Dipòsit Digital de la Universitat de Barcelona

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El Dipòsit Digital de la Universitat de Barcelona és el repositori institucional que conté en format digital els materials derivats de l'activitat docent, investigadora i institucional de la comunitat universitària.

Enviaments recents

DRETcidir:Programa d'Educació Afectivosexual Inclusiva a Secundària
(2026) Prattke Romero, Sara; Poch, Raquel
[cat] DRETcidir és una proposta d’educació afectivosexual inclusiva adreçada a l’alumnat de 1r i 3r d’ESO. El treball parteix de la necessitat d’abordar l’educació afectivosexual dins del sistema educatiu ordinari des d’una perspectiva de drets, inclusiva i feminista, tenint en compte la diversitat de l’alumnat i, especialment, les necessitats educatives especials i el suport SIEI. A partir del marc teòric, s’analitzen l’evolució de la mirada sobre la discapacitat, les necessitats pròpies de l’adolescència, l’educació afectivosexual com a dret, l’accessibilitat cognitiva, el Disseny Universal per a l’Aprenentatge i el paper de l’educadora social als centres educatius. La proposta es concreta en dos itineraris progressius: un primer programa per a 1r d’ESO, centrat en el cos, les emocions, els límits i la convivència, i un segon per a 3r d’ESO, orientat a la identitat, les relacions, el consentiment, la pressió social, les violències i la presa de decisions. El programa incorpora metodologies participatives, suports visuals, codocència, grups reduïts i una avaluació inicial, formativa i final. [eng] DRETcidir is an inclusive affective-sexual education programme aimed at students in the first and third years of compulsory secondary education. The project arises from the need to address affective-sexual education within mainstream schools from a rights-based, inclusive and feminist perspective, taking into account student diversity and, in particular, special educational needs and intensive support measures. Based on the theoretical framework, the study analyses the evolution of the concept of disability, the needs of adolescence, affective-sexual education as a human right, cognitive accessibility, Universal Design for Learning, and the role of the social educator in educational settings. The proposal is structured into two progressive pathways: a first programme for first-year students, focused on the body, emotions, personal boundaries and coexistence, and a second programme for third-year students, focused on identity, relationships, consent, social pressure, violence prevention and decision-making. The programme includes participatory methodologies, visual supports, co-teaching, small-group work and an initial, formative and final evaluation process to assess its development and impact.
Introduction to "Research on the teaching and learning of mathematical modelling: Approaches for its design, implementation and analysis"
(Sociedad Española de Investigación en Educación Matemática (SEIEM), 2020) Barquero i Farràs, Berta
Mathematical modelling has become, in recent decades, an important research topic for the teaching and learning of mathematics. If we focus on both research and its implementation in classrooms, there has been clear progress (Blum, 2015; Burkhardt, 2018) with the transposition of conceptualizations and recommendations on mathematical modelling and its teaching, to school realities at different educational levels. Despite these developments, there are still many open questions that affect both realities, research and practice, such as, for instance, difficulties of long-term diffusion of modelling in the classroom, challenges for its evaluation, difficulties of its classroom management and needs for teacher education (Carreira et al., 2019).
Neural encoding of speech in noise: Effects of background noise and behavioral correlates
(Elsevier B.V., 2026-04) Puddu Gallardo, Giannina; Gorina-Careta, Natàlia; San Martín-Gonzalez, Nerea; Clemente, Immaculada; Escera i Micó, Carles; Via i García, Marc
Humans often communicate in noisy environments where speech-in-noise (SIN) perception is challenged by spectral masking that degrades speech signals. Although most healthy individuals perform well in SIN tasks, there is significant variability in abilities across the population. Research in the field has considered the Frequency Following Response (FFR) as a valuable tool to assess the auditory system's neural ability to track acoustic stimuli, as it mimics their spectro-temporal features. While significant associations have been found between FFR parameters and SIN performance, inconsistent results across studies raise questions about the exact relationship between FFR and SIN perception. To clarify these relationships, we recorded the neural signals of 116 young healthy adults in response to a two-vowel /oa/ syllable, with a rising pitch ending, in two different background conditions: in quiet and in noise. In addition, the behavioral performance in a SIN perception task was assessed. Results showed that noise significantly impacts the FFR, enhancing responses to the fundamental frequency and improving pitch contour tracking, while simultaneously degrading responses to formants and harmonics and increasing neural transmission delay. Among the FFR measures, only the response to the first formant of /a/ showed some partial association with performance in the SIN perception task. Our results point to the FFR as a reliable biomarker of SIN auditory processing, but limited support as a relevant biomarker of SIN perception, at least among healthy young adults. These results underscore the need for further research to clarify the specific neural mechanisms underlying SIN perception.
