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- ItemInfarto agudo al miocardio con supradesnivel del ST y terapias de reperfusión(Mediterráneo, 2015) Castro Galvez, Pablo Federico; Paredes Cardenas, Freddy Alejandro; Bugedo Tarraza, Guillermo; Castillo Fuenzalida, Luis; Romero Patiño, Carlos
- ItemConexionismo y Sistemas Dinámicos(Ediciones Uniandes, 2023) Destefano, Mariela Natalia; Wajnerman Paz, AbelEn este capítulo presentaremos dos enfoques alternativos al cognitivismoclásico: conexionismo y sistemas dinámicos. El conexionismo es una pluralidad de orientaciones computacionales que están inspiradas en las propiedades de las redes neuronales del cerebro. El enfoque dinámico, por su parte, nuclea modelos cognitivos que enfatizan factores como la temporalidad de los procesos. Ambas propuestas constituyen una alternativa al enfoque clásico dado que prescinden de la idea de que la cognición consiste en la manipulación algorítmica de símbolos discretos. Aunque pueden ser analizados separadamente, ambos están estrechamente relacionados. Muchos modelos resultan de la combinación de herramientas conexionistas y dinámicas. Aunque haremos mención de modelos híbridos, no nos ocuparemos de ellos de manera exhaustiva.En la primera parte del capítulo caracterizaremos las propiedades centrales de los modelos conexionistas (4.1), ejemplificándolas con el conocido modelo de adquisición de verbos en tiempo pasado de Rumelhart y McClelland (4.1.1.1).Discutiremos cuestiones filosóficas en torno a estos modelos (4.1.2). En particular, abordaremos en qué sentido involucran representaciones distribuidas y procesos en paralelo (4.1.2.1), así como también cuestiones referentes al fenómeno de la sistematicidad (4.1.2.2) y el nivel de la explicación en el que se formulan (4.1.2.3). En la segunda parte, introduciremos los componentes centrales de un modelo dinámico(4.2.1) y algunos ejemplos paradigmáticos (4.2.1.2). Asimismo, consideraremos básicamente dos cuestiones conceptuales en torno a su relación con el enfoque clásico: los límites y las ventajas computacionales de los sistemas dinámicos (4.2.2.1 y 4.2.2.2)y la cuestión de si alguna noción de representación puede desempeñar un rol sustantivo en este enfoque (4.2.2.2.3, 4.2.2.4 y 4.2.2.5).
- ItemDimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, PedroAssuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
- ItemHacia intervenciones de fomento lector inicial para el hogar ajustadas a sus usuarios: aportes del Diseño Centrado en el Individuo(Ediciones Universidad Finis Terrae, 2023) Mendive Criado, Susana; Lecaros Besa, Catalina del Rosario
- ItemDimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, PedroAssuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.