Amparo Moreno - Academia.edu (original) (raw)

Papers by Amparo Moreno

The Spanish Journal of Psychology

We investigated the interrelations between chronological age, theory of mind (ToM), Yield (as a m... more We investigated the interrelations between chronological age, theory of mind (ToM), Yield (as a measure of individual suggestibility), memory and acceptance of experimental suggestion in a sample of children between 3 and 7 years old (N = 106). One week after participants interacted with ‘a Teacher’, they were asked to recall activities carried out with the Teacher (direct experience) and the contents of a story read to them by the Teacher (indirect experience). Data were examined with an analysis of developmental trajectories, which allows establishing the predictor value of socio-cognitive developmental factors regardless of participants’ chronological age. It also estimates predictor values in interaction with the age and determines whether age is the best predictor for performance. As in previous research, results showed that chronological age was the main predictor of memory performance, both for direct experience (i.e., activities performed) and indirect experience (i.e., cont...

Human Arenas, 2020

Despite efforts towards gender equality, from an early age, girls practice sport less than boys. ... more Despite efforts towards gender equality, from an early age, girls practice sport less than boys. Explaining this is paramount to psychology. Stereotypes about gender-appropriate behaviour play a key role in doing physical-sports activity. Based on the expectancyvalue model, this study describes the gender beliefs of boys/girls regarding physical education. A total of 30 children (half-boys, half-girls) that were 4th-and 5th-year pupils (8-10 years) at two Colombian schools were interviewed using a semi-structured script focusing on open-ended questions. Interviews were recorded, transcribed and analysed. The results suggest gender differences in boys/girls already in the 4th year with respect to their abilities and the value they put on physical education based on a wide range of gender stereotypes. Specifically, boys/girls see football as a men's sport, while skating, handball and volleyball are perceived as women's sports. Furthermore, boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices. These stereotypes are reflected in their choice of activities and in how they use the school facilities, educing in this way the opportunities of both boys/girls as far as physical-sports activity are concerned. We discuss the findings emphasizing their relation to education and sociocultural influences. The conclusions suggest the need to make boys and girls more aware about gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education.

Cuadernos De Pedagogia, 1988

Cuadernos De Pedagogia, 1996

Cuadernos De Pedagogia, 1986

Cuadernos De Pedagogia, 1989

Cuadernos De Pedagogia, 1986

La Uni En La Calle Libro De Textos 2013 Isbn 9788461661817 Pags 72 73, 2013

Revista de Psicología, 2016

Resumen: Este estudio examinó cómo la valencia (acciones positivas o negativas) y el agente de la... more Resumen: Este estudio examinó cómo la valencia (acciones positivas o negativas) y el agente de la acción (profesora o niño) afectaban a la memoria y a la aceptación de la sugestión de los preescolares. En una primera sesión, preescolares de entre 3 y 6 años interactuaban con una profesora en diversas actividades. Una semana después, una entrevistadora formulaba preguntas de sí/no acerca de acciones verdaderas y sugeridas respecto de la interacción de la semana anterior. Los resultados revelaron el efecto del factor edad en el rendimiento de memoria y en la sugestión, que fueron evaluados a través de las respuestas dadas a la tarea de reconocimiento de sí/no. Se encontró un mayor reconocimiento correcto de las acciones de la profesora que de las acciones de los niños y, al mismo tiempo, se aceptaron menos las sugestiones sobre las acciones de la profesora en comparación con las propias del niño. Los preescolares fueron más resistentes a las sugestiones sobre acciones negativas que sobre acciones positivas. Más allá del efecto típico de la edad en el reconocimiento correcto y la aceptación de la sugestión de los preescolares, el contenido de las preguntas influyó de forma diferente en estas dos medidas: el reconocimiento correcto se vio afectado exclusivamente por el agente de la acción; mientras que la sugestión se vio afectada por la valencia y el agente de la acción.

