Visualising Bibliographic Metadata Using CAQDAS in the Research on the Gender Gap in STEM Studies in Higher Education
Factors associated with the gender gap in the STEM sector: Comparison of theoretical and empirical concept maps and qualitative SWOT analysis
What Competencies and Capabilities Identify a Good Teacher? Design of an Instrument to Measure Preservice Teachers’ Perceptions
Teachers should not only be regarded as professionals with a large amount of knowledge that they must transmit but are also expected to fulfil other functions and possess other qualities to overcome the teaching challenge. This paper is aimed at designing and validating an instrument to identify preservice teachers’ perceptions about the competencies and capabilities […]
Eye-Tracking Methods in Psycholinguistics
Language proficiency modulates L2 orthographic learning mechanism: Evidence from event-related brain potentials in overt naming
Abstract The present study investigates bilinguals’ capacity to rapidly establish memory traces for novel word forms in a second language (L2), as a function of L2 linguistic proficiency. A group of Chinese-English bilinguals with various English proficiency levels were presented with a reading-aloud task, consisting of 16 pseudowords and 16 English words repeatedly presented across […]
The ephemeral nature of wording effects.
Altered evoked responses for motor-related words in children with upper limb motor impairments
El Trabajo Fin de Grado: variables predictoras de la satisfacción y la nota en una muestra de alumnado de los Grados en Maestro en Educación Infantil y Primaria
Los resultados que obtiene el alumnado al realizar el Trabajo Fin de Grado (TFG) responden a una serie de factores, entre los que se encuentran algunos ligados a las características personales del individuo. El objetivo del presente estudio es analizar la influencia de varios de estos factores, tales como la autoeficacia, la motivación y el […]
Identifying teachers’ strengths to face COVID-19: narratives from across the globe
Struggling with L2 alphabet: The role of proficiency in orthographic learning
The present study examined the process of L2 orthographic learning in bilinguals with distant L1–L2 orthographies. Chinese–English bilinguals with various English proficiency levels were trained with novel L2 words during a reading task. In contrast to higher proficient learners, those with lower L2 proficiency exhibited increased effects of length, frequency, and lexicality across exposures and […]
