¿Planeamos a través de los gestos? Evidencia en niños, adolescentes y adultos en la resolución de la tarea de la Torre de Hanoï
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abr 26, 2018
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Mayilín de los Santos Moreno Torres
http://orcid.org/0000-0002-4072-5087
Michèle Guidetti
http://orcid.org/0000-0002-4072-5087
Michèle Guidetti
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Resumen
El objetivo de esta investigación fue estudiar la planificación de la ejecución de la tarea de la Torre de Hanoi (TOH) a través de los gestos y la palabra. Se analizaron los efectos de la edad y la complejidad de la tarea en las discordancias gestos-palabras en 144 participantes (48 niños de 8 a 10 años, 48 adolescentes de 12 a 14 años y 48 adultos de 18 a 20 años) durante sus explicaciones anticipadas a la resolución de TOH. Los resultados sugieren efectos de la complejidad de la tarea, pero no de la edad. Las discordancias gestos-palabras podrían constituirse en una manera posible de analizar explicaciones anticipadas a la resolución efectiva de las tareas, y el nivel de dificultad podría ser considerado como un indicador de desarrollo. La pregunta de la relación entre los gestos y las palabras durante la planificación de problemas complejos es, de hecho, el centro de un apasionado debate sobre la estrecha relación entre pensamiento y lenguaje. También está en el centro de la investigación sobre la comunicación y el pensamiento multimodales, según la cual la cognición humana se basa en los aspectos verbales y no verbales del comportamiento comunicativo.
Keywords
planning, Tower of Hanoi Task, gestures-speech mismatches, multimodal developmentplanificación, tarea de la Torre de Hanoï, discordancias gestos-palabras, desarrollo multimodal
References
Alibali, M. W., & Goldin-Meadow, S. (1993). Transitions in learning: What the hands reveal about a child’s state of mind. Cognitive Psychology, 25, 468-523.
Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, B. R., Jacobs, S. A., Johnson, C., & Knuth, E. J. (2014). How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction, 32(1), 65-100.
Alibali, M. W., Church, R. B., Kita, S., & Hostetter, A. B. (2014). Embodied knowledge in the development of conservation of quantity: evidence from gesture. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment in mathematics. Cognition, Equity & Society: International Perspectives (pp. 27-49). Charlotte, NC: Information Age Press.
Anderson, J. R. (1993). Problem Solving and Learning. American Psychologist, 48(1), 35-44.
Anderson, V. A. (1998). Assessing executive functions in children: biological, psychological, and developmental considerations. Neuropsychological rehabilitation, 8(3), 319-49.
Anderson, J. R., & Douglas, S. (2001). Tower of Hanoi: Evidence for the Cost of Goal Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(6), 1331-1346.
Arán, V. (2011). Funciones ejecutivas en niños escolarizados: efectos de la edad y del estrato socioeconómico. Avances en Psicología Latinoamericana, 29(1), 98-113.
Barceló, E., Lewis, S., & Moreno, M. (2006). Funciones ejecutivas en estudiantes universitarios que presentan alto y bajo rendimiento académico. Psicología desde el Caribe,18, 109-138.
Barroso-Martin, J. M., & León-Carrión, J. (2002). Funciones ejecutivas: control, planificación y organización del conocimiento. Revista de Psicología general y aplicada, 55(1), 27-44.
Blaye, A., & Chevalier, N. (2014). Contrôle exécutif et développement. Psychologie française, 59(1), 1-3.
Beilock, S. L, & Goldin-Meadow, S. (2010). Gestures changes thought by grounding it in action. Psychological Science, 21(11), 1605-1610.
Berger, R. M., Guilford. P., & Christensen, P. R. (1957). A Factor-Analytic Study of Planning Abilities. Psychological Monographs: General and Applied, 71(6), 1-31.
Byrnes, M. N., & Spitz, H. H. (1979). Developmental progression of performance on the Tower of Hanoï problem. Bulletin of the Psychonomic Society, 14(5), 379-381.
Clément, E., & Richard, J-F. (1997). Knowledge of domain effects in problem representation: the case of the Tower of Hanoi isomorphs. Thinking and Reasoning, 3(2), 133-157.
Chevalier, N. (2010). Les fonctions exécutives chez l’enfant: concepts et développement. Canadian Psychology, 51(3), 149-163.
Cook, S. W., & Tanenhaus, M. K. (2009). Embodied communication: Speaker’s gestures affect listeners’ actions. Cognition, 113(1), 98-104.
Chu, M., & Kita, S. (2016). Co-thought and co-speech gestures are generated by the same action generation process. Journal of Experimental Psychology: Learning Memory and Cognition, 42(2), 257-270.
