noelia garcia | Universidad Complutense de Madrid (original) (raw)
Papers by noelia garcia
Psychosomatics, 2006
The recent debate over legalization of physician-assisted suicide has fueled interest in understa... more The recent debate over legalization of physician-assisted suicide has fueled interest in understanding factors that lead medically ill patients to seek a hastened death. The authors investigated the prevalence and predictors of desire for hastened death in 372 patients with advanced AIDS who were newly admitted to a palliative-care facility. Clinician-rated and self-report measures of desire for hastened death, depression, hopelessness, spiritual well-being, social support, pain, and physical symptom burden were administered to assess the factors that correspond to a high desire for death. The prevalence ranged from 4.6% to 8.3%, significantly lower than in previous studies of patients with advanced or terminal cancer. Multivariate models revealed significant and unique effects for both hopelessness and depression, with these variables accounting for a large proportion of the variance in each model. Authors discuss the implications of these findings for palliative care practice and the assisted-suicide debate.
Journal of School Psychology, 2006
... near the writing instrument, and distal, far removed from the writing instrument) (see Alston... more ... near the writing instrument, and distal, far removed from the writing instrument) (see Alston ... production (eg, Hayes, 1982 and La Nunziata et al., 1985), the handwriting instruction also ... to seek teacher-referred children who, compared to peers, had unusual difficulty during first ...
Reading and Writing, 2008
Two instructional experiments used randomized, controlled designs to evaluate the effectiveness o... more Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing, and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps, and building clay models). Both treatments used science content material and resulted in significant improvement in spelling and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction emphasized orthography or morphology (Study 1) did real word spelling improve.
Journal of School Psychology, 2006
... near the writing instrument, and distal, far removed from the writing instrument) (see Alston... more ... near the writing instrument, and distal, far removed from the writing instrument) (see Alston ... production (eg, Hayes, 1982 and La Nunziata et al., 1985), the handwriting instruction also ... to seek teacher-referred children who, compared to peers, had unusual difficulty during first ...
Reading and Writing, 2008
Two instructional experiments used randomized, controlled designs to evaluate the effectiveness o... more Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing, and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps, and building clay models). Both treatments used science content material and resulted in significant improvement in spelling and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction emphasized orthography or morphology (Study 1) did real word spelling improve.
La criminologia actual, tal com demostrarem, professa una imatge molt més complexa del fet delict... more La criminologia actual, tal com demostrarem, professa una imatge molt més complexa del fet delictiu i dels factors que convergeixen en "l'escenari" criminal. Juntament amb l'infractor, la víctima també adquireix un protagonisme creixent. I el delicte es deixa d'identificar amb la freda decisió abstracta, gairebé ahistòrica, d'un arquetipus d'home ideal, algebraic, que s'enfronta d'una manera sorprenent amb la llei a conseqüència d'alguna patologia o disfunció que el fa diferent. El crim s'ha de comprendre com un conflicte o enfrontament interpersonal històric, concret, tan dolorós com humà i quotidià: com un problema social i comunitari.
Psychosomatics, 2006
The recent debate over legalization of physician-assisted suicide has fueled interest in understa... more The recent debate over legalization of physician-assisted suicide has fueled interest in understanding factors that lead medically ill patients to seek a hastened death. The authors investigated the prevalence and predictors of desire for hastened death in 372 patients with advanced AIDS who were newly admitted to a palliative-care facility. Clinician-rated and self-report measures of desire for hastened death, depression, hopelessness, spiritual well-being, social support, pain, and physical symptom burden were administered to assess the factors that correspond to a high desire for death. The prevalence ranged from 4.6% to 8.3%, significantly lower than in previous studies of patients with advanced or terminal cancer. Multivariate models revealed significant and unique effects for both hopelessness and depression, with these variables accounting for a large proportion of the variance in each model. Authors discuss the implications of these findings for palliative care practice and the assisted-suicide debate.
Journal of School Psychology, 2006
... near the writing instrument, and distal, far removed from the writing instrument) (see Alston... more ... near the writing instrument, and distal, far removed from the writing instrument) (see Alston ... production (eg, Hayes, 1982 and La Nunziata et al., 1985), the handwriting instruction also ... to seek teacher-referred children who, compared to peers, had unusual difficulty during first ...
Reading and Writing, 2008
Two instructional experiments used randomized, controlled designs to evaluate the effectiveness o... more Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing, and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps, and building clay models). Both treatments used science content material and resulted in significant improvement in spelling and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction emphasized orthography or morphology (Study 1) did real word spelling improve.
Journal of School Psychology, 2006
... near the writing instrument, and distal, far removed from the writing instrument) (see Alston... more ... near the writing instrument, and distal, far removed from the writing instrument) (see Alston ... production (eg, Hayes, 1982 and La Nunziata et al., 1985), the handwriting instruction also ... to seek teacher-referred children who, compared to peers, had unusual difficulty during first ...
Reading and Writing, 2008
Two instructional experiments used randomized, controlled designs to evaluate the effectiveness o... more Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing, and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps, and building clay models). Both treatments used science content material and resulted in significant improvement in spelling and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction emphasized orthography or morphology (Study 1) did real word spelling improve.
La criminologia actual, tal com demostrarem, professa una imatge molt més complexa del fet delict... more La criminologia actual, tal com demostrarem, professa una imatge molt més complexa del fet delictiu i dels factors que convergeixen en "l'escenari" criminal. Juntament amb l'infractor, la víctima també adquireix un protagonisme creixent. I el delicte es deixa d'identificar amb la freda decisió abstracta, gairebé ahistòrica, d'un arquetipus d'home ideal, algebraic, que s'enfronta d'una manera sorprenent amb la llei a conseqüència d'alguna patologia o disfunció que el fa diferent. El crim s'ha de comprendre com un conflicte o enfrontament interpersonal històric, concret, tan dolorós com humà i quotidià: com un problema social i comunitari.