Three experiments attempted to explain why high clusterers recall more than low clusterers. In Experiment 1, we cued high and low clusterers to recall category exemplars contiguously, noncontiguously, or by free recall. Performance was best contiguously, worst noncontiguously, and intermediate in free recall. Surprisingly, the magnitude of the high-clusterer recall superiority was the same in each recall condition. In Experiment 2, we investigated whether differences between high and low clusterers involve differences in how lists are studied. Again, the high-low clusterer recall difference was the same when category exemplars were presented contiguously and randomly for study. Experiment 3 showed a high-clusterer recall superiority in unrelatedword lists. We conclude that the high-clusterer recall advantage is due not to clustering per se. Clustering can be viewed as a moderator variable that facilitates recall within the boundaries set by ability differences among subjects.

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Los desafíos de la formación ciudadana y la cohesión social frente a la des-subjetivación del sistema. Hacia una interpretación del fenómeno social desde la subjetividad*The challenges of civic education and social cohesion as opposed to the de-subjectivation of the system. Towards an interpretation of social phenomena from the subjective Os desafios da educação cidadã e da coesão social em oposição à subjetivação do sistema. Uma interpretação dos fenômenos sociais a partir da subjetividade

In a context of pervasive digitalization of the social world, both before and during the COVID-19 pandemic, the field of education has undergone major changes with the development of digital practices and settings. However, the physical presence of the subjects and the body remain something primordial and irreplaceable in traditional educational processes. Thus, it is often assumed that virtuality is opposed to the corporeal reality of the subjects involved in teaching, learning and studying. In this paper we aim to critically challenge this assumption by addressing the phenomenon of virtuality in a more original sense: as a fundamental dimension of corporeality itself. Drawing on Merleau-Ponty's phenomenological insights, we argue that the experience of the virtual is inherently embodied and fully real. We understand corporeality and virtuality as entangled and multidimensional phenomena. At the same time, this leads us to rethink the digital as only one possible medium in which virtuality can appear as inherent to embodied experience. We develop our phenomenological approach in three instances. First, we question and bracket two common assumptions about corporeality. From our critical perspective, assumptions about a disembodied digitality and a devirtualized corporeality represent extremes within which educational discourses currently move. Second, we address the inherent virtuality of embodied experience. We outline the heuristic concept of the virtual body (Merleau-Ponty) to describe corporeality and virtuality as entangled and multidimensional phenomena that encompass extension, intercorporeality and intermediality. Finally, we make some remarks on the relationships of corporeality and virtuality considering the challenges of digital education.

A 17 month old female gazelle dorca (Gazella dorcas neglecta), kept in captivity in a Spanish zoo, showed several symptoms of illness including fever, lethargy and behavioural changes. (X)-ray revealed ruminal "foreign bodies" and pneumonia with a nodular pattern. After surgical intervention, the animal died. At necropsy, histopathologic and microbiological findings were consistent with the diagnosis of disseminated histoplasmosis, with an inflammatory histological pattern associated with immunodepression in the animal, similar to those observed in patients with severe immunodeficiency (AIDS and others).