AIS: Ars Iuris Salmanticensis

Journal out of circulation

Some considerations about the problematic regulation of integrated distribution agreements

Abstract

This paper attempts to address the problems associated to the regulatory process of the distribution agreements that our country has experienced for more than a decade. After the failed attempts produced until now, with the start of the parliamentary term a new opportunity opens to try to take the sector out of the legal vacuum it now finds itself in. This paper is intended, consequently, as a state of the question, in which we give a report on the developments that have occurred until now, to reflect, next, on the best way of trying to guide regulations on the matter.

The difficulties that the long-awaited Ley de Contratos de Distribución Comercial poses are numerous and deep. Given the strong conflict of interests between manufacturers and distributors and the lack of consensus in the industry, this work stresses the convenience of preparing a text based on default rules, where the legislator must resist the temptation of trying to rebalance the distributive relationships and to reach a further development of the codes of conduct in the sector, self-regulation instruments par excellence.

  • Referencias
  • Cómo citar
  • Del mismo autor
  • Métricas

ALBARRACÍN, Ll. y GORGORIÓ, N. (2013) Problemas de estimación de grandes cantidades: modelización e influencia del contexto. Revista Latinoamericana de Investigación en Matemática Educativa, 16 (3), 289-315. http://dx.doi.org/10.12802/relime.13.1631.

BARNETT, S. M. y CECI, S. J. (2002) When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612-637. http://dx.doi.org/10.1037/00332909.128.4.612.

BOGARD, T.; LIU, M. y CHIANG, V. (2013) Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners’ Cognitive Processes. Educational Technology Research and Development, 61 (3), 465-503. http://dx.doi. org/10.1007/s11423-013-9295-4.

CHI, M. T. H.; FELTOVICH, P. J. y GLASER, R. (1981) Categorization and representation of physics problems by novices and experts. Cognitive Science, 5, 121-152. http://dx.doi.org/10.1207/s15516709cog0502_2.

DE LA FUENTE, J. (1992) El problema de recordar un problema para resolver un problema. Anuario de Psicología, 52, 17-39.

FARIES, J. M. y REISER, B. J. (1988) Access and use of previous solutions in a problem solving situation. Proceedings of the Tenth Annual Conference of the Cognitive Science Society. Montreal. Consultado el 13 de diciembre de 2013 http://www.dtic.mil/dtic/tr/fulltext/ u2/a224717.pdf.

GOLDSTEIN, E. B. (2005) Cognitive Psychology. Connecting Mind, Research, and Everyday Experience. Belmont, Thomson Wadsworth.

GOLDSTONE, R. L. y SAKAMOTO, Y. (2003) The transfer of abstract principles governing complex adaptative systems. Cognitive Psychology, 46, 414-466. http://dx.doi.org/10.1016/ S0010-0285(02)00519-4.

GÓMEZ-FERRAGUD, C. B.; SOLAZ-PORTOLÉS, J. J. y SANJOSÉ, V. (2013a) Analogy construction and success in mathematics and science problem-solving: a study with secondary students. Journal of Psychodidactics, 18 (1), 81-108.

GÓMEZ-FERRAGUD, C. B.; SOLAZ-PORTOLÉS, J. J. y SANJOSÉ, V. (2013b) Efectos de la similitud superficial y estructural sobre la transferencia a partir de análogos en problemas de alta y baja familiaridad: primeros resultados. Enseñanza de las Ciencias, 31 (1), 135-151.

GÓMEZ-FERRAGUD, C. B.; SOLAZ-PORTOLÉS, J. J. y SANJOSÉ, V. (2014) Dificultades para codificar, relacionar y categorizar problemas verbales algebraicos: dos estudios con estudiantes de secundaria y profesores en formación. Aceptado para su publicación en Bolema: Mathematics Education Bulletin. http://dx.doi.org/10.1387/RevPsicodidact.5533.

HOLLAND, J. H.; HOLYOAK, K. J.; NISBETT, R. E. y THAGARD, P. (1986) Induction: Processes of Inference, Learning, and Discovery. Cambridge-MA, MIT Press.

HOLYOAK, K. J. (1984) Analogical thinking and human intelligence, en STERNBERG, R. J. (ed.) Advances in the psychology of human intelligence (vol. 2). Hilsdale-NJ, Erlbaum, 199-230.

HOLYOAK, K. J. y KOH, K. (1987) Surface and structural similarity in analogical transfer. Memory & Cognition, 15 (4), 332-340. http://dx.doi.org/10.3758/BF03197035.

