Variabilidad y cambio en la comprensión de deseos en niños preescolares: un estudio microgenético
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dic 15, 2021
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Juan Pablo Arroyave Hurtado
https://orcid.org/0000-0002-0582-1495
Johny Andrey Villada Zapata
https://orcid.org/0000-0002-9561-5344
Milton Eduardo Bermúdez Jaimes
https://orcid.org/0000-0002-5049-7073
https://orcid.org/0000-0002-0582-1495
Johny Andrey Villada Zapata
https://orcid.org/0000-0002-9561-5344
Milton Eduardo Bermúdez Jaimes
https://orcid.org/0000-0002-5049-7073
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Resumen
Este estudio analiza la capacidad de 14 niños (35% varones) entre 2 y 3 años (M = 2.9; SD = 0.17) para comprender los deseos. La literatura ha dado por sentado que niños de esas edades comprenden deseos simples, amparándose en una postura estructuralista del desarrollo, en la que básicamente hay una descripción de hitos que están relacionados con la edad. En contraposición a esta tradición, este estudio busca dar cuenta del cambio y la variabilidad, apoyándose en la teoría de los Sistemas Dinámicos No Lineales. Por ello, usando el método microgenético, se evaluó durante varias sesiones la capacidad de los niños para usar los deseos de otros para predecir emociones y comportamientos. Se adaptaron las tareas clásicas de Wellman y Wooley (1990), y se les presentaron a los niños en 5 sesiones, en las que había 3 variaciones de las tareas. Los datos se analizaron con la técnica de mínimos y máximos, y se encontraron un conjunto de trayectorias con muchas fluctuaciones, que distan de mostrar desempeños altos y estables como lo afirman estudios previos. Se concluye que en la investigación sobre el desarrollo, las visiones acumulativas y homogéneas dificultan la observación del cambio y de la amplitud del mismo, por ello se requiere hacer hincapié en la variabilidad.
Keywords
deseos, teoría de la mente, desarrollo, variabilidad, sistemas dinámicos, niños preescolaresdesires, theory of mind, development, variability, preschool children
References
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Asbjørn Steglich, P., & Michael, J. (2015) Why Desire Reasoning is Developmentally Prior to Belief Reasoning. Mind & Language, 30(5), 526–549. https://doi.org/10.1111/mila.12089
Astington J. W. (1993). The child’s discovery of the mind. Harvard University Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674116429
Astington, J., & Edward, M (2010) The Development of Theory of Mind in Early Childhood. Encyclopedia of infant and early childhood development. https://www.child-encyclopedia.com/sites/default/files/textes-experts/en/588/the-development-of-theory-of-mind-in-early-childhood.pdf
Bretherton, L. & Beeghly, M (1982). Talking about internal states: the acquisition of an explicit theory of mind. Developmental Psychology, 18, 906-921. https://doi.org/10.1037/0012-1649.18.6.906
Castro, J., Sierra, H., & Flórez-Romero, R. (2012). Una revisión de las relaciones entre los sistemas dinámicos y la psicología del desarrollo: Suma Psicológica, 19(2), 109-130. https://www.scielo.org.co/pdf/sumps/v19n2/v19n2a09.pdf
Conte, E., Ornaghi V., Grazzani I., Pepe A., & Cavioni, V. (2019). Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model. Frontiers in Psychology. 10, 2144. https://doi.org/10.3389/fpsyg.2019.02144
Ebert, S. (2019). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 1-20. https://doi.org/10.1016/j.jecp.2019.104739
Flynn, E., Pine, P., & Lewis, C. (2006). The microgenetic method: Time for change? The Psychologist, 19(3). https://thepsychologist.bps.org.uk/volume-19/edition-3/microgenetic-method-time-change
Foster-Hanson, E., & Rhodes, M. (2020) How origin stories shape children’s social reasoning. Cognitive Development, 56, 100962. https://doi.org/10.1016/j.cogdev.2020.100962
