No abstract

It has been shown that the volume of the olfactory bulb (OB) changes with function. The aim of this study was to investigate whether the OB volume and the olfactory function in early blind (EB) subjects increase compared with controls. Psychophysical testing of olfactory performances and OB volumetric measurements assessed by an MRI scan were studied. Quantitative olfactory function expressed in the odor discrimination and odor-free identification scores was higher in EB subjects compared with controls. The mean of right, left and total OB volume was 65.40, 75.48, and 140.89 mm, respectively for the EB subjects and 54.47, 52.11, and 106.60 mm, respectively for the controls, with these differences being significant. EB subjects have superior olfactory abilities and presented with significantly higher OB volume than the sighted controls. OB plasticity may explain this compensatory mechanism between visual deprivation and enhanced olfactory perception.

The overall goal of this study was to assess the effectiveness of two different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. The participants were 114 undergraduate psychology students. Although the aims of both modalities were the same, the intervention with each group was different. More specifically, both interventions combined the use of a graphical guide that included critical questions with collaborative practice in pairs, but one of them also included explicit instruction in which the processes involved in performing the task were modelled and explained. Before and after the interventions, the students in both intervention groups produced syntheses while working individually without the help of the guide. The degree of integration of conflicting information in the individual products, the number of arguments selected from the sources and the students' perceptions of the utility of the intervention were assessed. The results indicate that only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources. Furthermore, it was found that students in that group tended to perceive the utility of the intervention more positively than those in the other group.

Este artículo presenta resultados de una investigación que identifica y caracteriza las tareas de lectura y escritura que se proponen y realizan para aprender. Se utilizó un diseño cuasiexperimental "ex post facto", con tres variables independientes: rol (profesor, alumno), nivel educativo (primero y segundo ciclo de ESO, Bachillerato y Universidad) y dominio de conocimiento (social, natural). Las variables dependientes fueron la frecuencia de las tareas y sus características. Las respuestas de 214 profesores y 646 alumnos a cuestionarios fueron sometidas a diversos análisis estadísticos. Los resultados muestran que las tareas favorecedoras del aprendizaje constructivo son escasas, y en general, un panorama más tradicional de lo esperable. Palabras clave: Lectura y escritura epistémicas, adquisición del conocimiento, dominios específicos, educación secundaria, educación universitaria.

Using functional magnetic resonance imaging (fMRI) in ten early blind humans, we found robust occipital activation during two odor-processing tasks (discrimination or categorization of fruit and flower odors), as well as during control auditory-verbal conditions (discrimination or categorization of fruit and flower names). We also found evidence for reorganization and specialization of the ventral part of the occipital cortex, with dissociation according to stimulus modality: the right fusiform gyrus was most activated during olfactory conditions while part of the left ventral lateral occipital complex showed a preference for auditory-verbal processing. Only little occipital activation was found in sighted subjects, but the same right-olfactory/left-auditory-verbal hemispheric lateralization was found overall in their brain. This difference between the groups was mirrored by superior performance of the blind in various odor-processing tasks. Moreover, the level of right fusiform gyrus activation during the olfactory conditions was highly correlated with individual scores in a variety of odor recognition tests, indicating that the additional occipital activation may play a functional role in odor processing.

The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on the same topic. A total of 118 fourth-year psychology students took part. Only 76 students performed the written argumentation task. The three types of belief were assessed using different questionnaires. The results show that the different types of belief do not occur in isolation, but have an internal coherence. They also indicate that only reading beliefs, together with the degree of perspectivism shown in a prior argumentation task, help to predict the degree of perspectivism in the written task following the reading of the texts.

This study has the aim of evaluating the efficacy of an intervention programme in secondary education designed to improve the writing of argumentative syntheses from reading texts that present opposing views on an issue. The programme is based on teaching self-regulation strategies. In order to test its efficacy, it was compared to another intervention in which the same processes were taught but in a rather traditional fashion. In addition, we take into account the students' writing beliefs as a variable that could interact with the programme's effectiveness. Results show that both interventions were effective, except in the integration of arguments and counterarguments, where only students in the programme based on teaching self-regulation strategies improved. In addition, we found a differential impact of the programmes according to the writing beliefs.

Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students' gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students' writing conceptions. Educational implications and further research are discussed.