Publicado Dec 5, 2018



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María Fernanda Rueda-Posada https://orcid.org/0000-0002-7939-828X

María Fernanda Quiroz-Padilla https://orcid.org/0000-0001-9425-2564

Juan Jose Giraldo http://orcid.org/0000-0002-9841-0336

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Resumen

Los Sistemas Centrales de Conocimiento son la base de las habilidades cognitivas de la especie humana. Teniendo en cuenta el valor evolutivo de los mismos, se buscó reconocer las relaciones o diferencias entre estos y otras variables de crecimiento (sexo y edad) y variables ambientales (nivel socioeconómico). Para ello, se evaluó cada sistema central de conocimiento y el desarrollo sociocognitivo de 164 niños y 164 niñas, entre los 37 y 71 meses de edad (M  = 54 meses; DE = 0.55). Al aplicar una prueba Kruskal-Wallis se encontró que la edad tuvo un efecto significativo sobre el índice general de desarrollo sociocognitivo (p < 0.001) y sobre el reconocimiento funcional del objeto (χ2 = 54.221, p < 0.001), del número (χ2 = 85.735, p < 0.001) y la ubicación espacial (χ2 = 8.258, p < 0.016). En contraste, no se hallaron efectos del sexo ni del nivel socioeconómico para las diferencias en los sistemas centrales de conocimiento ni en el índice de desarrollo sociocognitivo.

Keywords

core knowledge systems, executive functions, cognitive development, psychology of learningsistemas centrales de conocimiento, desarrollo cognitivo, cognición numérica, cognición social, psicología del aprendizaje

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Cómo citar
Rueda-Posada, M. F., Quiroz-Padilla, M. F., & Giraldo, J. J. (2018). Características de los Sistemas Centrales de Conocimiento en niños de 3 a 6 años de edad. Universitas Psychologica, 17(5), 1-14. https://doi.org/10.11144/Javeriana.upsy17-5.cscc
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