Goffin, K., Kochanska, G., & Eunyoon, J. (2020). Children’s theory of mind as a mechanism linking parents’ mind-mindedness in infancy with children’s conscience. Journal of Experimental Child Psychology, 193, 1-14. https://doi.org/10.1016/j.jecp.2019.104784
Gopnik, A. (2010). El bebé filosófico. México: Editorial Planeta. https://doi.org/10.1080/13698036.2010.488018
Guevara, M., & Puche-Navarro, R. (2009). ¿Se desarrolla y cambia la psicología del desarrollo hacia los sistemas dinámicos no lineales?. Avances en Psicología Latinoamericana, 27(2), 327-342. https://revistas.urosario.edu.co/index.php/apl/article/view/1178/1048
Hadwin, J., & Perner, J. (1991). Pleased and surprised: Children’s cognitive theory of emotions. British Journal of Develomental Psychology, 9, 215-234. https://doi.org/10.1111/j.2044-835X.1991.tb00872.x
Harrigan, K., Hacquard, V., & Lidz, J. (2018) Three-Year-Olds' Understanding of Desire Reports Is Robust to Conflict. Frontiers in Psychology, 19(119), 1-13. https://doi.org/10.3389/fpsyg.2018.00119
Keller, H. (2018) Parenting and socioemotional development in infancy and early childhood. Developmental Review,50, 31-41. https://doi.org/10.1016/j.dr.2018.03.001
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Puche-Navarro. R., (2015) El desarrollo cognitivo se reorganiza. Bogotà. California edit. https://california-edit.com/libro/el-desarrollo-cognitivo-se-reorganiza-emergencia-cambio-metaforas-visuales-autoregulacion/
Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month olds. Developmental Psychology, 33, 12–21 https://psycnet.apa.org/doi/10.1037/0012-1649.33.1.12
Rieffe, C. J., Meerum Terwogt, M., Koops, W., Stegge, G. T. M., & Oomen, A. (2001). Preschoolers appreciation of uncommon desires and subsequent emotions. British Journal of Developmental Psychology, 19(2), 259-274. https://doi.org/10.1348/026151001166065
Rivière, A., Arias, L., & Sarriá, E. (2014) Emotional prediction in desire mismatching or matching situations. Infancia y Aprendizaje, 30(3), 325-341. https://doi.org/10.1174/021037007781787453
Roncancio, M., & Puche-Navarro, R. (2012). Humor gráfico y comprensión de deseos. Diversitas: Perspectivas en Psicología, 8(2), 345-360. https://doi.org/10.15332/s1794-9998.2012.0002.10
Ruffman, T., Puri, A,, Galloway, O., Su, J.,& Taumoepeau, M. (2018).Variety in parental use of "want" relates to subsequent growth in children's theory of mind. Developmental Psychology, 54(4), 677-688. https://doi.org/10.1037/dev0000459
Schroeder, T. (2004). Three faces of desire. New York: Oxford University Press. En E. Zalta (ed.) The Stanford Encyclopedia of Philosophy, https://plato.stanford.edu/archives/sum2017/entries/desire
Sodian, B., & Kristen, S (2015). Theory of Mind During Infancy and Early Childhood Across Cultures, Development of. International Encyclopedia of the Social & Behavioral Sciences, 24(2), 268-273. https://doi.org/10.1016/B978-0-08-097086-8.23077-8
Steglich-Petersen, A., & Michael, J. (2015). Why Desire Reasoning is Developmentally Prior to Belief Reasoning. Mind & Language, 30(5), 526-549. https://doi.org/10.1111/mila.12089
Tauzin, T., & Gergely, G. (2018). Communicative mind-reading in preverbal infants. Scientific reports, 8(1), 1-9. https://doi.org/10.1038/s41598-018-27804-4
Vaish, A., Hepach, R., & Grossmann, T. (2018). Desire understanding in 2-year-old children: An eye-tracking study. Infant Behavior and Development, 52, 22–31. https://doi.org/10.1016/j.infbeh.2018.05.002
van Geert, P. (1994). Dynamic systems of development: Change between complexity and chaos. New York: Harvester wheatsheaf. https://psycnet.apa.org/record/1995-97670-000