Church, R. B., & Goldin-Meadow, S. (1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23(1), 43-71.
De Luca, C. R., Wood, S. J., Anderson, V., Buchanan, J. A., Proffitt, T. M., Mahony, K., & Pantelis, C. (2003). Normative data from the CANTAB: I. Development of executive function over the lifespan. Journal of Clinical and Experimental Neuropsychology, 25(2), 242-254.
Díaz, A., Martín, R., Jiménez, J. E., García, E., Hernández, S., & Rodríguez, C. (2012). Torre de Hanoi: datos normativos y desarrollo evolutivo de la planificación. European Journal of Education and Psychology, 5(1), 79-91.
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-68.
Egan, D. E., & Greeno, J. G. (1973). Acquiring cognitive structure by discovery and rule learning. Journal of Educational Psychology, 64(1), 85-97.
Ekman., P, & Friesen, W. V. (1969). The repertoire of non-verbal behavior: Categories, origins, usage and coding. Semiotica, 1(1), 49-98.
Garber, P. (1997). Using gesture and speech to index understanding of a problem solving task: A comparative study of adults and children explaining the Tower of Hanoi puzzle (Unpublished Ph.D. dissertation). Chicago: University of Chicago.
Garber, P., & Goldin-Meadow, S. (2002). Gesture offers insight into problem-solving in adults and children. Cognitive Science, 26, 817-831.
Goldin-Meadow, S., & Beilock, S. L. (2010). Action's influence on thought: The case of gesture. Perspectives on Psychological Science, 5(6), 664-674.
Goldin-Meadow, S. (2011). Learning though gesture. Advanced Review, 2(6), 595-607.
Goldin-Meadow, S., & Alibali. (2013). Gesture’s role in speaking, learning, and creating language. Annual Review of Psychology, 64, 257-283.
Goldin-Meadow, S. (2015). From action to abstraction: Gesture as a mechanism of change. Developmental review, 38, 167-184.
Hugues, C., & Graham, C. (2002). Measuring Executives Functions in Childhood: Problems and Solutions. Child and Adolescent Mental Health, 7(3), 131-142.
Kita, S., Alibali, M. W., & Chu, M. (2017). How Do Gestures Influence Thinking and Speaking? The Gesture-for-Conceptualization Hypothesis. Psychological Review, 124(3), 245-266.
Lezak, M. D. (1995). Neuropsychological assessment. New York: Oxford University Press.
McNeill, D. (2005). Gestures and Thought. Chicago, IL: University of Chicago Press.
Miller, G. A., Galanter, E., & Pribram, K.H. (1960). Plans and the Structure of Behavior. New York: Holt.
Miyake, A., Friedman P. N., Emerson, M. J., Witski, A. H., Howerter, A., & Wager, T. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: a latent variable analysis. Cognitive Psychology, 41(1), 49-100.
Monette, S., & Bigras, M. (2008). La mesure des fonctions exécutives chez les enfants d’âge préscolaire. Psychologie canadienne, 49(4), 323-341.
Mumford D. M., Schultz A.R., & Van Doorn, R. J. (2001). Performance in Planning: Processes, Requirements, and Errors. Review of General Psychology, 5(3), 213-240.
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
Novack, M., & Goldin-Meadow, S. (2017). Gesture as representational action: A paper about function. Psychonomic Bulletin and Review, 24(3), 652-665.
Osburn., H. K & Mumford, M. D. (2006). Creativity and Planning: Training Interventions to Develop Creative Problem-Solving Skills. Creativity Research Journal, 18(2), 173-190.
Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3(4), 359-400.
Perry, M., & Elder, A. D. (1997). Knowledge in transition: adults’ developing understanding of a principle of physical causality. Cognitive Development, 12(1), 131-157.
Piaget, J. (1974). La prise de conscience. Paris: PUF.
Reed, S. (1999). Cognition : théories et applications. Paris: De Boek.
Richard, J. F. (1982). Planification et organisation des actions dans la résolution du problème de la Tour de Hanoï par des enfants de 7 ans. L’année psychologique, 82(2), 307-336.
Richard, J. F. (1988). Les activités de planification chez l'enfant. Revue française de pédagogie, 82(1), 33-37.
Richard, J. F. (1997). La résolution de problèmes. Recherche en soins infirmiers, 50, 47-54.
Richard J. F. (2004). Les activités mentales. Paris: Armand Colin.
Rönnlund, M., Lövdén, M., & Lars-Göran, N. (2001). Adult age differences in Tower of Hanoi Performance: Influence from demographic and cognitive variables. Aging, Neuropsychology, and Cognition, 8(4), 269-283.
