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RESUMENEl aprendizaje eficaz depende de un amplio conjunto de factores de tipo personal y contextual. Las estrategias de aprendizaje utilizadas con más frecuencia son las de organización, ya que proporcionan estructura al material de estudio. Dentro de estas estrategias, se encuentran los mapas conceptuales (Novak y Gowin, 1988). El objetivo de este estudio fue desarrollar y evaluar un programa para enseñar a elaborar y valorar mapas conceptuales. El programa se llevó a cabo con un total de 216 alumnos de cuatro grupos de la asignatura Psicología de la Educación que recibieron instrucción específica en este ámbito. Los resultados señalaron que el programa diseñado para la enseñanza de la técnica era adecuado

Eating disorders (EDs) have become one of the biggest mental-health problems in the last decades, especially among youth and women. The present study aims to analyse the suitability of Prochaska and DiClemente's Transtheoretical Model of Change when applied to the living experiences of people diagnosed with ED and their carers. For this purpose, we applied a narrative biographic approach to the ways in which people face their problems and vital development in the ED domain. Through the narrative analysis of these autobiographies, we aimed to study the patients' own notions of 'change', 'problem' and 'vital trajectory'. We focused on five autobiographic interviews of persons diagnosed as ED (four women and a man). The analysis yields three discourses which organize and give sense to our participants' vital transitions: a discourse of functional adaptation to events and experiences; one that pays attention to random events and people entering your life; and one that has the personal initiative and agency of an individual agent at its core. It also illuminates particular ways of understanding determination, contemplation and pre-contemplation. These ways of understanding change are shown to extend the possible ways of thinking about people's lives and ED patients' perspectives.