JONASSEN, D. H. (2003) Using cognitive tools to represent problems. Journal of Research in Technology in Education, 35 (3), 362-381. http://dx.doi.org/10.1080/15391523.2003.1 0782391.

KEANE, M. T. (1988) Analogical problem solving. Chichester, Ellis Horwood.

KINTSCH, W. (1998) Comprehension: a paradigm for cognition. Cambridge-UK, Cambridge University Press.

KINTSCH, W. y GREENO, J. (1985) Understanding and solving word arithmetic problems. Psychological Review, 92 (1), 109-129. http://dx.doi.org/10.1037/0033-295X.92.1.109.

KURTZ, K. J. y LOEWESTEIN, J. (2007) Converging on a new role for analogy in problem solving and retrieval: When two problems are better than one. Memory & Cognition, 35 (2), 334-341. http://dx.doi.org/10.3758/BF03193454.

LÓPEZ, O.; HEDERICH, C. y CAMARGO, A. (2012) Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo. Suma Psicológica, 19 (2), 39-50.

NEWEL, A. y SIMON, H. A. (1972) Human problem solving. Englewood Cliffs-NJ, Prentice Hall.

RUMELHART, D. E. (1989) Toward a microstructural account of human reasoning, en VOSNIADOU, S. y ORTONY, A. (eds.) Similarity and analogical reasoning. Cambridge, Cambridge University Press, 298-312.

SANJOSÉ, V.; SOLAZ-PORTOLÉS, J. J. y VALENZUELA, T. (2009) Transferencia inter-dominios en resolución de problemas: una propuesta instruccional basada en el proceso de «traducción algebraica». Enseñanza de las Ciencias, 27 (2), 169-184.

SOLAZ-PORTOLÉS, J. J.; RODRÍGUEZ, C.; GÓMEZ, A. y SANJOSÉ, V. (2010) Conocimiento metacognitivo de las estrategias y habilidades mentales utilizadas para resolver problemas: un estudio con profesores de ciencias en formación. Didáctica de las Ciencias Experimentales y Sociales, 24, 139-152.

SOLAZ-PORTOLÉS, J. J. y SANJOSÉ, V. (2008a) Conocimientos y procesos cognitivos en la resolución de problemas de ciencias: consecuencias para la enseñanza. Magis. Revista Internacional de Investigación en Educación, 1 (1), 147-162.

SOLAZ-PORTOLÉS, J. J. y SANJOSÉ, V. (2008b) Types of knowledge and their relations to problem solving in science: directions for practice. Sísifo. Educational Sciences Journal, 6, 105112. Consultado el 5 de noviembre de 2013 http://sisifo.fpce.ul.pt.

SOLAZ-PORTOLÉS, J. J.; SANJOSÉ, V. y GANGOSO, Z. (2013) La investigación en resolución de problemas instruccionales. Efectos de variables del problema y de las variables cognitivas, metacognitivas y motivacionales del resolutor, en BENEGAS, J.; PÉREZ DE LANDAZÁBAL, M. C. y OTERO, J. (eds.) El aprendizaje activo de la Física Básica Universitaria. Santiago de Compostela, Andavira Editora, 95-118.

SOLAZ-PORTOLÉS, J. J.; SANJOSÉ, V. y GÓMEZ, C. (2011) La investigación sobre la influencia de las estrategias y la motivación en resolución de problemas: implicaciones para la enseñanza. Latin American Journal of Physics Education, 5 (4), 788-795.

STERNBERG, R. J. (1982) Reasoning, problem solving, and intelligence, en STERNBERG, R. J. (ed.) Handbook of human intelligence. Cambridge, Cambridge University Press, 225-307.

VAN LEHN, K. (1990) Problem solving and cognitive skill acquisition, en SIMON, H. A. y KAPLAN, C. A. (eds.) Foundations of Cognitive Science. Cambridge-MA, Harvard University Press, 1-52.

VERHOEVEN, L. y PERFETTI, C. (2008) Advances in text comprehension: model, process and development. Applied Cognitive Psychology, 22, 293-301. http://dx.doi.org/10.1002/ acp.1417.

Some considerations about the problematic regulation of integrated distribution agreements. (2016). AIS: Ars Iuris Salmanticensis, 4(2), 75-101. https://revistas.usal.es/cuatro/index.php/ais/article/view/15342

Author Biography

Pablo Jarne Muñoz

Universidad de Zaragoza
Doctor en Derecho
+ −