{"id":138332,"date":"2026-01-12T17:34:32","date_gmt":"2026-01-12T17:34:32","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/estilos-cognitivos-y-competencias-linguisticas-en-segunda-etapa-de-e-g-b\/"},"modified":"2026-01-12T17:34:32","modified_gmt":"2026-01-12T17:34:32","slug":"estilos-cognitivos-y-competencias-linguisticas-en-segunda-etapa-de-e-g-b","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/estilos-cognitivos-y-competencias-linguisticas-en-segunda-etapa-de-e-g-b\/","title":{"rendered":"Estilos cognitivos y competencias linguisticas en segunda etapa de e.g.b."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Tomas Fresneda Mola <\/strong><\/h2>\n<p>Esta tesis surge en el marco de la reforma educativa ante la necesidad de la escuela de realizar una ense\u00f1anza que incida mas en los procesos cognitivos que en los contenidos curriculares estereotipados. Parte del analisis de la escuela que tenemos, de la deficiencias que presenta para se\u00f1alar a continuacion como ha de ser la escuela: motivada y motivadora y educadora en actitudes y valores sociales. Estos supuestos se fundamentan en la corriente cognitiva (vygotsky, bruner, ausubel, feuerstein, novak), ahondando en los estilos cognitivos y de aprendizaje como un modo de abordar la atencion a la diversidad. Se ha elaborado, aplicado y experimentado un programa de competencias linguisticas (pcl) y mediante una metodolog\u00eda de grupos experimental y control, se concluye: 1. El enclave social introduce diferencias en rendimiento academico y en estrategias en los escolares. 2. El estilo cognitivo dic no introduce diferencias atribuibles al entorno social o al sexo. 3.  se constata que el pcl puede ser un instrumento facilitador de estrategias de aprendizaje y del propio modo de aprender.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Estilos cognitivos y competencias linguisticas en segunda etapa de e.g.b.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Estilos cognitivos y competencias linguisticas en segunda etapa de e.g.b. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Tomas Fresneda Mola <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Barcelona<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1992<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Saturnino Torre De La Torre<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Mar\u00eda Pla Molins <\/li>\n<li>Mar\u00eda Luisa Sevillano Garc\u00eda (vocal)<\/li>\n<li>Vicente Ferreres Pav\u00eda (vocal)<\/li>\n<li>Jos\u00e9 Tejada Fernandez (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Tomas Fresneda Mola Esta tesis surge en el marco de la reforma educativa ante la necesidad de [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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