Parasitismo por Neodohrniphora spp. Malloch (Diptera, Phoridae) em operárias de Atta sexdens rubropilosa Forel (Hymenoptera, Formicidae)

Parasitóides do gênero Neodohrniphora Malloch, 1914 geralmente atacam operárias de Atta sexdens rubropilosa Forel, 1908 em baixa freqüência, mas os ataques alteram o ritmo de forrageamento das colônias, reduzindo o número e tamanho das operárias e aumentando o abandono de fragmentos vegetais ao longo das trilhas. O forrageamento de A. sexdens rubropilosa pode ser diurno ou noturno, mas existem dúvidas se Neodohrniphora spp. atacam as operárias dessa formiga também durante a noite. Os objetivos deste estudo foram verificar a ocorrência de ataques e avaliar o grau de parasitismo de forídeos do gênero Neodohrniphora em operárias de A. sexdens rubropilosa sob três níveis de luminosidade em laboratório, incluindo a ausência de luz. Os níveis de luminosidade foram: alta (0,65 µmol/m³/s); baixa (0,05 µmol/m³/s) e ausência de luz (0,0 µmol/m³/s). Fêmeas de Neodohrniphora tonhascai Brown, 2001 e Neodohrniphora elongata Brown, 2001 coletadas no campo e liberadas em laboratório somente efetuaram ataques e foram obtidas operárias parasitadas sob alta luminosidade, sugerindo que essas espécies não são ativas no campo durante o período noturno (ausência de luz). Os resultados sugerem também que o estímulo visual em Neodohrniphora spp. pode ser um componente essencial para a localização e reconhecimento do hospedeiro.

Participação política dos jovens nas juventudes partidárias me Cabo Verde: o caso das juventudes partidárias em São Vicente

A participação política dos jovens nas juventudes partidárias constitui matéria de grandes interesses nos tempos atuais tanto para os investigadores, como para as Organizações Internacionais, Organizações não-governamentais e organizações ativas na área da governação democrática e também das próprias entidades estatais. A Participação política sendo uma ação política, esta orientada na tomada de decisões, dando oportunidade ao individuo de contribuir (in)diretamente na tomada de decisões políticas, dependentemente do sistema político onde se insere e a mobilidade de participação que o mesmo confere aos cidadãos para participar e o grau de satisfação individual, constituído assim um instrumento de plena realização do cidadão na vida social e política e de desenvolvimento da democracia - na formação, legitimação e incorporação das suas instituições. Contudo, tem-se verificado a uma escala mundial, o afastamento dos jovens da participação convencional, o que de certa põe em risco a estabilidade e o funcionamento dos próprios sistemas democráticos, tendo como causa primordial o descredito, nomeadamente nos partidos políticos. Mediante tal senário, vêm-se desenvolvendo vários esforços a nível nacional/internacional, na reaproximação dos jovens a esfera convencional da participação, onde aparecem as juventudes partidárias como os principais motores pedagógicos, que para alem dos laços partidários, são a única força política capaz de tal feito, segundo alguns autores. Cabo Verde não foge a regra perante a ocorrência dos fatos, pese embora ainda exista significativamente jovens que ingressam as fileiras das juventudes partidárias, despertando assim uma enorme curiosidade científica, na compreensão dos fatores, que mediante a contextualização, leva com que os mesmos ainda adotem esses tipos de atitudes, aproveitando dos mesmos para o reforço das estratégias de engajamento dos jovens nos jotas, fortalecendo assim os pilares da democracia contemporânea.