Trofatter, C., Kontra, C., Beilock, S., & Goldin-Meadow, S. (2014). Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words. Language, Cognition and Neuroscience, 30(3), 251-260.
Welsh, M. C. (1991). Rule-Guided Behavior and Self-Monitoring on the Tower of Hanoi Disk-Transfer Task. Cognitive Development, 6(1), 59-76.
Welsh, M. C., Penington, B. F., & Groisser, D. B. (1991). A normative developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7(2), 131-149.
Welsh, M. C., Satterlee-Cartmell, T., & Stine, M. (1999). Towers of Hanoi and London: Contribution of Working Memory and Inhibition to Performance. Brain and Cognition, 41(2), 231-242.
Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, B. R., Jacobs, S. A., Johnson, C., & Knuth, E. J. (2014). How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction, 32(1), 65-100.
Alibali, M. W., Church, R. B., Kita, S., & Hostetter, A. B. (2014). Embodied knowledge in the development of conservation of quantity: evidence from gesture. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment in mathematics. Cognition, Equity & Society: International Perspectives (pp. 27-49). Charlotte, NC: Information Age Press.
Anderson, J. R. (1993). Problem Solving and Learning. American Psychologist, 48(1), 35-44.
Anderson, V. A. (1998). Assessing executive functions in children: biological, psychological, and developmental considerations. Neuropsychological rehabilitation, 8(3), 319-49.
Anderson, J. R., & Douglas, S. (2001). Tower of Hanoi: Evidence for the Cost of Goal Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(6), 1331-1346.
Arán, V. (2011). Funciones ejecutivas en niños escolarizados: efectos de la edad y del estrato socioeconómico. Avances en Psicología Latinoamericana, 29(1), 98-113.
Barceló, E., Lewis, S., & Moreno, M. (2006). Funciones ejecutivas en estudiantes universitarios que presentan alto y bajo rendimiento académico. Psicología desde el Caribe,18, 109-138.
Barroso-Martin, J. M., & León-Carrión, J. (2002). Funciones ejecutivas: control, planificación y organización del conocimiento. Revista de Psicología general y aplicada, 55(1), 27-44.
Blaye, A., & Chevalier, N. (2014). Contrôle exécutif et développement. Psychologie française, 59(1), 1-3.
Beilock, S. L, & Goldin-Meadow, S. (2010). Gestures changes thought by grounding it in action. Psychological Science, 21(11), 1605-1610.
Berger, R. M., Guilford. P., & Christensen, P. R. (1957). A Factor-Analytic Study of Planning Abilities. Psychological Monographs: General and Applied, 71(6), 1-31.
Byrnes, M. N., & Spitz, H. H. (1979). Developmental progression of performance on the Tower of Hanoï problem. Bulletin of the Psychonomic Society, 14(5), 379-381.
Clément, E., & Richard, J-F. (1997). Knowledge of domain effects in problem representation: the case of the Tower of Hanoi isomorphs. Thinking and Reasoning, 3(2), 133-157.
Chevalier, N. (2010). Les fonctions exécutives chez l’enfant: concepts et développement. Canadian Psychology, 51(3), 149-163.
Cook, S. W., & Tanenhaus, M. K. (2009). Embodied communication: Speaker’s gestures affect listeners’ actions. Cognition, 113(1), 98-104.
Chu, M., & Kita, S. (2016). Co-thought and co-speech gestures are generated by the same action generation process. Journal of Experimental Psychology: Learning Memory and Cognition, 42(2), 257-270.
Church, R. B., & Goldin-Meadow, S. (1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23(1), 43-71.
De Luca, C. R., Wood, S. J., Anderson, V., Buchanan, J. A., Proffitt, T. M., Mahony, K., & Pantelis, C. (2003). Normative data from the CANTAB: I. Development of executive function over the lifespan. Journal of Clinical and Experimental Neuropsychology, 25(2), 242-254.
Díaz, A., Martín, R., Jiménez, J. E., García, E., Hernández, S., & Rodríguez, C. (2012). Torre de Hanoi: datos normativos y desarrollo evolutivo de la planificación. European Journal of Education and Psychology, 5(1), 79-91.
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-68.
Egan, D. E., & Greeno, J. G. (1973). Acquiring cognitive structure by discovery and rule learning. Journal of Educational Psychology, 64(1), 85-97.
Ekman., P, & Friesen, W. V. (1969). The repertoire of non-verbal behavior: Categories, origins, usage and coding. Semiotica, 1(1), 49-98.