van Geert, P., & van Dijk, M. (2002). Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior & Development, 25(4), 340–374. https://psycnet.apa.org/doi/10.1016/S0163-6383(02)00140-6
Wellman, H. M. (2015). Making Minds: How theory of mind develops. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199334919.001.0001
Wellman, H. M., & Woolley, J. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35(3), 245-275. https://doi.org/10.1016/0010-0277(90)90024-E
Yan, Z., & Fischer, K. (2002). Always under construction: Dynamic variations in adult cognitive microdevelopment. Human Development, 45(3), 141-160 https://doi.org/10.1159/000057070
Yott, J., & Poulin-Dubois, D. (2016). Are infants’ theory-of-mind abilities well integrated? Implicit understanding of intentions, desires, and beliefs. Journal of Cognition and Development, 17(5), 683–698. https://doi.org/10.1080/15248372.2015.1086771
Asbjørn Steglich, P., & Michael, J. (2015) Why Desire Reasoning is Developmentally Prior to Belief Reasoning. Mind & Language, 30(5), 526–549. https://doi.org/10.1111/mila.12089
Astington J. W. (1993). The child’s discovery of the mind. Harvard University Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674116429
Astington, J., & Edward, M (2010) The Development of Theory of Mind in Early Childhood. Encyclopedia of infant and early childhood development. https://www.child-encyclopedia.com/sites/default/files/textes-experts/en/588/the-development-of-theory-of-mind-in-early-childhood.pdf
Bretherton, L. & Beeghly, M (1982). Talking about internal states: the acquisition of an explicit theory of mind. Developmental Psychology, 18, 906-921. https://doi.org/10.1037/0012-1649.18.6.906
Castro, J., Sierra, H., & Flórez-Romero, R. (2012). Una revisión de las relaciones entre los sistemas dinámicos y la psicología del desarrollo: Suma Psicológica, 19(2), 109-130. https://www.scielo.org.co/pdf/sumps/v19n2/v19n2a09.pdf
Conte, E., Ornaghi V., Grazzani I., Pepe A., & Cavioni, V. (2019). Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model. Frontiers in Psychology. 10, 2144. https://doi.org/10.3389/fpsyg.2019.02144
Ebert, S. (2019). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 1-20. https://doi.org/10.1016/j.jecp.2019.104739
Flynn, E., Pine, P., & Lewis, C. (2006). The microgenetic method: Time for change? The Psychologist, 19(3). https://thepsychologist.bps.org.uk/volume-19/edition-3/microgenetic-method-time-change
Foster-Hanson, E., & Rhodes, M. (2020) How origin stories shape children’s social reasoning. Cognitive Development, 56, 100962. https://doi.org/10.1016/j.cogdev.2020.100962
Goffin, K., Kochanska, G., & Eunyoon, J. (2020). Children’s theory of mind as a mechanism linking parents’ mind-mindedness in infancy with children’s conscience. Journal of Experimental Child Psychology, 193, 1-14. https://doi.org/10.1016/j.jecp.2019.104784
Gopnik, A. (2010). El bebé filosófico. México: Editorial Planeta. https://doi.org/10.1080/13698036.2010.488018
Guevara, M., & Puche-Navarro, R. (2009). ¿Se desarrolla y cambia la psicología del desarrollo hacia los sistemas dinámicos no lineales?. Avances en Psicología Latinoamericana, 27(2), 327-342. https://revistas.urosario.edu.co/index.php/apl/article/view/1178/1048
Hadwin, J., & Perner, J. (1991). Pleased and surprised: Children’s cognitive theory of emotions. British Journal of Develomental Psychology, 9, 215-234. https://doi.org/10.1111/j.2044-835X.1991.tb00872.x
Harrigan, K., Hacquard, V., & Lidz, J. (2018) Three-Year-Olds' Understanding of Desire Reports Is Robust to Conflict. Frontiers in Psychology, 19(119), 1-13. https://doi.org/10.3389/fpsyg.2018.00119
Keller, H. (2018) Parenting and socioemotional development in infancy and early childhood. Developmental Review,50, 31-41. https://doi.org/10.1016/j.dr.2018.03.001
Ministerio de Salud. (1993). Resolución Nº 008430 de 1993. Colombia: Autor.