Hesperioidea e Papilionoidea (Lepidoptera) coligidos em expedição aos Rios Nhamundá e Abacaxis, Amazonas, Brasil: novos subsídios para o conhecimento da biodiversidade da Amazônia Brasileira

Hesperioidea e Papilionoidea (Lepidoptera) coligidos em expedição aos Rios Nhamundá e Abacaxis, Amazonas, Brasil: novos subsídios para o conhecimento da biodiversidade da Amazônia Brasileira. Objetivando um aprimoramento do conhecimento da lepidopterofauna diurna da Amazônia brasileira, este estudo lista 180 taxa coligidos em cinco pontos distintos de dois afluentes do Rio Amazonas, envolvendo as áreas de endemismo Guiana e Rondônia. As coletas foram passivas e ativas e as diferentes localidades comparadas através de análise de Escalonamento Multidimensional Não-Métrico (NMDS).

Balanço de água no volume de solo explorado pelo sistema radicular de uma planta de citros

A produtividade das culturas agrícolas, associada às condições climáticas e edáficas, depende da disponibilidade de água e nutrientes no solo em época e quantidades apropriadas. A falta ou excesso de água no solo são fatores limitantes ao crescimento vegetal e podem diminuir a produtividade. Portanto, estudos que levem a um melhor entendimento de como a água se comporta na zona radicular de uma cultura agrícola no campo são de importância indiscutível ao adequado manejo agrícola. O objetivo do presente trabalho foi avaliar o método do balanço de água no solo aplicado ao volume de solo explorado pelo sistema radicular de uma planta de citros, considerando cinco profundidades de solo e cinco distâncias horizontais do tronco em duas direções a partir do tronco (uma ao longo e outra perpendicular à linha de plantas) e, então, verificar a contribuição de cada uma das camadas de solo avaliadas à evapotranspiração real da planta. O experimento foi realizado num Latossolo Vermelho-Amarelo distrófico argissólico em um pomar de citros, no município de Piracicaba (SP), durante dois períodos, um seco (40 dias) e um chuvoso (37 dias). Para atender ao objetivo proposto, um conjunto de 25 tensiômetros (cinco profundidades x cinco distâncias do tronco) foi instalado ao longo da linha e um outro, idêntico, perpendicular à linha, em direção à entrelinha. A armazenagem foi calculada a partir das leituras dos dois conjuntos de 25 tensiômetros cujos potenciais mátricos determinados foram convertidos em umidades volumétricas pelas curvas de retenção da água no solo. A drenagem interna e a ascensão capilar foram estimadas a partir das leituras diárias dos tensiômetros e da função K(fim) (condutividade hidráulica em função do potencial mátrico), por meio da equação de Darcy-Buckingham. Esta função K(fim) para cada profundidade foi determinada pelo método do perfil instantâneo realizado em área adjacente. A precipitação pluvial foi medida por pluviômetro com aquisição automática de dados instalado na área. Os resultados obtidos mostraram que o método do balanço de água proposto foi adequado para avaliar quanto cada camada de solo da zona radicular da planta contribuiu para o consumo total de água (evapotranspiração real) da planta, nos dois períodos estudados. Nesse sentido, a camada de 0,00 a 0,60 m de profundidade mostrou ser a que a planta deva apresentar maior volume de raízes ativas, de acordo com sua maior contribuição ao consumo de água pela planta.

Carbono orgânico e Nitrogênio em agregados de um Latossolo Vermelho distrófico sob duas coberturas vegetais