Garber, P. (1997). Using gesture and speech to index understanding of a problem solving task: A comparative study of adults and children explaining the Tower of Hanoi puzzle (Unpublished Ph.D. dissertation). Chicago: University of Chicago.
Garber, P., & Goldin-Meadow, S. (2002). Gesture offers insight into problem-solving in adults and children. Cognitive Science, 26, 817-831.
Goldin-Meadow, S., & Beilock, S. L. (2010). Action's influence on thought: The case of gesture. Perspectives on Psychological Science, 5(6), 664-674.
Goldin-Meadow, S. (2011). Learning though gesture. Advanced Review, 2(6), 595-607.
Goldin-Meadow, S., & Alibali. (2013). Gesture’s role in speaking, learning, and creating language. Annual Review of Psychology, 64, 257-283.
Goldin-Meadow, S. (2015). From action to abstraction: Gesture as a mechanism of change. Developmental review, 38, 167-184.
Hugues, C., & Graham, C. (2002). Measuring Executives Functions in Childhood: Problems and Solutions. Child and Adolescent Mental Health, 7(3), 131-142.
Kita, S., Alibali, M. W., & Chu, M. (2017). How Do Gestures Influence Thinking and Speaking? The Gesture-for-Conceptualization Hypothesis. Psychological Review, 124(3), 245-266.
Lezak, M. D. (1995). Neuropsychological assessment. New York: Oxford University Press.
McNeill, D. (2005). Gestures and Thought. Chicago, IL: University of Chicago Press.
Miller, G. A., Galanter, E., & Pribram, K.H. (1960). Plans and the Structure of Behavior. New York: Holt.
Miyake, A., Friedman P. N., Emerson, M. J., Witski, A. H., Howerter, A., & Wager, T. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: a latent variable analysis. Cognitive Psychology, 41(1), 49-100.
Monette, S., & Bigras, M. (2008). La mesure des fonctions exécutives chez les enfants d’âge préscolaire. Psychologie canadienne, 49(4), 323-341.
Mumford D. M., Schultz A.R., & Van Doorn, R. J. (2001). Performance in Planning: Processes, Requirements, and Errors. Review of General Psychology, 5(3), 213-240.
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
Novack, M., & Goldin-Meadow, S. (2017). Gesture as representational action: A paper about function. Psychonomic Bulletin and Review, 24(3), 652-665.
Osburn., H. K & Mumford, M. D. (2006). Creativity and Planning: Training Interventions to Develop Creative Problem-Solving Skills. Creativity Research Journal, 18(2), 173-190.
Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3(4), 359-400.
Perry, M., & Elder, A. D. (1997). Knowledge in transition: adults’ developing understanding of a principle of physical causality. Cognitive Development, 12(1), 131-157.
Piaget, J. (1974). La prise de conscience. Paris: PUF.
Reed, S. (1999). Cognition : théories et applications. Paris: De Boek.
Richard, J. F. (1982). Planification et organisation des actions dans la résolution du problème de la Tour de Hanoï par des enfants de 7 ans. L’année psychologique, 82(2), 307-336.
Richard, J. F. (1988). Les activités de planification chez l'enfant. Revue française de pédagogie, 82(1), 33-37.
Richard, J. F. (1997). La résolution de problèmes. Recherche en soins infirmiers, 50, 47-54.
Richard J. F. (2004). Les activités mentales. Paris: Armand Colin.
Rönnlund, M., Lövdén, M., & Lars-Göran, N. (2001). Adult age differences in Tower of Hanoi Performance: Influence from demographic and cognitive variables. Aging, Neuropsychology, and Cognition, 8(4), 269-283.
Trofatter, C., Kontra, C., Beilock, S., & Goldin-Meadow, S. (2014). Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words. Language, Cognition and Neuroscience, 30(3), 251-260.
Welsh, M. C. (1991). Rule-Guided Behavior and Self-Monitoring on the Tower of Hanoi Disk-Transfer Task. Cognitive Development, 6(1), 59-76.
Welsh, M. C., Penington, B. F., & Groisser, D. B. (1991). A normative developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7(2), 131-149.
Welsh, M. C., Satterlee-Cartmell, T., & Stine, M. (1999). Towers of Hanoi and London: Contribution of Working Memory and Inhibition to Performance. Brain and Cognition, 41(2), 231-242.
Cómo citar
Moreno Torres, M. de los S., & Guidetti, M. (2018). ¿Planeamos a través de los gestos? Evidencia en niños, adolescentes y adultos en la resolución de la tarea de la Torre de Hanoï. Universitas Psychologica, 17(2), 1–13. https://doi.org/10.11144/Javeriana.upsy17-2.pgec
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