La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.

La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.

El objetivo del presente estudio es identificar los patrones del proceso de planificación cognitiva de niños pequeños que tienen lugar en el contexto de una situación de resolución de problemas. Utilizando un enfoque de sistemas dinámicos complejos, el presente estudio describe las principales características de la planificación cognitiva a corto plazo. Los participantes fueron 45 niños en edad preescolar (3,5 y 3,6 años), de los cuales se describen en detalle dos estudios de caso. El método microgenético fue utilizado para capturar, en dos meses, el proceso de planificación en tiempo real durante seis sesiones de recogida de datos. De esta manera se obtuvieron 96 puntos de medición por cada niño de la muestra. Como instrumento se utilizó u... Ver más

Guardado en:

Acta Colombiana de Psicología

0123-9155

1909-9711

Puche-Navarro, Rebeca

Guevara Guerrero, Marlenny

UNIVERSIDAD CATÓLICA DE COLOMBIA

10.14718/ACP.2015.18.2.2

18

2015-07-01

13

27

Colombia

Preescolares

Variabilidade

Técnica state space grid

Pré-escolares

Planejamento cognitivo

Videogame

Desenvolvimento cognitivo

Variabilidad

Técnica state space grid

Planificación cognitiva

Desarrollo cognitivo

Juego de computador

info:eu-repo/semantics/openAccess

http://purl.org/coar/access_right/c_abf2

Marlenny Guevara Guerrero - 2015

id 8566117a333e5eecb9c52c9d83bf4d14
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spelling La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
Preescolares
Acta Colombiana de Psicología
Artículo de revista
2
18
Variabilidade
Técnica state space grid
Pré-escolares
Planejamento cognitivo
Videogame
Desenvolvimento cognitivo
Variabilidad
Técnica state space grid
Universidad Católica de Colombia
Planificación cognitiva
Desarrollo cognitivo
Juego de computador
Puche-Navarro, Rebeca
Guevara Guerrero, Marlenny
El objetivo del presente estudio es identificar los patrones del proceso de planificación cognitiva de niños pequeños que tienen lugar en el contexto de una situación de resolución de problemas. Utilizando un enfoque de sistemas dinámicos complejos, el presente estudio describe las principales características de la planificación cognitiva a corto plazo. Los participantes fueron 45 niños en edad preescolar (3,5 y 3,6 años), de los cuales se describen en detalle dos estudios de caso. El método microgenético fue utilizado para capturar, en dos meses, el proceso de planificación en tiempo real durante seis sesiones de recogida de datos. De esta manera se obtuvieron 96 puntos de medición por cada niño de la muestra. Como instrumento se utilizó una tarea de resolución de problemas en un formato virtual, que exige la elaboración de un plan para alcanzar la meta. La primera parte del análisis consistió en caracterizar los desempeños de planificación de la muestra mediante el análisis de conglomerados. Como resultado, dos clústers fueron identificados. Posteriormente, para ilustrar los desempeños de la muestra, se seleccionó al azar un niño de cada clúster como estudio de caso. La segunda parte del análisis consistió en describir los dos estudios de caso. Se utilizó la técnica State Space Grids (SSG) para mostrar el surgimiento a corto plazo de la planificación cognitiva. Los resultados de los estudios de caso revelaron dos tipos de desempeño: un patrón de reducción y un patrón estable de planificación cognitiva. Estos patrones en los desempeños indican la capacidad de los niños para integrar las restricciones de la tarea y considerar estados futuros en sus acciones. En contraste con la literatura, los resultados de este estudio revelan los recursos de habilidades de planificación en niños preescolares, tales como su auto-regulación de acciones dirigidas a una meta y la anticipación de futuros estados.
Morganti F., Carassa A., Geminiani G. (2007) Planning optimal paths: A simple assessment of survey spatial knowledge in virtual environments. Computers in Human Behavior, 23(4), 1982P-1996.
Rattermann, M. J., Spector, L., Grafman, J., Levin, H. and Harward, H. (2001), Partial and total-order planning: Evidence from normal and prefrontally damaged populations. Cognitive Science, 25, 941–975. doi: 10.1207/s15516709cog2506_3.
Puche-Navarro, R., Combariza, E. & Ossa, J. C. (2012). La naturaleza no lineal de los funcionamientos inferenciales: Un estudio empírico con base en el humor gráfico [The nonlinear nature of the inferential performances: An empirical study based on the graphic humor]. Avances en Psicología Latinoamericana, 30(1) 27-38.