A matéria orgânica do solo apresenta constituição variada, incluindo desde frações ativas a mais estáveis, com diferentes taxas de ciclagem. Práticas de manejo alteram os teores de carbono orgânico e N, a qualidade da matéria orgânica e a agregação dos solos. Este trabalho foi realizado com o objetivo de caracterizar o carbono orgânico e o N em agregados de um Latossolo Vermelho distrófico de Minas Gerais sob vegetação natural de Cerradão e sob cultivo com milho durante 30 anos. Para isso, retiraram-se amostras do solo em quatro pontos diferentes nas profundidades de 5-10 e 15-20 cm, que foram fracionadas, por via seca, nas classes de agregados de: 4,75-2,0; 2,0-1,0; 1,0-0,5; 0,5-0,25; 0,25-0,105; e < 0,105 mm de diâmetro. Nesses materiais, determinaram-se: o carbono orgânico total (COT) e o solúvel em água (COS), o N total (NT) e o mineralizado em condição anaeróbia (NMA). Em média, os agregados do solo sob cultivo convencional apresentaram teores de COT superiores, mas os agregados da camada superficial do solo do Cerradão apresentaram maiores teores de NT. Os teores de COS e de NMA, que caracterizam a fração mais ativa da matéria orgânica, foram significativamente maiores nos agregados do solo do Cerradão. Os agregados de menor tamanho tenderam a apresentar maiores teores de COT, NT e NMA. As relações C/N, COT/COS e NT/NMA nos agregados do solo cultivado com milho foram, em média, maiores. Na profundidade de 15-20 cm, os agregados apresentaram relação NT/NMA consistentemente maior. No entanto, independentemente da camada do solo, a menor relação NT/NMA ocorreu na menor classe de agregados, indicando presença de formas mais lábeis de N. Os resultados mostraram que o tipo de cobertura vegetal e o manejo do solo influenciaram tanto os teores de carbono orgânico e de N como a qualidade da matéria orgânica. Os agregados de menor tamanho, além de serem responsáveis pelo maior estoque de matéria orgânica do solo, representam importantes sítios de N mineralizável. O COS, o NMA e as relações COT/COS e NT/NMA constituem medidas promissoras para detectar mudanças na labilidade da matéria orgânica do solo, em função do manejo

Química e gênese de solos desenvolvidos sob vegetação de restinga no estado de São Paulo

As áreas arenosas e de solos pobres com vegetação característica das planícies costeiras brasileiras são genericamente denominadas de restinga. Os solos desses ambientes foram muito pouco estudados. Para este estudo, selecionaram-se áreas de restinga dos municípios paulistas de Cananeia, Ilha Comprida e Bertioga devido à existência de diferentes unidades sedimentares, de vegetação remanescente e de solos, representativos da planície costeira do Estado de São Paulo. Nesses locais foram descritos e amostrados 31 perfis, muitos deles em cronossequência, objetivando caracterizá-los quimicamente e convergir evidências analíticas para elucidação dos principais mecanismos envolvidos na gênese dos Espodossolos - estes de ampla ocorrência no ecossistema restinga, componente do bioma Mata Atlântica nas planícies costeiras do Sudeste do Brasil. Para isso, foram utilizados procedimentos analíticos de rotina para fins de levantamento e classificação de solos, bem como de dissoluções seletivas dos elementos Fe (ditionito-citrato, oxalato e pirofosfato) e Al (ditionito-citrato, oxalato, pirofosfato, CuCl2, LaCl3 e KCl), os quais permitiram as seguintes interpretações: (a) a maioria dos solos de restinga estudados mostra-se de textura essencialmente arenosa e predominância de areia fina, com baixas soma e saturação por bases, reação extrema a fortemente ácida, capacidade de troca de cátions dependente da matéria orgânica e dominada por Al trocável, havendo aumento do conteúdo e estabilidade de carbono orgânico em profundidade. Esses atributos refletem a influência tanto do material de origem como do processo pedogenético predominante nesses ambientes: a podzolização; (b) o Al é o principal cátion envolvido na podzolização e suas formas ativas são: complexos de Al-húmus e compostos inorgânicos pouco cristalinos; (c) alguns horizontes espódicos com subscrito "s" (Bs, Bhs e Bsm), situados na base de perfis bem drenados, detêm os maiores valores de saturação por Al no húmus e estabilidade da interação carbono-metal entre todas as amostras e horizontes estudados; (d) existe estreita relação entre a idade dos Espodossolos e os atributos químicos analisados: os mais antigos (Cananeia) diferenciam-se dos demais quer pelos maiores conteúdos médios de C e de Al ativo (Al trocável, Al oxalato e Al pirofosfato), quer pela maior estabilidade da interação Al-húmus nos horizontes espódicos; e (e) estes se formaram predominantemente às expensas dos eluviais, com atuação de processos de queluviação de Al-húmus e sua imobilização em profundidade à medida que há saturação do elemento nos complexos organometálicos que migram no perfil.

