En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

El conocimiento de la mente: paradojas de un r��gimen preposicional revessible

El art��culo pasa sucintamente revista a las principales teor��as sobre la naturaleza dela mente, desde la Antig��edad cl��sica hasta nuestros d��as, y toma partido por una concepci��n monista materialista que, sin embargo, preserva la especificidad de la mente (el yo) como nudo relaciona1 y centro irreductible de perspectiva que, precisamente por eso, no puede nunca adquirir una visi��n objetiva de s�� mismo como puro sujeto.

La ense��anza de la Toxicolog��a en Farmacia: los seminarios como herramienta para la evaluaci��n continuada

Con la finalidad de adaptarnos al EEES, desarrollamos una herramienta que nos permitiera realizar un proceso de evaluaci��n continua de la asignatura troncal de Toxicolog��a. En el presente trabajo presentamos los resultados de este modelo en el que utilizamos los seminarios como elementos b��sicos de este proceso. Describimos c��mo se estructuran y desarrollan estos seminarios, as�� como el modelo de evaluaci��n de los mismos. Los seminarios fueron evaluados con una puntuaci��n m��xima del 30 % sobre la nota final de la signatura, y la participaci��n en los mismos con un m��ximo del 10 %. Algunos de estos seminarios incorporaban evaluaciones realizadas antes del desarrollo de los mismos, que denomin��bamos ��pre��, y otras justo al final del desarrollo de los mismos, que denomin��bamos ��post��. Esta herramienta de evaluaci��n continua se ha mostrado muy eficaz en lo que respecta al grado de participaci��n y preparaci��n de los alumnos. Adem��s, ha supuesto un cambio significativo en el grado de implicaci��n de los profesores, y una mejora de la comunicaci��n alumno-profesor.

L'ensenyament de la Toxicologia a Farm��cia. Els seminaris com una eina per a l'avaluaci�� continuada.

Con la finalidad de adaptarnos al EEES, desarrollamos una herramienta que nos permitiera realizar un proceso de evaluaci��n continua de la asignatura troncal de Toxicolog��a. En el presente trabajo presentamos los resultados de este modelo en el que utilizamos los seminarios como elementos b��sicos de este proceso. Describimos c��mo se estructuran y desarrollan estos seminarios, as�� como el modelo de evaluaci��n de los mismos. Los seminarios fueron evaluados con una puntuaci��n m��xima del 30 % sobre la nota final de la signatura, y la participaci��n en los mismos con un m��ximo del 10 %. Algunos de estos seminarios incorporaban evaluaciones realizadas antes del desarrollo de los mismos, que denomin��bamos ��pre��, y otras justo al final del desarrollo de los mismos, que denomin��bamos ��post��. Esta herramienta de evaluaci��n continua se ha mostrado muy eficaz en lo que respecta al grado de participaci��n y preparaci��n de los alumnos. Adem��s, ha supuesto un cambio significativo en el grado de implicaci��n de los profesores, y una mejora de la comunicaci��n alumno-profesor.

Identificaci��n y significado de la calcita secundaria en cer��micas arqueol��gicas

La presencia de calcita como fase secundaria en cer��micas arqueol��gicas ha sido citada en diversos trabajos. Sin embargo, su identificaci��n e interpretaci��n han sido siempre problem��ticas. La calcita secundaria se presenta bajo diferentes h��bitos que deben reconocerse por microscopia ��ptica de luz transmitida o por microscopia electr��nica de barrido. M��s problem��tica resulta su interpretaci��n seg��n se trate de un aporte completamente al��ctono, parcialmente al��ctono o la concurrencia de ambos factores. En el presente trabajo se exponen dos ejemplos en los que se identifica calcita secundaria, pero en los que es interpretada de manera diferente. La interpretaci��n depende de cada caso de estudio y requiere el concurso de diversas t��cnicas.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Educaci�� per a la prevenci��: arquitectura i delicte

La situaci��n actual de la prevenci��n del delito es una consecuencia de un conjunto de cambios socioculturales y de una profundizaci��n en las t��cnicas y m��todos evaluativos de la realidad social del crimen y su impacto social. Diversas teor��as se han ido elaborando como sistemas explicativos del mismo. Tras analizarse los ��mbitos y niveles de prevenci��n se destacan algunos programas. El art��culo se adentra en una revisi��n cr��tica de la educaci��n en prevenci��n del delito recogiendo algunos ejemplos. Finalmente, se describe de forma precisa una experiencia educativa integral a nivel europeo actualmente en fase de consolidaci��n.

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.

La Comunitat de Preveres de Sallent durant la segona meitat del segle XVIII

L���objectiu d���aquest article ��s presentar dues situacions diferents que es van produir a la Comunitat de Preveres de Sallent durant la segona meitat del segle XVIII i que permeten analitzar alguns aspectes del funcionament de les comunitats de preveres en general. En primer lloc, un conflicte intern produ��t per la p��rdua de rendes despr��s de la reducci�� de 1750. En segon lloc, els problemes que es van generar entre la Comunitat i la poblaci�� a causa d���unes pr��ctiques indignes d���alguns dels membres de la Comunitat. Finalment, els llevadors de comptes de March Sanmart��, que va ser col��lector entre 1775 i 1778, a partir dels quals analitzem les diferents proced��ncies dels ingressos. L���elecci�� dels temes ha estat donada per la mateixa documentaci��. La parr��quia de Sallent va perdre l���arxiu durant la Guerra Civil i, per tant, hem utilitzat el fons de l���Arxiu Episcopal de Vic i el fons de l���arxiu del mas Sanmart��, d���on era originari el col��lector.