Puche-Navarro, R. (2000). Formación de herramientas científicas en el niño pequeño [Emergence of scientific tools in the young child]. Bogotá: Arango Editores.
Prabhakar, J., & Hudson, J. A. (2014). The development of future thinking: Young children’s ability to construct event sequences to achieve future goals. Journal of Experimental Child Psychology, http://dx.doi.org/10.1016/j.jecp.2014.02.004 .
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Newman, S.D., Greco, J.A., Lee, D. (2009). An fMRI study of the Tower of London: A look at problem structure differences. Brain Research, 1286, 123-132.
Meindertsma, H. B., van Dijk, M. W., Steenbeek, H. W., & van Geert, P. L. (2013). Assessment of Preschooler’s Scientific Reasoning in Adult–Child Interactions: What Is the Optimal Context? Research in Science Education, 1-23.
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application/pdf
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Marlenny Guevara Guerrero - 2015
https://creativecommons.org/licenses/by-nc-sa/4.0/
Inglés
https://actacolombianapsicologia.ucatolica.edu.co/article/view/111
Journal article
Atance, C. M., & Meltzoff, A. N. (2005). My future self: Young children’s ability to anticipate and explain future states. Cognitive Development, 20, 341–361.
Variability
State space grid technique
Preschoolers
Cognitive planning
Computer game
Cognitive development
The aim of this study is to identify patterns of the cognitive planning process of young children emerging in the context of a problem solving task. Using a complex dynamic systems approach, this paper depicts the main features of cognitive planning in the short term. Participants were 45 preschool children (aged 3.5 and 3.6 years) of which two case studies are described in detail. The microgenetic method was used to capture, in two months, the planning process in real time during six sessions of data collection. Thus, 96 measuring points were obtained for each child of the sample. The instrument used was a problem solving task in a virtual format, which requires the development of a plan to attain the goal. The first part of the analysis characterizes the children’s planning performance by means of cluster analysis. Two clusters were identified as a result of this analysis. In order to illustrate the performance of the sample, one child from each cluster was randomly selected as a case study. The second part of the analysis describes the two case studies. The State Space Grids (SSG) technique was used to show the short-term emergence of cognitive planning. Results of the case studies revealed two types of performance: a reduction pattern and a stable pattern of cognitive planning. These patterns indicate the ability of children to integrate the constraints of the task and consider future states in their actions. In contrast to the literature, the findings of this study reveal the resources in planning skills of preschoolers, such as self-regulation of actions aimed at attaining a goal and anticipation of future states.
Atance, C. M. (2008). Current Directions in Psychological Science, 17 (4), 295-298.
Publication
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Combariza, E., Puche-Navarro, R. (2009). ¿Entonces, es multifractal la variabilidad? El uso de la wavelet para el estudio de los funcionamientos inferenciales en niños pequeños. En R., Puche-Navarro (comp.), ¿Es la mente no lineal? [Is the mind not lineal](pp. 111-135). Fondo Editorial de la Universidad del Valle.
The emergence of cognitive short-term planning : performance of preschoolers in a problem-solving task.
Claxton, L., McCarty, M., & Keen, R. (2009). Self-directed action affects planning in tool-use task with toddlers. Infant Behavior & Development, 32, 230-233.
Chen, Y., & Keen, R. (2010). Movement planning reflects skill level and age changes in toddlers. Child Development, 81(6), 1846–1858.
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Bull, R., Espy, K. A., & Senn, T. E. (2004). A comparison of performance on the Towers of London and Hanoi in young children. Journal of Child Psychology and Psychiatry, 45,(4), 743-754.
Bishop, D. V. M., Aamodt-Leeper, G., Creswell, C., McGurk, R., & Skuse, D. H. (2001). Differences in Cognitive Planning on the Tower of Hanoi Task: Neuropsychological Maturity or Measurement Error? Journal of Child Psychology and Psychiatric, 42(4), 551-556.
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1909-9711
0123-9155
2015-07-01
2015-07-01T00:00:00Z
https://actacolombianapsicologia.ucatolica.edu.co/article/download/111/266
2015-07-01T00:00:00Z