La utilización del concepto de ADN en nuestra sociedad: tecnociencia, frases hechas y errores científicos

La tecnología científica relacionada con el ADN y sus aplicaciones ha revolucionado nuestra sociedad. La información respecto a estos progresos se ha extendido rápidamente mediante los medios de comunicación. A su vez, las personas han incorporado conceptos de las tecnologías relacionadas con el ADN en su cosmovisión. La utilización de frases hechas basadas en el ADN ha tenido un gran éxito mediático, pero algunas de ellas contienen errores científicos graves. En este artículo se pretende mostrar dichos errores y posibles vías de actuación para corregirlos. Palabras clave: ADN, cosmovisión, frases hechas, selección natural, darwinismo, herencia de caracteres adquiridos, lamarckismo.

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.

A reflexão sobre a prática na pesquisa e formação do professor de música

O objetivo deste artigo é apresentar e discutir a metodologia da pesquisa O conhecimento prático do professor de música, refletindo sobre suas contribuições para o campo de investigação do pensamento do professor. O desenho metodológico da coleta de dados consistiu em observação, entrevista semiestruturada e entrevista de estimulação de recordação. Segundo a perspectiva das professoras participantes, a pesquisa valorizou suas práticas docentes, reconhecendo seus conhecimentos e incentivando-as a assumirem todo seu potencial como profissionais ativas e reflexivas. Em relação à pesquisa sobre a formação de professores, é destacada a importância de serem ouvidas as vozes dos professores, por meio de relatos em que eles reflitam sobre suas práticas. Por fim, é analisado o potencial da reflexão sobre a prática, na formação de educadores musicais crítico-reflexivos.

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.

Los conceptos de espacio y tiempo en la teoría de la relatividad

Algunos filósofos no han vacilado en afirmar que la teoria de la relatividad era el relativismo aplicado a la Física. Para probar su apreciación han aducido algunas expresiones de EINSTEIN -de otros físicosno nos ocuparemos aquí-, que pueden inducir a confusión: así, por ejemplo, la afirmación de que no se puede hablar de la trayectoria deun móvil, de que en la realidad no es válida la ley de composición de ve locidades, etc. Con su acostumbrada brillantez ha dicho ORTEGA YGASSET frases como la siguiente: "Para la física de EINSTEIN, nuestro conocimiento es absoluto, la realidad es la relativa".Para ver si aquellas aprensiones son justificadas y, sobre todo, para ver si se puede admitir lo filosófico que hay en la teoría de la relatividad,vamos a someter a ésta a una dura prueba: a ser examinada por la filosofía que mejor ha sabido armonizar, a nuestro parecer, lo sensible y loideal: la filosofía escolástica, que al no apoyarse en teorías científicas, sino en la observación cierta de las cosas, podemos considerarla comoadecuado instrumento de trabajo. Entre los filósofos escolásticos nos ha parecido muy digno de tenerse en cuenta SUAREZ. El llega, efectivamente,al campo escolástico en una época de intenso renacimiento. Las grandes aportaciones medievales son sometidas por él a una aguda críticay sin integrarse en ninguna escuela, tiene la suficiente libertad de espíritu para seguir sus propios derroteros. Además, en este problema, nose aparta SUAREZ en lo esencial del sentir común de los filósofos escolásticos.