Puche-Navarro. R., (2015) El desarrollo cognitivo se reorganiza. Bogotà. California edit. https://california-edit.com/libro/el-desarrollo-cognitivo-se-reorganiza-emergencia-cambio-metaforas-visuales-autoregulacion/
Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month olds. Developmental Psychology, 33, 12–21 https://psycnet.apa.org/doi/10.1037/0012-1649.33.1.12
Rieffe, C. J., Meerum Terwogt, M., Koops, W., Stegge, G. T. M., & Oomen, A. (2001). Preschoolers appreciation of uncommon desires and subsequent emotions. British Journal of Developmental Psychology, 19(2), 259-274. https://doi.org/10.1348/026151001166065
Rivière, A., Arias, L., & Sarriá, E. (2014) Emotional prediction in desire mismatching or matching situations. Infancia y Aprendizaje, 30(3), 325-341. https://doi.org/10.1174/021037007781787453
Roncancio, M., & Puche-Navarro, R. (2012). Humor gráfico y comprensión de deseos. Diversitas: Perspectivas en Psicología, 8(2), 345-360. https://doi.org/10.15332/s1794-9998.2012.0002.10
Ruffman, T., Puri, A,, Galloway, O., Su, J.,& Taumoepeau, M. (2018).Variety in parental use of "want" relates to subsequent growth in children's theory of mind. Developmental Psychology, 54(4), 677-688. https://doi.org/10.1037/dev0000459
Schroeder, T. (2004). Three faces of desire. New York: Oxford University Press. En E. Zalta (ed.) The Stanford Encyclopedia of Philosophy, https://plato.stanford.edu/archives/sum2017/entries/desire
Sodian, B., & Kristen, S (2015). Theory of Mind During Infancy and Early Childhood Across Cultures, Development of. International Encyclopedia of the Social & Behavioral Sciences, 24(2), 268-273. https://doi.org/10.1016/B978-0-08-097086-8.23077-8
Steglich-Petersen, A., & Michael, J. (2015). Why Desire Reasoning is Developmentally Prior to Belief Reasoning. Mind & Language, 30(5), 526-549. https://doi.org/10.1111/mila.12089
Tauzin, T., & Gergely, G. (2018). Communicative mind-reading in preverbal infants. Scientific reports, 8(1), 1-9. https://doi.org/10.1038/s41598-018-27804-4
Vaish, A., Hepach, R., & Grossmann, T. (2018). Desire understanding in 2-year-old children: An eye-tracking study. Infant Behavior and Development, 52, 22–31. https://doi.org/10.1016/j.infbeh.2018.05.002
van Geert, P. (1994). Dynamic systems of development: Change between complexity and chaos. New York: Harvester wheatsheaf. https://psycnet.apa.org/record/1995-97670-000
van Geert, P., & van Dijk, M. (2002). Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior & Development, 25(4), 340–374. https://psycnet.apa.org/doi/10.1016/S0163-6383(02)00140-6
Wellman, H. M. (2015). Making Minds: How theory of mind develops. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199334919.001.0001
Wellman, H. M., & Woolley, J. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35(3), 245-275. https://doi.org/10.1016/0010-0277(90)90024-E
Yan, Z., & Fischer, K. (2002). Always under construction: Dynamic variations in adult cognitive microdevelopment. Human Development, 45(3), 141-160 https://doi.org/10.1159/000057070
Yott, J., & Poulin-Dubois, D. (2016). Are infants’ theory-of-mind abilities well integrated? Implicit understanding of intentions, desires, and beliefs. Journal of Cognition and Development, 17(5), 683–698. https://doi.org/10.1080/15248372.2015.1086771
Cómo citar
Arroyave Hurtado, J. P., Villada Zapata, J. A., & Bermúdez Jaimes, M. E. (2021). Variabilidad y cambio en la comprensión de deseos en niños preescolares: un estudio microgenético. Universitas Psychologica, 20, 1–14. https://doi.org/10.11144/Javeriana.upsy20.vccd
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