� d���alt nivell = Estrategias en la toma de decisi��n de una jugadora y su entrenador en el rugby femenino de alto nivel

This research compared knowledge representation of a female rugby player and her coach concerning decision-making of the fly half in attack from second phase play. The current female England fly half and the England Women���s Rugby head coach analysed, from the fly half perspective, 15 sequences of the England v Spain match played during the 2002 Women���s Rugby World Cup in Barcelona. Protocol analysis of subjects��� verbal reports revealed that the player generated more overall concepts than the coach. The player���s analysis was based on condition-action statements related to goals. In contrast, the knowledge representation of the coach centred on conditions related to actions. Both subjects generated regulatory and do concepts in a similar way, with a majority of positive feedbacks. Knowledge structure of the player appeared to be more complex, but sophistication of concepts was similar for both subjects. Critical analysis of complete sequences viewed revealed a more severe self-assessment of the player compared with that of her coach. In conclusion, and despite the differences found between subjects, the player and her coach demonstrated possession of a similar pattern of decision-making strategies that could be due to a successful transmission of knowledge from the coach to his player

La formulaci��n magistral: adquisici��n de comp��tencias mediante ABP y estrategias no presenciales

[cast] La formulaci��n magistral, una de las actividades profesionales m��s representativas del farmac��utico, consiste en la elaboraci��n, de acuerdo con una prescripci��n m��dica, de un medicamento personalizado, adaptado a un paciente concreto, en un compromiso profesional de solucionar un problema de salud espec��fico. La amplia oferta de medicamentos industriales ha reducido considerablemente esta actividad, que a pesar de todo, debe considerarse una herramienta de futuro en sinton��a con la tendencia personalizadora actual de la medicina y las necesidades del paciente. Los conocimientos y competencias requeridas para dicha actividad profesional se introducen actualmente en la carrera de Farmacia mediante una asignatura optativa. En el presente trabajo se presenta el planteamiento metodol��gico dise��ado por el Grupo de Innovaci��n Docente de Tecnolog��a Farmac��utica (GIDTF) y el grupo e-Galenica, ambos de la Universidad de Barcelona, para esta asignatura. Dicha metodolog��a esta basada en el Aprendizaje Basado en Problemas (ABP) incluyendo tutor��as y pr��cticas de campo, apoyada en estrategias no presenciales como foro de debate, recursos on-line, cuestionarios y tareas de autoevaluaci��n a trav��s de la plataforma Moodle del Campus Virtual de la UB. Se eval��an asimismo los resultados acad��micos y las respuestas de los estudiantes a las encuestas realizadas en relaci��n al sistema de impartici��n de la asignatura. [eng] The pharmaceutical compounding, one of the most representative professional activities of pharmacists, involves the preparation of an individualized medicine tailored to a specific patient in a professional commitment to solve a specific health problem, according to a prescription. The wide range of industrial medicine has significantly reduced this activity, which nevertheless should be considered a tool of the future in line with the current trend of personalizing medicine and patient needs. The knowledge and competences required for this professional activity are introduced to the students of Pharmacy through an optional subject. In this paper we present the ethodological approach developed for this subject by the Teaching Innovation Group of pharmaceutical Technology (GIDTF) and e-Galenica group, both from the University of Barcelona. This methodology is based on Problem-Based Learning (PBL) including tutorials and practices in other centres, supported by out of class strategies as discussion forum, online resources, self-assessment questionnaires and work through the platform Moodle of Virtual Campus UB. The academic performance and student responses to surveys in relation to the didactic methodology are also assessed.

