L'avançament de la introducció d'una llengua estrangera: un fugida cap enrera?

The age at which school children begin instruction in the foreign language has been brought forward on two main grounds: (1) young children are better language learners than older children, and (2) bilingualism brings cognitive advantages to children. Both statements are critically analysed in this paper. First of all, recent research findings show that the advantage that younger learners show in a naturalistic language learning situation (or through school immersion) disappears in a formal language learning situation with very limited exposure to the target language. Secondly, the positive effects on cognitive development that have been revealed through research correspond to situations of balanced bilingualism, that is, situations in which children have a high command of the two languages. In contrast, children¿s command of the foreign language in our context is very limited and hence far from the situation of balanced bilingualism (or trilingualism) that is said to bring positive cognitive effects.

Extreme prematurity and intra uterine growth restriction effects in brain network topology at school age

Higher risk for long-term behavioral and emotional sequelae, with attentional problems (with or without hyperactivity) is now becoming one of the hallmarks of extreme premature (EP) birth and birth after pregancy conditions leading to poor intra uterine growth restriction (IUGR) [1,2]. However, little is know so far about the neurostructural basis of these complexe brain functional abnormalities that seem to have their origins in early critical periods of brain development. The development of cortical axonal pathways happens in a series of sequential events. The preterm phase (24-36 post conecptional weeks PCW) is known for being crucial for growth of the thalamocortical fiber bundles as well as for the development of long projectional, commisural and projectional fibers [3]. Is it logical to expect, thus, that being exposed to altered intrauterine environment (altered nutrition) or to extrauterine environment earlier that expected, lead to alterations in the structural organization and, consequently, alter the underlying white matter (WM) structure. Understanding rate and variability of normal brain development, and detect differences from typical development may offer insight into the neurodevelopmental anomalies that can be imaged at later stages. Due to its unique ability to non-invasively visualize and quantify in vivo white matter tracts in the brain, in this study we used diffusion MRI (dMRI) tractography to derive brain graphs [4,5,6]. This relatively simple way of modeling the brain enable us to use graph theory to study topological properties of brain graphs in order to study the effects of EP and IUGR on childrens brain connectivity at age 6 years old.

Parents’ Investments and Education Returns

[cat] Aquest article analitza la relació entre els ingressos dels pares i l’educació dels seus fills. En un context d’altruïsme perfecte, el model descriu les decisions dels pares sobre quant consumir i quant invertir en l’educació dels seus fills. El model prediu que els rendiments de l’educació en termes de sous haurien de ser lineals. Usant aquest model en una economia competitiva, es mostra com el resultat depèn dels subsidis o impostos del govern sobre l’educació. El compromís habitual igualtat-eficiència apareix en aquest context. Finalment, el model dóna intuïcions sobre la relació entre educació i productivitat.

Pieces of Iowa’s Past, February 6, 2013

Pieces of Iowa’s Past, published by the Iowa State Capitol Tour Guides weekly during the legislative session, features historical facts about Iowa, the Capitol, and the early workings of state government. All historical publications are reproduced here with the actual spelling, punctuation, and grammar retained. THIS WEEK: Women’s and Children’s Building BACKGROUND: 35TH IOWA GENERAL ASSEMBLY The Thirty-fifth General Assembly convened January 13 and adjourned April 19, 1913—a 97-day session. Edward Cunningham was Speaker of the House and William Harding was the Lieutenant Governor presiding over the Senate. The Senate had 18 Democratic members and 32 Republican members. The House of Representatives had 66 Republican members and 42 Democratic members. There were a total of 158 members in the General Assembly. Governor Beryl Carroll finished his term in January 1913 and Governor George Clarke was sworn in on January 16, 1913. He was 60 years old. The 1910 federal census showed Iowa’s population at 2,224,771.

L'avançament de la introducció d'una llengua estrangera: un fugida cap enrera?

The age at which school children begin instruction in the foreign language has been brought forward on two main grounds: (1) young children are better language learners than older children, and (2) bilingualism brings cognitive advantages to children. Both statements are critically analysed in this paper. First of all, recent research findings show that the advantage that younger learners show in a naturalistic language learning situation (or through school immersion) disappears in a formal language learning situation with very limited exposure to the target language. Secondly, the positive effects on cognitive development that have been revealed through research correspond to situations of balanced bilingualism, that is, situations in which children have a high command of the two languages. In contrast, children¿s command of the foreign language in our context is very limited and hence far from the situation of balanced bilingualism (or trilingualism) that is said to bring positive cognitive effects.

L'avaluació de l'alumnat a la universitat

En les últimes dècades, en el camp de l'avaluació en general i, en particular, en el de l'avaluació dels aprenentatges, s'hi reflecteixen importants transformacions. Moltes raons justifiquen aquests canvis projectats en l'àmbit universitari. Podem indicar-ne com a rellevants els següents: a) La incorporació ineludible de nous objectius d'aprenentatge que la societat de la informació requereix dels professionals universitaris: capacitat de transferència, de treballar en grup i en xarxa; habilitats per seleccionar informació i per autoformar-se; saber desenvolupar comportaments d'autonomia, etc. Tots aquests objectius d'aprenentatge són competències que van més enllà del que ofereixen els tradicionals procediments d'avaluació. b) El desenvolupament de noves estratègies d'avaluació (mapes conceptuals, portafolis, etc. ) que posen en joc habilitats complexes i processos metacognitius, més d'acord amb les noves competències professionals i personals. A l'article s'analitzen diferents plantejaments d'avaluació de l'alumnat en l'àmbit universitari, distingint diferents modalitats i presentant tècniques, tant de tipus tradicionals com noves.

CenterLines, Fall 2014

CenterLines for Families, the newsletter of the Center for Disabilities and Development at the University of Iowa Children’s Hospital, is published four times a year. It provides families with current information on child and adult development, issues affecting people with disabilities, and CDD resources available to them and their families.

CenterLines, Summer 2014

CenterLines for Families, the newsletter of the Center for Disabilities and Development at the University of Iowa Children’s Hospital, is published four times a year. It provides families with current information on child and adult development, issues affecting people with disabilities, and CDD resources available to them and their families.

CenterLines, Spring 2014

CenterLines for Families, the newsletter of the Center for Disabilities and Development at the University of Iowa Children’s Hospital, is published four times a year. It provides families with current information on child and adult development, issues affecting people with disabilities, and CDD resources available to them and their families.

CenterLines, Winter 2014

CenterLines for Families, the newsletter of the Center for Disabilities and Development at the University of Iowa Children’s Hospital, is published four times a year. It provides families with current information on child and adult development, issues affecting people with disabilities, and CDD resources available to them and their families.

CenterLines, Fall 2013

CenterLines for Families, the newsletter of the Center for Disabilities and Development at the University of Iowa Children’s Hospital, is published four times a year. It provides families with current information on child and adult development, issues affecting people with disabilities, and CDD resources available to them and their families.

CenterLines, Summer 2013

CenterLines for Families, the newsletter of the Center for Disabilities and Development at the University of Iowa Children’s Hospital, is published four times a year. It provides families with current information on child and adult development, issues affecting people with disabilities, and CDD resources available to them and their families.

CenterLines, Spring 2013

CenterLines for Families, the newsletter of the Center for Disabilities and Development at the University of Iowa Children’s Hospital, is published four times a year. It provides families with current information on child and adult development, issues affecting people with disabilities, and CDD resources available to them and their families.