Los Programas Renovados De La E G B Analisis Critica Y Alternativas 1981 Isbn 84 600 2325 7 Pags 177 197, 1981

Desarrollo Aprendizaje Y Ensenanza En La Educacion Secundaria 2010 Isbn 978 84 9980 016 5 Pags 11 24, 2010

Evaluacion De La Educacion Secundaria Fotografia De Una Etapa Polemica 2002 Isbn 84 348 8769 X Pags 119 136, 2002

Etnografias De La Infancia Y De La Adolescencia 2011 Isbn 978 84 8319 569 7 Pags 261 277, 2011

Psicologia Evolutiva Vol 2 1998 Isbn 84 362 3573 8 Pags 257 284, 1998

The Spanish Journal of Psychology

We investigated the interrelations between chronological age, theory of mind (ToM), Yield (as a m... more We investigated the interrelations between chronological age, theory of mind (ToM), Yield (as a measure of individual suggestibility), memory and acceptance of experimental suggestion in a sample of children between 3 and 7 years old (N = 106). One week after participants interacted with ‘a Teacher’, they were asked to recall activities carried out with the Teacher (direct experience) and the contents of a story read to them by the Teacher (indirect experience). Data were examined with an analysis of developmental trajectories, which allows establishing the predictor value of socio-cognitive developmental factors regardless of participants’ chronological age. It also estimates predictor values in interaction with the age and determines whether age is the best predictor for performance. As in previous research, results showed that chronological age was the main predictor of memory performance, both for direct experience (i.e., activities performed) and indirect experience (i.e., cont...

Human Arenas, 2020

Despite efforts towards gender equality, from an early age, girls practice sport less than boys. ... more Despite efforts towards gender equality, from an early age, girls practice sport less than boys. Explaining this is paramount to psychology. Stereotypes about gender-appropriate behaviour play a key role in doing physical-sports activity. Based on the expectancyvalue model, this study describes the gender beliefs of boys/girls regarding physical education. A total of 30 children (half-boys, half-girls) that were 4th-and 5th-year pupils (8-10 years) at two Colombian schools were interviewed using a semi-structured script focusing on open-ended questions. Interviews were recorded, transcribed and analysed. The results suggest gender differences in boys/girls already in the 4th year with respect to their abilities and the value they put on physical education based on a wide range of gender stereotypes. Specifically, boys/girls see football as a men's sport, while skating, handball and volleyball are perceived as women's sports. Furthermore, boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices. These stereotypes are reflected in their choice of activities and in how they use the school facilities, educing in this way the opportunities of both boys/girls as far as physical-sports activity are concerned. We discuss the findings emphasizing their relation to education and sociocultural influences. The conclusions suggest the need to make boys and girls more aware about gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education.

Cuadernos De Pedagogia, 1988

Cuadernos De Pedagogia, 1996

Cuadernos De Pedagogia, 1986

Cuadernos De Pedagogia, 1989

Cuadernos De Pedagogia, 1986

La Uni En La Calle Libro De Textos 2013 Isbn 9788461661817 Pags 72 73, 2013

Revista de Psicología, 2016

Resumen: Este estudio examinó cómo la valencia (acciones positivas o negativas) y el agente de la... more Resumen: Este estudio examinó cómo la valencia (acciones positivas o negativas) y el agente de la acción (profesora o niño) afectaban a la memoria y a la aceptación de la sugestión de los preescolares. En una primera sesión, preescolares de entre 3 y 6 años interactuaban con una profesora en diversas actividades. Una semana después, una entrevistadora formulaba preguntas de sí/no acerca de acciones verdaderas y sugeridas respecto de la interacción de la semana anterior. Los resultados revelaron el efecto del factor edad en el rendimiento de memoria y en la sugestión, que fueron evaluados a través de las respuestas dadas a la tarea de reconocimiento de sí/no. Se encontró un mayor reconocimiento correcto de las acciones de la profesora que de las acciones de los niños y, al mismo tiempo, se aceptaron menos las sugestiones sobre las acciones de la profesora en comparación con las propias del niño. Los preescolares fueron más resistentes a las sugestiones sobre acciones negativas que sobre acciones positivas. Más allá del efecto típico de la edad en el reconocimiento correcto y la aceptación de la sugestión de los preescolares, el contenido de las preguntas influyó de forma diferente en estas dos medidas: el reconocimiento correcto se vio afectado exclusivamente por el agente de la acción; mientras que la sugestión se vio afectada por la valencia y el agente de la acción.

Los Programas Renovados De La E G B Analisis Critica Y Alternativas 1981 Isbn 84 600 2325 7 Pags 177 197, 1981

Desarrollo Aprendizaje Y Ensenanza En La Educacion Secundaria 2010 Isbn 978 84 9980 016 5 Pags 11 24, 2010

Evaluacion De La Educacion Secundaria Fotografia De Una Etapa Polemica 2002 Isbn 84 348 8769 X Pags 119 136, 2002

Etnografias De La Infancia Y De La Adolescencia 2011 Isbn 978 84 8319 569 7 Pags 261 277, 2011

Psicologia Evolutiva Vol 2 1998 Isbn 84 362 3573 8 Pags 257 284, 1998