Gènere i sexoafectivitat segons els adolescents dels usuaris dels centres oberts de la ciutat de Girona

L’objectiu d’aquest treball és conèixer la percepció que tenen els adolescents usuaris dels centres oberts de la ciutat de Girona sobre la sexualitat, l’afectivitat, quins rols de gènere se’n deriven i quines creences els sustenten. El disseny del treball ha estat qualitatiu, observacional, grups de discussió. Pel que fa als subjectes i al mètode, la població seleccionada ha estat de 33 adolescents i joves d’edats compreses entre els 12 i els 22 anys, usuaris de quatre centres oberts de Girona: el centre obert de Taialà, el Centre Obert de Font de la Pólvora (Onyar), el Centre Obert de Santa Eugènia i el Centre Obert del Barri Vell. Es van dur a terme grups de discussió d’una hora de duració sense descans amb d’entre 6 i 8 persones a partir d’un guió format per diversos mites i frases en relació a diversos temes (El festeig, la virginitat, la curiositat pel cos i per la sexualitat, els anticonceptius i les principals fonts d’informació) sobre les que havien de dir si estaven d’acord o no i qui creien que les deia (si un noi o una noia). Sobre els resultats del treball cal dir que s’ha observat la persistència d’algunes creences del model del amor romàntic en relació al rols de gènere com la definició de la dona vinculada a papers de cura i prevenció, una dona que té accés a la sexualitat però segueix estan catalogada per la vivència d’aquesta essent una persona “respectable” o una “puta”, que pren un rol més actiu en la iniciativa però no el l’assertivitat en les relacions; i un home, més impulsiu i sexual. En relació als comportaments sexuals destacar l’embaràs no desitjat com la principal preocupació de les relacions i el desconeixement/confusió entre els mètodes anticonceptius i de barrera disponibles a la xarxa de salut. Apareix la pornografia com a model emergent de relacions sexuals i models de relació entre homes i dones, en contraposició a altres fonts de informació i consulta tradicionals com els amics que segueixen essent la més significativa, la família, els serveis socials i educatius, i Internet. Com a conclusió cal dir que queda palesa la necessitat de incorporar una perspectiva de gènere en la formació curricular dels joves i el fet de seguir replantejant les millors estratègies d’intervenció per una concepció integradora de la sexualitat

Postmodifying prepositional phrases in English and Spanish (with special reference to locative postmodifiers)

Prepositional phrases are the commonest kind of postmodification in all registers of English (Biber et al. 1999: 634). The locative ones that can be expanded into a defining relative clause (the books [which are] on the table) are usually expressed by such a construction in Spanish (los libros que están encima de la mesa) or by a phrase introduced by de (los libros de encima de la mesa). Wonder (1979) argues that Spanish allows locative phrases with prepositions other than de in the case of"situaciones"activas"" (el aterrizaje en pleno campo) as against"situaciones estáticas" (*el sofá en la sala), and if the phrase can be given an adverbial rather than, or in addition to, an adjectival interpretation (el ruido en la calle), especially if that phrase implies an alternative location for an object or contrast with another similar object (el sofá en la sala contigua). This paper further investigates this claim and looks at Spanish equivalents of English postmodifying prepositional phrases in general, while proposing an explanation for the choice of these different structures in Spanish based on considerations of lexical density. Resumen: Las frases preposicionales constituyen el tipo más frecuente de posmodificación en todos los registros del inglés (Biber et a. 1999: 634). En el español, las expresiones locativas suelen incorporar un pronombre relativo y un verbo (the books [which are] on the table > los libros que están encima de la mesa), o bien expresarse mediante una frase introducida por la preposición de (los libros de encima de la mesa). Wonder (1979) sostiene que el español permite el uso de preposiciones que no sean de en las frases locativas en el caso de"situaciones"activas"" (el aterrizaje en pleno campo) frente a"situaciones estáticas" (*el sofá en la sala), y también si la frase puede tener una función adverbial antes que, o además de, una interpretación adjetiva (el ruido en la calle), sobre todo si dicha frase encierra la idea de una posición alternativa para un objeto, o bien un contraste con otro objeto similar (el sofá en la sala contigua). El presente estudio pretende examinar este argumento y, además, explorar la posmodificación preposicional en español de un modo más general, a la par que propone una explicación sobre la elección de estructura en español que se basa en el criterio de la densidad léxica.

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.