Iberia was one of the first overseas territories to fall under Roman control when the provinces of Hispania Citerior and Ulterior were established in 197 B.C., preceded only by Sicilia (241) and Sardinia et Corsica (227).1 Renieblas and the sites surrounding Numantia are among the first camps of Rome‘s earliest overseas expansion to be confidently identified archaeologically. They are central in analyses of the Republican army and Roman siegeworks,2 the conquest of Hispania,3 and the effects of the war on local communities.4

The area under study comprises the Autonomous Community of Madrid, a highly urbanized modern region which coincides grosso modo with the N part of what used to be Carpetania. During the Early and Later Empire, it fell within the province of Hispania Citerior Tarraconensis, embracing the N part of the conventus Carthaginensis and the SW part of the conventus Caesaraugustanus. From the early days of municipalisation of the Hispanic provinces rural sites in this region belonged to the ager of three Latin municipia: Complutum, Titulcia, and Mantua Carpetanorum (fig. 1). While it is difficult to identify the precise limits of their agri, it seems probable that Complutum, as the most important urban centre in the region, would have had the largest territorium.

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Esta investigación analiza si la estructura (no narrativa o narrativa) que caracteriza a dibujos animados incide en la habilidad narrativa e identificación de valores y contravalores frente a factores personales (edad, curso educativo, sexo y nivel atencional) o contextuales (red e índice socioeconómico y cultural del centro educativo) del alumnado de Educación Primaria. Se ha contado con la participación de 186 estudiantes que han relatado el episodio visionado. El estudio tiene un diseño cuasiexperimental con metodología mixta (cuantitativa y cualitativa). Los resultados obtenidos mediante análisis de regresión confirman que la estructura incide en mayor grado que el resto de factores. Se concluye que conviene considerar el tipo de estructura de los contenidos audiovisuales, y no solo la potencialidad en valores o contravalores, tanto en investigaciones futuras como al diseñar e implementar intervenciones en el ámbito formal e informal. This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identification of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socioeconomic and cultural index of the school) factors of Primary Education students. 186 students participated in it, who have reported on the episode watched. The study has a quasi-experimental design with blended methodology (quantitative and qualitative). The results obtained through regression analysis confirm that the structure has a greater effect than the rest of the factors. We conclude that it is advisable to consider the structure of audio-visual content, not just the potential values or countervalues, both in future research and in designing and implementing interventions in formal and informal settings.