núm. 3 (2000)

Acerca de la misión de la Universidad Católica de Colombia

The main objective of the present investigation was to describe the academic factors characterizing Psychology Faculty students at Universidad Católica de Colombia. For that purpose, a descriptive design by means of demographic techniques was used. The information was supplied by the Admission Department of the University and the data were analyzed through Access under Windows 7.0 and S.PS.S 6.1.The ob­tained results allow us to identify and evaluate academic performance for this popu­lation. It was found that the general average for this period was 3.71/5.0 and that this average is higher from the sixth semester. In an overall level, it was observed that the averages for groups studying in the evening are slightly higher than the groups study­ing in the morning and Research was identified as the area with higher average with 4.43 The rate for academic deficiency was 1.57% and for excellency was 39.06%, that is, 440 students of the population. Another established indicator was subject failure corresponding to 8.63%.

This article is a study of an alternative model of Parents? School.The background records, historical and social elements and some investigations from different Latin- American countries and from Colombia were examined to identify the schemes of work. Finally, the proposed model appears methodologically supported on partici­pant research conceiving the family from the systems theory and the contents of the school from values development and life quality.    

This is a research about Anderson is Integration Information Model (1982). In experi­ment one the rule studied was addition with 16 children aged five to seven years when they choose play group and toys in a 4x4 factorial design. The results indicate that group attractiveness is a sum of two pieces of information according to the parallelism rule of Anderson's Theory. In experiment two the rules assessed were addition and multiplication with 180 children aged five to seven years when they perceive a rectangle area in a 3x3 factorial design. The results show that five years old children used an additive rule and seven years old ones used a product rule, accor­ding to Anderson's model.  

Acta colombiana de psicología

This paper reviews reading and literacy research literature related with reading ac­quisition published recently (Adams, 1990, 1998; Clay, 1996; Cunningham and Allington,1994; Delpit 1995; Ehri, 1991; Stanovich, 1996,1981, Vellutino, 1991 et.al., 1996) and stresses how research findings could be introduced in daily practices of preschool and first grade classrooms to prevent reading failure for all children, even for those called at risk (e.g., low income,ethnically or culturally different). The con­clusion is that reading acquisition is mediated by multiple factors (cognitive,instruc­tional and socioemotional) and in order for a child to become a fluent reader all these factors should work well together.      

This is a proposal on interactive model of meaning construction in reading compre­hension . It is analized how the reader starts from a personal context (perception, inferential capability, memory, metacognitive strategies) and buildg meanings to pro­duce a virtual text or a subjunctive reality when interacting with the text. When stressing the text and its context, the model specifies linguistic text units (words, sentences, speech) and meaning construction created by the author. Dealing with text or speech structure, the model presents two kinds of speech (literary and scien­tific) and two modalities of thought (narrative and pragmatic). In short, the model shows the way the reader not only captures the contents of the text but also how she/he generates a creative construction when interacting with it. To verify the model it is suggested to focus on the interaction text-reader taking into account the context of each one, and to use the narrative text.    

This is a curricular proposal for Mild Mentally Retarded Chindren agen seven to eighteen. The program intends to give answer to children's academic, psycological and social needs as well as to help them to reach personal independence. The curriculum theoretical support comes from the Sociocultural Developmental Theo­ries; mainly Vigotsky's position related to the Zone of Proximal Development. The proposal includes the description of all the curriculum aspects, the possibility to carry it out and to make the adjustments for its practical improvement.  

Revista Acta Colombiana de Psicología