10.14718/ACP.2015.18.2.2
https://doi.org/10.14718/ACP.2015.18.2.2
27
13
institution UNIVERSIDAD CATÓLICA DE COLOMBIA
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADCATOLICADECOLOMBIA/logo.png
country_str Colombia
collection Acta Colombiana de Psicología
title La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
spellingShingle La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
Puche-Navarro, Rebeca
Guevara Guerrero, Marlenny
Preescolares
Variabilidade
Técnica state space grid
Pré-escolares
Planejamento cognitivo
Videogame
Desenvolvimento cognitivo
Variabilidad
Técnica state space grid
Planificación cognitiva
Desarrollo cognitivo
Juego de computador
Variability
State space grid technique
Preschoolers
Cognitive planning
Computer game
Cognitive development
title_short La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
title_full La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
title_fullStr La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
title_full_unstemmed La emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
title_sort la emergencia de la planificación cognitiva a corto plazo : desempeño de niños preescolares en una tarea de resolución de problemas.
title_eng The emergence of cognitive short-term planning : performance of preschoolers in a problem-solving task.
description El objetivo del presente estudio es identificar los patrones del proceso de planificación cognitiva de niños pequeños que tienen lugar en el contexto de una situación de resolución de problemas. Utilizando un enfoque de sistemas dinámicos complejos, el presente estudio describe las principales características de la planificación cognitiva a corto plazo. Los participantes fueron 45 niños en edad preescolar (3,5 y 3,6 años), de los cuales se describen en detalle dos estudios de caso. El método microgenético fue utilizado para capturar, en dos meses, el proceso de planificación en tiempo real durante seis sesiones de recogida de datos. De esta manera se obtuvieron 96 puntos de medición por cada niño de la muestra. Como instrumento se utilizó una tarea de resolución de problemas en un formato virtual, que exige la elaboración de un plan para alcanzar la meta. La primera parte del análisis consistió en caracterizar los desempeños de planificación de la muestra mediante el análisis de conglomerados. Como resultado, dos clústers fueron identificados. Posteriormente, para ilustrar los desempeños de la muestra, se seleccionó al azar un niño de cada clúster como estudio de caso. La segunda parte del análisis consistió en describir los dos estudios de caso. Se utilizó la técnica State Space Grids (SSG) para mostrar el surgimiento a corto plazo de la planificación cognitiva. Los resultados de los estudios de caso revelaron dos tipos de desempeño: un patrón de reducción y un patrón estable de planificación cognitiva. Estos patrones en los desempeños indican la capacidad de los niños para integrar las restricciones de la tarea y considerar estados futuros en sus acciones. En contraste con la literatura, los resultados de este estudio revelan los recursos de habilidades de planificación en niños preescolares, tales como su auto-regulación de acciones dirigidas a una meta y la anticipación de futuros estados.
description_eng The aim of this study is to identify patterns of the cognitive planning process of young children emerging in the context of a problem solving task. Using a complex dynamic systems approach, this paper depicts the main features of cognitive planning in the short term. Participants were 45 preschool children (aged 3.5 and 3.6 years) of which two case studies are described in detail. The microgenetic method was used to capture, in two months, the planning process in real time during six sessions of data collection. Thus, 96 measuring points were obtained for each child of the sample. The instrument used was a problem solving task in a virtual format, which requires the development of a plan to attain the goal. The first part of the analysis characterizes the children’s planning performance by means of cluster analysis. Two clusters were identified as a result of this analysis. In order to illustrate the performance of the sample, one child from each cluster was randomly selected as a case study. The second part of the analysis describes the two case studies. The State Space Grids (SSG) technique was used to show the short-term emergence of cognitive planning. Results of the case studies revealed two types of performance: a reduction pattern and a stable pattern of cognitive planning. These patterns indicate the ability of children to integrate the constraints of the task and consider future states in their actions. In contrast to the literature, the findings of this study reveal the resources in planning skills of preschoolers, such as self-regulation of actions aimed at attaining a goal and anticipation of future states.
