https://uvadoc.uva.es/handle/10324/1292 Dpto. Filología Inglesa - Comunicaciones a congresos, conferencias, etc. Sat, 11 Apr 2026 23:16:16 GMT 2026-04-11T23:16:16Z https://uvadoc.uva.es/handle/10324/82678 Durante el siglo XVI, la escultura española, especialmente en Andalucía Occidental, se vio profundamente influida por la llegada de numerosos artistas del norte de Europa, principalmente de regiones como Flandes, Borgoña y Picardía. Este fenómeno migratorio, motivado en gran parte por razones económicas y estructura del mercado laboral tanto en las regiones de partida como de llegada, generó una red compleja de relaciones profesionales, familiares y sociales entre escultores foráneos y locales, que transformó el panorama artístico peninsular. El objetivo de este estudio es analizar la integración de estos artistas en la sociedad española, su organización en talleres, así como el establecimiento de vínculos entre sí y con comitentes civiles y eclesiásticos. Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/82678 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/82677 Durante los siglos XV y XVI, la escultura española vivió una etapa de intensa renovación gracias a la llegada de numerosos artistas del norte de Europa, entre los que destacaron los procedentes de la región de Lorena. Este fenómeno migratorio, enmarcado en un contexto de movilidad, tuvo un impacto decisivo en la evolución del lenguaje escultórico hispano, especialmente en el tránsito del Gótico tardío al Renacimiento. El presente estudio se propone analizar la aportación de los escultores loreneses a la escultura española del Renacimiento, atendiendo tanto a las características formales de sus obras como a sus trayectorias profesionales y a los centros donde desarrollaron su actividad. La investigación parte del análisis del contexto artístico de Lorena, una región situada entre Francia y Alemania, cuya escultura combinaba la tradición gótica con una progresiva incorporación de elementos renacentistas. De esta manera, a través del estudio comparado de obras y rasgos estilísticos, se identifican analogías formales entre ejemplos los cuales a priori no tendrían relación, lo que evidencia una circulación de modelos y una sensibilidad estética compartida a ambos lados de los Pirineos. En cuanto a los loreneses activos en España, el trabajo documenta las trayectorias de varios artífices, entre los que cabe destacar una formación técnica muy especializada y una notable capacidad de adaptación al gusto local. Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/82677 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/82676 Capítulo dedicado a los escultores septentrionales en el renacimiento sevillano, parte del monográfico Paisajes. Natura Potentior Ars: arte, naturaleza y ciencias para una disciplina del siglo XXI, resultado del XXIV Congreso Nacional de Historia del Arte, celebrado en Madrid entre 12 y el 16 de junio de 2023 en la Universidad Complutense de Madrid. Organizado por Departamento de Historia del Arte y el Comité Español de Historia del Arte (CEHA). Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/82676 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/82670 El análisis de los talleres escultóricos a finales de la Edad Media en las regiones septentrionales de Francia y sur de los Países Bajos muestra la división del trabajo según las funciones de cada artífice. Su formación polivalente les permitía reciclarse continuamente, ejercer distintos oficios dentro del taller y adaptarse mejor a las demandas del mercado. Esta formación debió de resultar beneficiosa a muchos de ellos quienes, ante un contexto gremial asfixiante, se desplazan a los territorios hispánicos Mon, 01 Jan 2018 00:00:00 GMT https://uvadoc.uva.es/handle/10324/82670 2018-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81570 Libro de Resúmenes de contribuciones en formato comunicación oral. Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81570 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81566 libro de actas/ Proceedings Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81566 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81513 libro de actas/ Proceedins Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81513 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81510 Libro de actas/ Proceedings Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81510 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81507 Libro de actas Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81507 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81505 Libro de resúmenes Sun, 01 Jan 2023 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81505 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/70735 This study investigates the impact of flipped learning (FL) on EFL instruction and the role of neuroscience in advancing this approach. FL involves students engaging with course content independently before participating in interactive classroom activities. By aligning FL with neuroscientific principles, educators can create environments that improve cognitive processes and learning outcomes. A case study conducted at a Korean university revealed that FL addresses diverse proficiency levels and increases engagement, promoting effective learning. The research highlights the need for further investigation into the potential of FL to optimize EFL instruction through a neuroscience-informed approach. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/70735 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/70732 Individuals with different L1s rely differently on suprasegmental cues when recognizing spoken words in L1 and in L2. The present study investigates the use of stress information in L2 word recognition by intermediate-level learners of Spanish with different L1s: German (i.e., a language with distinctive word stress; DE), French and Korean (i.e., languages without distinctive word stress; FR, KR). Contrary to DE, the absence of word stress in French and Korean was expected to hinder FR and KR ability to use stress in L2 Spanish word recognition. In a cross-modal word-identification task, participants listened to semantically ambiguous auditory sentences ending with incomplete two-syllable word fragments and had to choose the word that matched the heard fragment, which either contained (stressed condition) or lacked a stressed syllable (unstressed condition). While the results revealed no difference between three language groups in the unstressed condition (62%), the groups differed in the stressed condition. KR accuracy (77%) was unexpectedly higher than FR (63%) and as good as DE (76%), suggesting that, contrary to FR, KR were able to use stress to access L2 words, although word stress does not exist in their L1. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/70732 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/70731 Several factors could explain individual differences in the perception of non-native stress contrasts. This study investigates the effect of the native language (Spanish, French, Korean) and the impact of music aptitude on French and Korean listeners' performance at stress-detection in Spanish. The results showed an effect of L1, with Korean and French listeners showing poorer discrimination than native speakers. Moreover, only French (but not Korean) listeners showed a positive correlation between music aptitude and stress discrimination. These findings suggest the existence of a link between music and L2 stress discrimination in French, but not in Korean listeners. Individual differences and the high music aptitude of Korean listeners are discussed as potential explanations for the different results reported for the two groups of non-native listeners. Sun, 01 Jan 2023 00:00:00 GMT https://uvadoc.uva.es/handle/10324/70731 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/70730 The reliance on suprasegmental information for word recognition varies among languages: While Spanish uses only suprasegmental cues to word-level stress (e.g., PApa ‘potato’ vs. paPÁ ‘father’), English uses both segmental and suprasegmental cues (e.g., REcord vs. reCORD), and Korean does not have lexical stress. Unclear is whether L2 learners of Spanish can make use of suprasegmental cues to recognize stress and how lexical information influences word recognition. Advanced English and Korean L2 learners of Spanish completed a cross-modal word-identification task. They heard semantically ambiguous sentences that ended with incomplete fragments, and they were asked to choose the word corresponding to the fragment heard. Results showed that all learners can make use of stress as a cue for word recognition, but Korean learners seem to be more influenced by their L1 prosodic structure. While other analyses are undergoing, L2 proficiency has shown to lead to more native-like results. Fri, 01 Jan 2021 00:00:00 GMT https://uvadoc.uva.es/handle/10324/70730 2021-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/70728 Whereas Spanish word-initial stops can be pre-voiced or voiceless, Korean word-initial stops are always voiceless, its three-way contrast being distinguished partly by short- vs. long-lag VOT. In intervocalic position, Spanish voiced stops become spirantized and Korean lenis stops become voiced, resulting in complicated phonological mappings among the stops in the two languages. In this exploratory study we tested the perceptual assimilation and discrimination of Korean stops by native Spanish (1) naïve listeners and (2) L2 learners of Korean. It was found that both groups of listeners predominantly (roughly 70-90%) assimilated all Korean stops to a Spanish voiceless stop category, with the only major exception being intervocalic lenis stops. Differences between the listener groups were minor in the perception of word-initial stops, but much clearer in the case of intervocalic stops, which we attribute to effects of L2 experience. Discrimination accuracy was largely predicted by perceptual assimilation patterns. Tue, 01 Jan 2019 00:00:00 GMT https://uvadoc.uva.es/handle/10324/70728 2019-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/70724 In this study, we show that second-language (L2) spoken-word recognition is greatly influenced by phonemic differences between the native language (L1) and the second language (L2), and that the pairing of auditory stimuli with orthographic labels can help L2 learners, but it can also hinder their sound categorization. Spanish-speaking English learners (experimental group) completed two listening tasks: An AXB task to determine whether Spanish L2 learners show identification problem in the /b/ vs. /v/ in English and a word monitoring task, in which they monitored words containing either a /b/ or a /v/. Native English listeners (L1 control group) completed the same tasks. The results show a clear effect of L1 on L2 learners’ perception and word recognition, with the control group outperforming the experimental group. These results indicate that L1-L2 phonemic differences have pervasive consequences for spoken-word recognition, and that orthographic information may be either positive or negative in helping learners with categorizing L2 sounds. Sun, 01 Jan 2017 00:00:00 GMT https://uvadoc.uva.es/handle/10324/70724 2017-01-01T00:00:00Z