{"id":85405,"date":"2018-03-10T00:09:49","date_gmt":"2018-03-10T00:09:49","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/el-proceso-de-simbolizacion-acustico-verbal-metodologa%c2%ada-i-praxis\/"},"modified":"2018-03-10T00:09:49","modified_gmt":"2018-03-10T00:09:49","slug":"el-proceso-de-simbolizacion-acustico-verbal-metodologa%c2%ada-i-praxis","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/el-proceso-de-simbolizacion-acustico-verbal-metodologa%c2%ada-i-praxis\/","title":{"rendered":"El proceso de simbolizaci\u00f3n ac\u00fastico-verbal. metodolog\u00eda i praxis"},"content":{"rendered":"<h2>Tesis doctoral de <strong> N\u00faria Dom\u00e9nech Mil\u00e1 <\/strong><\/h2>\n<p>A partir de la observaci\u00f3n de las necesidades educativas especiales derivadas de un d\u00e9ficit auditivo neuro\/sensorial que presentan algunos ni\u00f1os y ni\u00f1as, se ha observado la respuesta a la audimetr\u00eda tonal (inicial y final) de un grupo de ellos y se ha dise\u00f1ado una prueba de audici\u00f3n verbal con la finalidad de observarla respuesta a los sonidos de la lengua. Esta prueba consta de los siguientes \u00edtems: reconocimiento, repetici\u00f3n i emisi\u00f3n inducida. El resultado del \u00edtem de repeticion ha sido el m\u00e1s bajo (en el pase que no posibilitaba lectura labial ni la presencia de im\u00e1genes).  posteriormente se ha elaborado un programa de educaci\u00f3n auditiva, conjuntamente con la propuesta de trabajo de otros aspectos ling\u00ed\u00bc\u00edsticos: ritmos corporales, musicales, fon\u00e9tica\/fonolog\u00eda, sem\u00e1ntica, morfolog\u00eda y sintaxis, pragm\u00e1tica. este programa esta distribuido por unidades de programacion que corresponden a un cuento o a una historia sgav.  se ha realizado una valoraci\u00f3n del programa conjuntamente con las valoraciones anteriores y el l\u00edmite de tonos modulados, el l. De adici\u00f3n verbal y la respuesta a los sonidos de algunos instrumentos, individual y colectivamente.  las conclusiones generales que se han obtenido son las siguientes:  * los ni\u00f1os sordos, la mayor\u00eda de veces conservan restos auditivos, especialmente en las frecuencias graves.  * el \u00f3rgano auditivo no se comporta de una manera lineal respecto a la audici\u00f3n de frecuencias tonales, lo hace de manera exponencial.  * la educaci\u00f3n autiditiva ense\u00f1a a escuchar y a interpretar los sonidos del habla.  * el conocimiento del l\u00e9xico ayuda a reconocer y a interpretar auditivamente las plabras.  * el hecho de favorecer la llegada de informaci\u00f3n por distintos canales tambi\u00e9n favorece el reconocimiento auditivo y la adquisici\u00f3n de algunas estructuras ling\u00ed\u00bc\u00edsticas.  para finalizar se rese\u00f1an una serie de estrategias metodol\u00f3gicas para utilizar en la educaci\u00f3n e in<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>El proceso de simbolizaci\u00f3n ac\u00fastico-verbal. metodolog\u00eda i praxis<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 El proceso de simbolizaci\u00f3n ac\u00fastico-verbal. metodolog\u00eda i praxis <\/li>\n<li><strong>Autor:<\/strong>\u00a0 N\u00faria Dom\u00e9nech Mil\u00e1 <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Barcelona<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 29\/06\/2000<\/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>Antonio Sanchez  Asin<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Jes\u00fas Garanco al\u00f3s <\/li>\n<li>ignasi Puigdell\u00edvol aiguad\u00e9 (vocal)<\/li>\n<li>eduardo Rigo carratal\u00e1 (vocal)<\/li>\n<li>carme Med\u00e1 bolu\u00f1a (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de N\u00faria Dom\u00e9nech Mil\u00e1 A partir de la observaci\u00f3n de las necesidades educativas especiales derivadas de un d\u00e9ficit [&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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