author Puche-Navarro, Rebeca
Guevara Guerrero, Marlenny
author_facet Puche-Navarro, Rebeca
Guevara Guerrero, Marlenny
topicspa_str_mv Preescolares
Variabilidade
Técnica state space grid
Pré-escolares
Planejamento cognitivo
Videogame
Desenvolvimento cognitivo
Variabilidad
Técnica state space grid
Planificación cognitiva
Desarrollo cognitivo
Juego de computador
topic Preescolares
Variabilidade
Técnica state space grid
Pré-escolares
Planejamento cognitivo
Videogame
Desenvolvimento cognitivo
Variabilidad
Técnica state space grid
Planificación cognitiva
Desarrollo cognitivo
Juego de computador
Variability
State space grid technique
Preschoolers
Cognitive planning
Computer game
Cognitive development
topic_facet Preescolares
Variabilidade
Técnica state space grid
Pré-escolares
Planejamento cognitivo
Videogame
Desenvolvimento cognitivo
Variabilidad
Técnica state space grid
Planificación cognitiva
Desarrollo cognitivo
Juego de computador
Variability
State space grid technique
Preschoolers
Cognitive planning
Computer game
Cognitive development
citationvolume 18
citationissue 2
publisher Universidad Católica de Colombia
ispartofjournal Acta Colombiana de Psicología
source https://actacolombianapsicologia.ucatolica.edu.co/article/view/111
language Inglés
format Article
rights info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
Marlenny Guevara Guerrero - 2015
https://creativecommons.org/licenses/by-nc-sa/4.0/
references_eng Morganti F., Carassa A., Geminiani G. (2007) Planning optimal paths: A simple assessment of survey spatial knowledge in virtual environments. Computers in Human Behavior, 23(4), 1982P-1996.
Rattermann, M. J., Spector, L., Grafman, J., Levin, H. and Harward, H. (2001), Partial and total-order planning: Evidence from normal and prefrontally damaged populations. Cognitive Science, 25, 941–975. doi: 10.1207/s15516709cog2506_3.
Puche-Navarro, R., Combariza, E. & Ossa, J. C. (2012). La naturaleza no lineal de los funcionamientos inferenciales: Un estudio empírico con base en el humor gráfico [The nonlinear nature of the inferential performances: An empirical study based on the graphic humor]. Avances en Psicología Latinoamericana, 30(1) 27-38.
Puche-Navarro, R. (2000). Formación de herramientas científicas en el niño pequeño [Emergence of scientific tools in the young child]. Bogotá: Arango Editores.
Prabhakar, J., & Hudson, J. A. (2014). The development of future thinking: Young children’s ability to construct event sequences to achieve future goals. Journal of Experimental Child Psychology, http://dx.doi.org/10.1016/j.jecp.2014.02.004 .
Phillips, L.H., Wynn, V.E., McPherson, S. & Gilhooly, K.J. (2001). Mental planning and the Tower of London task. Quarterly Journal of Experimental Psychology, 54, 579-598.
Pea, R. D. (1982). What is planning development the development of? New Directions for Child Development: Children’s Planning Strategies, 18, 5–27.
Newman, S.D., Greco, J.A., Lee, D. (2009). An fMRI study of the Tower of London: A look at problem structure differences. Brain Research, 1286, 123-132.
Meindertsma, H. B., van Dijk, M. W., Steenbeek, H. W., & van Geert, P. L. (2013). Assessment of Preschooler’s Scientific Reasoning in Adult–Child Interactions: What Is the Optimal Context? Research in Science Education, 1-23.
Miller, P. H. & Coyle, T. R. (1999). Developmental change: Lessons from microgenesis. En E. K. Scholnick, K. Nelson, S. A. Gelman & P. H. Miller (Eds.), Conceptual development. Piaget’s legacy.
Rose, L. T. & Fischer, K. W. (2009) Dynamic Development: a neo-Piagetian perspective. En: J. I. M.Carpendale & U.Mueller (eds), The Cambridge Companion to Piaget (Cambridge, Cambridge University Press), pp. 400–421.
McCormack, T., & Atance (2011). Planning in young children: A review. Developmental Review, 31(1), 1-31.
Matute, E., Chamorro, Y., Inozemtseva, O., Barrios, O., Rosselli, M., & Ardila A. (2008). Efecto de la edad en una tarea de planificación y organización en escolares [Effect of age on task planning and school organization]. Rev Neurol, 47, 61-70.
Lewis, M. D., Lamey, A. V., & Douglas, L. (1999). A new dynamic systems method for the analysis of early socioemotional development. Developmental Science, 2(4), 457–475. http://dx.doi.org/10.1111/1467-7687.00090 .
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