Errors in a running memory task are analysed. Participants were presented with a variable-length list of items and were asked to report the last four items. It has been proposed (Morris & Jones, 1990) that this task requires two mechanisms: the temporal storage of the target set by the articulatory loop and its updating by the central executive. Two implicit assumptions in this proposal are (a) the preservation of serial order, and (b) participants' capacity to discard earlier items from the target subset as list presentation is running, and new items are appended. Order preservation within the updated target list and the inhibition of the outdated list items should imply a relatively higher rate of location errors for items from the medial positions of the target list and a lower rate of intrusion errors from the outdated and inhibited items from the pretarget positions. Contrary to these expectations, for both consonants (Experiment 1) and words (Experiment 2) we found recency effects and a relatively high rate of intrusions from the final pretarget positions, most of them from the very last. Similar effects were apparent with the embedded four-item lists for catch trials. These results are clearly at odds with the presumed updating by the central executive.

Background The present study analysed how relevance instructions affect eye movement patterns and the performance in a summary task of six expository texts. Methods Forty‐one undergraduate students participated in the experiment; half of them were instructed to make an oral summary of the main ideas focusing on the ‘why’ question that appeared at the end of the first paragraph (specific relevance instruction), while the other half were instructed to make an oral summary of the main ideas of the text (general relevance instruction). Results Eye movement patterns revealed that specific instructions promoted more and longer fixations and more regressions for relevant information than general instructions. A higher percentage of words in the summary task related to relevant information was recalled when readers received specific instructions. Conclusions These findings suggest that relevance instructions influence how readers enact strategies to meet their reading goals and how these strategies are reflected on memory.

In the context of urban life, some monuments are ecologically relevant landmarks for some people. However, previous research on the topic of incidental memory of everyday settings has relatively ignored how people remember monuments from their environments. The present work examined visual memory (i.e., recall and recognition) and metamemory for the Puerta de Alcalá (“Alcalá Gate” in English), a famous ornamental monument in the city of Madrid (Spain). Despite the monument’s perceptual simplicity, participants showed poor visual memory of it in a recall task (drawings), as only 16% of them correctly drew the monument; moreover, only 45% of the participants correctly recognized it in a four-alternative forced-choice test. In contrast, participants reported higher levels of confidence for both recall and recognition (51.57 ± 20.5 and 79.54 ± 19.6, respectively on a 100-point scale). Importantly, memory performance did not vary as a function of the number of years lived near the monument or of the self-reported contact frequency (familiarity) with the monument. The current findings have relevant implications in understanding the link between visual attention, memory, and metamemory in real-world settings.

El artículo presenta resultados de una investigación más amplia cuyo objetivo es caracterizar a los telebachilleratos comunitarios en el estado de Guanajuato. Si bien estos no son nuevos en el país, sí lo son bajo la figura actual de telebachilleratos comunitarios. Esta opción educativa representa una estrategia de incremento de la cobertura para la educación media superior en la entidad, en particular en poblaciones rurales. Sin embargo, como subsistema relativamente nuevo, se desconoce su funcionamiento, características y condiciones de operación y desarrollo. Siguiendo la perspectiva de la evaluación sistemática, y a través del análisis documental y del trabajo de campo con los responsables de esta modalidad educativa en Guanajuato, este trabajo muestra una caracterización inicial que da cuenta de las condiciones que dieron origen a esta opción de educación media. Analiza las condiciones de desarrollo institucional y la relación conflictiva y estratégica con las telesecundarias y las comunidades. Como un punto importante de su caracterización, se destaca el ámbito comunitario, al cual se recurre para marcar su signo de distinción respecto a los demás subsistemas.The article presents the results of a wide research having the aim to characterize Telebachilleratos Comunitarios in the state of Guanajuato. Despite having a long time operating in Mexico in other states, they have been recently created in Guanajuato. This educational opportunity is representing a strategy for increasing the offer of upper secondary education in rural communities around the state. In spite of the fact that Telebachilleratos Comunitarios are a novel subsystem in upper secondary education, its operation, characteristics and development are unknown. In this research, different means such as systematic assessment, documentary analysis and fieldwork were applied in order to obtain an initial characterization of Telebachilleratos that allows to be aware of the conditions that enabled the emergence of this subsystem. The conditions of the institutional development, and relationship issues among Telesecundarias, rural communities and Telebachilleratos are also analyzed in this study. A remarkable point shown as a result of Telebachilleratos characterization is that these educational centers work on-site among rural communities.

El artículo muestra resultados de una investigación que ha tenido por objetivo general analizar las valoraciones de los jóvenes estudiantes de los telebachilleratos comunitarios (TBC), en particular de la formación recibida, así como los impactos en su perspectiva a futuro. Bajo una mirada cualitativa, en particular con la aplicación de un cuestionario de preguntas abiertas a los estudiantes, y desde el marco de la nueva ruralidad y la acumulación de desventajas, se accede a las valoraciones de los jóvenes sobre su paso por esta modalidad educativa. En primer lugar se les caracteriza como jóvenes que trabajan y estudian, teniendo al trabajo como la actividad principal en el contexto rural. También sedestacan sus valoraciones sobre la asistencia al TBC, es decirla cercanía, posibilidad de seguir trabajando, poco gasto, baja matricula, mejor atención y aprendizajes. Se discute el impacto en sus perspectivas a futuro, encontrando en eltrabajo una de las imposibilidades de acceder a estudios superiores, y se muestran las condiciones de desventaja alas que se enfrentan pese a cursar la educación media, ubicando, entre otras, a la ausencia de sociabilidad juvenil como uno de los aspectos más destacados por los mismos actores.