La Vil��la romana dels Hospitals (El Morell, Tarragona) : un assentament de la via De Italia in Hispanias

Es tracta d���una obra fruit d���un conveni de col��laboraci�� signat l���any 2004 entre la URV, l���ICAC i Repsol YPF, i resultat d���un projecte de recerca de l���ICAC incl��s en la l��nia de recerca Arqueologia del paisatge, poblament i territori, que ha comptat amb el cofinan��ament de Repsol YPF i la col��laboraci�� de Codex. Aquesta obra se centra en les excavacions arqueol��giques efectuades en una vil��la romana situada entre la via Tarraco-Ilerda i la llera del riu Francol��, a l���actual terme municipal del Morell. ��s un assentament datat entre els segles II aC i V dC que reflecteix els patrons d���ocupaci�� romana a l�����rea central de l���ager Tarraconensis i complementa, a partir d���una exhaustiva an��lisi, les dades hist��riques que, fins a l���actualitat, oferien les vil��les de Centcelles a Constant�� o de Paret Delgada a la Selva del Camp. L���estudi parteix de les excavacions que l���empresa Codex hi va efectuar l���any 1996 arran d���una actuaci�� d���urg��ncia motivada per la construcci�� d���una nova planta industrial de l���aleshores Repsol Qu��mica SA. L���obra ��s fruit de l���estudi de la documentaci��, fins ara in��dita, elaborada per l���empresa Codex i que ha estat cedida per a aquest projecte de recerca. La publicaci�� ha estat coordinada per Josep M. Macias Sol�� i Joan J. Menchon Bes i els textos s��n obra del Dr. Dom��nec Campillo, M. Milagros Cuesta i Laura Devenat (Laboratori de Paleopatologia i Paleoantropologia, Museu d���Arqueologia de Catalunya), Montserrat Garc��a Noguera (Codex ��� Arqueologia i Patrimoni), Miguel ��. Gonz��lez P��rez (Grup de Recerca d���Arqueologia Cl��ssica, Protohist��rica i Eg��pcia, Universitat de Barcelona), Josep M. Macias Sol�� (ICAC), Joan J. Menchon Bes (Museu d���Hist��ria de Tarragona), Joan S. Mestres i Torres (Laboratori de Dataci�� per Radiocarboni, Universitat de Barcelona), Rosario Navarro S��ez (Universitat de Barcelona), Josep M. Palet Mart��nez (ICAC) i Jordi Principal Ponce (Museu d���Arqueologia de Catalunya). Amb la nova col��lecci�� Hic et nunc l���ICAC assumeix el comprom��s de difondre regularment la documentaci�� arqueol��gica b��sica generada des del camp universitari o empresarial, entenent que la publicaci�� d���aspectes m��s concrets ��s imprescindible per a l���elaboraci�� de s��ntesis m��s globalitzadores.

���All we want in Laos is peace, not war": Intervenci��n de Estados Unidos en Laos, 1954-1961

La guerra de Laos es probablemente uno de los episodios de la Guerra Fr��a m��s desconocidos e ignorados por la historiograf��a a pesar de las terribles consecuencias que tuvo. El hecho de que frecuentemente se considere como un conflicto perif��rico y ligado a la Guerra de Vietnam no contribuye tampoco a mejorar esta imagen.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Joc, humanisme i pedagogia : la virtut de l'eutrap��lia

Aquest treball t�� per objectiu mostrar que el joc constitueix un dels trets inherents de la cultura universal i, per extensi��, de la tradici�� occidental. Naturalment, el joc ha estat objecte de diverses consideracions morals, lligades en m��s d���una ocasi�� a la religi��. En alguns moments ���i tamb�� des del cristianisme��� s���han condemnat amb rigor i severitat les pr��ctiques l��diques i, molt especialment, els jocs d���atzar i el m��n dels espectacles. De fet, la realitat hist��rica aqu�� analitzada ���a trav��s del cas concret del jeu de paume��� confirma l���exist��ncia d���una activitat l��dica ben significativa que, malgrat totes les prevencions, va ser tolerada ���i fins i tot aprovada��� pels humanistes del Renaixement en acceptar la seva v��lua educativa. Sortosament, aquells savis humanistes comptaven amb l���eutrap��lia, una virtut d���arrel aristot��lica que va ser cristianitzada per sant Tom��s d���Aquino i que, com es veur�� a continuaci��, tamb�� va arribar a casa nostra a la Baixa Edat Mitjana a trav��s de Francesc Eiximenis. Si alg�� pensa que la gent d���abans no es divertia, comet un gran error, perqu�� el nostre passat hist��ric ��s curull de jocs i activitats l��diques. Nogensmenys, l���eutrap��lia tamb�� es perfila com una virtut social, tal com apareix en diferents autors de l���Edat Moderna, com ara Cervantes, Graci��n i Feijoo.

[Archives de la Parole]. , Multan [i.e. Multani] (Hindustani Song) / William Sinkler Darby, collecteur ; Munah Khan [i.e. Munne Khan Kadar], chant ; accompagnement instrumental (harmonium indien, tabl��)

[Traditions. Asie. Inde]