Beyond suppression: Self-generation enhances perceived loudness and cortical responses to faint sounds
(Elsevier B.V., 2026-08) Salgado, Carla; Sturm, Stefanie; Via i García, Marc; San Miguel Insua, Iria
Perceptual and neural attenuation for self-generated (SG) sounds at clearly audible intensities is well established, yet recent work suggests a reversal at near-threshold levels, with SG sounds perceived as louder. Here we tested whether this near-threshold perceptual enhancement is mirrored by enhanced early auditory cortical responses. Healthy adults (N = 47) performed an auditory intensity discrimination task, in which we manipulated sound source (self- versus externally generated) and intensity (near-threshold versus supra-threshold). We quantified perceptual bias using the point of subjective equality (PSE) and assessed early sensory processing with auditory ERPs. We observed a significant interaction between sound source and intensity both on PSE and N1 amplitudes. Self-generation enhanced the perceived loudness of near-threshold sounds, whereas the expected perceptual attenuation for supra-threshold sounds was not significant. Neurally, self-generated near-threshold tones evoked larger (more negative) N1 amplitudes than externally generated tones. At suprathreshold intensities, only P2 showed reliable attenuation for self-generated sounds, with no significant effects on N1. Moreover, self-generation abolished the typical N1 scaling with intensity observed during passive listening: while during passive listening supra-threshold sounds exhibited greater N1 amplitude than near-threshold sounds, this effect disappeared when the sounds were self-generated. Together, these findings indicate that self-generation does not impose uniform sensory cancellation, but instead dynamically reshapes early auditory gain as a function of stimulus intensity. This pattern is consistent with a precision-weighting account in which action-based predictions up-weight weak sensory evidence while down-weighting reliable input, potentially in interaction with arousal/orienting mechanisms that modulate gain as stimulus salience increases.
La pornografia com a Font d'aprenentatge informal: relacions afectivosexuals i rols de gènere en joves de 18 a 25 anys de l'Alt Penedès
(2026) Gallardo Serrano, Queralt; Moreno González, Ainara
[cat] La present recerca analitza com el consum de pornografia pot influir en la percepció de la sexualitat, en la manera com es van construint els rols de gènere, i també en com evolucionen les relacions afectives i sexuals en joves de 18 a 25 anys que viuen a l’Alt Penedès. En general, es parteix d’un escenari força condicionat per la digitalització, l’accés primerenc a continguts sexuals explícits i una manca d’espais on s’imparteixi una educació sexual completa. La metodologia utilitzada és mixta, es combina una enquesta de tipus descriptiu amb entrevistes semiestructurades fetes a vuit joves del territori. L’enquesta ha ajudat a ubicar patrons bàsics de consum, mentre que les entrevistes han aprofundit en vivències concretes, percepcions i en els significats que les persones atribueixen a la pornografia. Els resultats indiquen que la pornografia forma part de l’experiència sexoafectiva d’una part rellevant de la mostra, sobretot durant l’adolescència. Tot i que els/les participants diuen que aquests continguts són una ficció, també admeten que poden arribar a influir en les primeres expectatives, en la percepció del cos, en el rendiment sexual, en els rols de gènere, i fins i tot en la manera d’entendre el consentiment. Per tant, la recerca conclou que la pornografia pot funcionar com una font d’aprenentatge informal, especialment quan l’educació sexual formal resulta insuficient. Des de l’àmbit de l’educació social, es planteja crear espais de confiança, reforçar l’alfabetització mediàtica i impulsar educació sexoafectiva integral, així tot amb perspectiva de gènere. [eng] This research analyzes how pornography consumption can influence the perception of sexuality, the way gender roles are constructed, and also how affective and sexual relationships evolve in young people aged 18 to 25 living in Alt Penedès. In general, it starts from a scenario that is quite conditioned by digitalization, early access to explicit sexual content and a lack of spaces where complete sexual education is taught. The methodology used is mixed, combining a descriptive survey with semi-structured interviews conducted with eight young people from the territory. The survey has helped to locate basic patterns of consumption, while the interviews have delved into specific experiences, perceptions and the meanings that people attribute to pornography. The results indicate that pornography is part of the sexual-affective experience of a significant part of the sample, especially during adolescence. Although the participants say that this content is fiction, they also admit that it can influence early expectations, body perception, sexual performance, gender roles, and even the way consent is understood. Therefore, the research concludes that pornography can function as a source of informal learning, especially when formal sex education is insufficient. From the field of social education, it is proposed to create spaces of trust, strengthen media literacy and promote comprehensive sex-affective education, all with a gender perspective.