Gesti��n de la actividad no presencial y autoevaluaci��n de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal ���Evaluaci��n Psicol��gica��� de los estudios de Psicolog��a y delestudio de grado ���Desarrollo humano en la sociedad de la informaci��n��� de laUniversidad de Girona consta de 12 cr��ditos seg��n la Ley Org��nica de Universidades.Hasta el a��o acad��mico 2004-05 el trabajo no presencial del alumno consist��a en larealizaci��n de una evaluaci��n psicol��gica que se entregaba por escrito a final de curso yde la cual el estudiante obten��a una calificaci��n y revisi��n si se solicitaba. En el caminohacia el Espacio Europeo de Educaci��n Superior, esta asignatura consta de 9 cr��ditosque equivalen a un total de 255 horas de trabajo presencial y no presencial delestudiante. En los a��os acad��micos 2005-06 y 2006-07 se ha creado una gu��a de trabajopara la gesti��n de la actividad no presencial con el objetivo de alcanzar aprendizajes anivel de aplicaci��n y soluci��n de problemas/pensamiento cr��tico (Bloom, 1975)siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitariode Catalu��a (2005). La gu��a incorpora: los objetivos de aprendizaje, los criterios deevaluaci��n, la descripci��n de las actividades, el cronograma semanal de trabajos paratodo el curso, la especificaci��n de las tutor��as programadas para la revisi��n de losdiversos pasos del proceso de evaluaci��n psicol��gica y el uso del foro para elconocimiento, an��lisis y cr��tica constructiva de las evaluaciones realizadas por loscompa��eros

Gesti��n de la actividad no presencial y autoevaluaci��n de competencias = Management of Student Learning Outside the Classroom and the Self-evaluation of Competences

Psychological Assessment is a core subject of Psychology studies, and of the university degree Human development, at the University of Girona and according to the University regulations, had 12 credits. Until the 2005-06 academic years, the student work conducted outside the classroom consisted of undertaking a psychological assessment that was written and handed in at the end of the course. From this the student obtained a qualification and a review if they applied for it In accordance with the European Credits for Higher Education, this subject was reduced to 9 credits, which is the equivalent of a total of 255 hours of in-class work and outside the classroom. In the 2006-07 academic year we created a guide to manage the student���s experiences outside the classroom, with the objective of encouraging the application of problem solving/critical thinking (Bloom, 1975), in line with the recommendations of the Catalonia Agency for University System Quality (2005). The guide includes: learning objectives, evaluation criterions, a description of activities, work week timetable for the whole course, programmed tutorials to review all steps of the psychological assessment process, and the use of a web-based virtual forum for the transfer of knowledge, analysis and constructive critiques of the assessment done by themselves and their colleagues

Factores cognitivos en la fibromialgia: el papel del autoconcepto y de los conflicots relativos a la identidad en el tratamiento psicol��gico de la fibromialgia

La fibromialgia es un s��ndrome caracterizado por la presencia de dolor m��sculo-esquel��tico generalizado, difuso y cr��nico. La etiolog��a es desconocida y es diagn��stico es exclusivamente cl��nico. Adem��s hasta el momento el tratamiento se centra ��nicamente en la reducci��n de s��ntomas. Todas estas caracter��sticas influyen en gran medida en la vivencia que tienen estas pacientes de la enfermedad, as�� como en la imagen que tienen de s�� mismas. Diversos autores han enfatizado la importancia de estudiar los fen��menos relacionados con la identidad en las situaciones de dolor cr��nico. En este informe se presentan los dos estudios realizados durante los cuatro a��os de beca en torno al estudio del autoconcepto y la identidad en mujeres con fibromialgia. Ambos estudios se enmarcan dentro de la Psicolog��a de los Constructos Personales de George Kelly y utilizan la t��cnica de rejilla como principal instrumento de evaluaci��n. En el primer estudio se realiza una comparaci��n de las medidas de construcci��n del s�� mismo y de estructura cognitiva entre un grupo de mujeres con fibromialgia (n = 30) y un grupo de mujeres sin fibromialgia (n = 30). Encontramos que las mujeres de nuestra muestra presentan una mayor discrepancia entre el ���yo actual��� y el ���yo ideal���, una menor adecuaci��n percibida en los otros y mayor probabilidad de presentar alg��n conflicto cognitivo. Estos resultados preliminares nos llevaron a plantearnos la relaci��n entre estos factores cognitivos y el tratamiento. Por ello, el segundo estudio consiste en un estudio de casos en el que se realiza un tratamiento individualizado (terapia cognitivo-constructivista) con cada una de las participantes y se analizan en detalle, a trav��s de un grupo de trabajo, estos factores cognitivos y su relaci��n con la evoluci��n del tratamiento. Este segundo estudio sigue en curso, por lo que se presentan s��lo unos resultados preliminares.