PROCESOS PSICOLÓGICOS EN VIDA COTIDIANA A TRAVÉS DE JUEGOS DE PANTALLA. NIÑOS PERTENECIENTES A ESCUELAS DE RECUPERACIÓN, 1º CICLO
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Los cambios culturales contemporaneos desafian nuestras practicas. Asi, este proyecto de tesis ha quedado atravesado por los profundos cambios en relacion a los juegos y a las practicas infantiles actuales En el ano 2002 las primeras indagaciones daban un lugar de relevancia a los videojuegos En el ano 2008, de 29 indagaciones, 27 ninos dan cuenta de la relevancia de las practicas de videojuegos en su vida cotidiana. Se intenta indagar y describir estas situaciones de juego y comprender que procesos psicologicos se despliegan en ellas. Es posible observar en esta poblacion que ha quedado fuera de la escuela comun en primer ciclo como pueden recurrir a informaciones paralelas que aparecen en los juegos de pantalla con datos numericos y mensajes escritos. En estas actividades se observan las posibilidades de desempeno en videojuegos, la comprension de su dinamica, el avance en los niveles, la comprension de variados sistemas de signos, el uso de dominios tecnologicos. El analisis de este sistema de actividad va a permitir abrir observaciones e interrogantes en relacion al desempeno de esta poblacion y el lugar escolar que ocupan. Puede contribuir a pensar modos de pasaje o puentes entre las practicas en la vida cotidiana de estos ninos/as y la escuela comun. Palabras clave Vida cotidiana Pantallas mediaticas ABSTRACT PSYCHOLOGICAL PROCESS IN DAILY LIFE, THROUGH SCREEN GAMES, CHILDREN BELONG TO RECUPERATIO´S SCHOOLS, FIRST PERIOD The contemporary cultural changes amuse our practices. So, this proyect of thesis has remained crossed by the deep changes relating to the play and to the current childlike practices. In the year 2002 the first indagations gave a relevation´s place to the videogames. ..In the year 2008, of 29 indagations, 27 children inform the videogames´s importance in their daily live. ..We try to know and describe these game´s situations and understand what psychological´s process open in them. It is posible to see that this population that has kept out ordinary´scholl in the first period use to play and use paralel´s informations that appear in the screem´s games with numerical datas and written messages. In these activities we see the development´s posibilities in videogames, the comprehension of their dinamic, the improvement in the levels, the use of various systems of signs, the use of tecnologic´s knowledges. This system analisys of activity goes to allow to open observations and questions in relation to development of this population and the scolar´s place they have. It may contribute to think ways or bridges between the practise in the daily life of these children and the ordinary´s school Key words Daily life Screem´s games
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.045 |
| Meta-epidemiology (narrow) | 0.004 | 0.004 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.008 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.007 | 0.001 |
| Research integrity | 0.005 | 0.008 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it