Mañana, JUEVES, 24 DE ABRIL, el sistema se apagará debido a tareas habituales de mantenimiento a partir de las 9 de la mañana. Lamentamos las molestias.
Los signos preverbales como herramientas de pensamiento: el origen social de la autorregulación cognitiva en niños de 14 a 18 meses de edad
Author
Basilio Seyler, MarisolAdvisor
Rodríguez Garrido, María CintiaEntity
UAM. Departamento de Psicología Evolutiva y de la EducaciónDate
2014-10-27Subjects
Niños - Desarrollo cognitivo - Tesis doctorales; Niños - Conducta social - Tesis doctorales; Niños - Autonomía (Psicología) - Tesis doctorales; Niños - Comunicación - Tesis doctorales; Educación; PsicologíaNote
Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Psicología, Departamento de Psicología Evolutiva y de la Educación. Fecha de lectura: 27-10-2014Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Abstract
From a sociocultural approach, the role of language as a tool to support the self-‐
regulation of cognitive activity has been widely studied, yet there is little evidence on
the role of prelinguistic semiotic systems in the early development of self-‐regulatory
skills. By extending Vygotsky’s hypothesis on the development of self-‐regulation to a
prelinguistic level, we propose that preverbal semiotic systems – the same that set
the basis for language acquisition – can also be used with self-‐regulatory purposes.
We observed 16 children longitudinally at 14, 16 and 18 months old in triadic
interactions (child-‐adult-‐object) with one of their parents. We designed observation
conditions that would present cognitive challenges to the children. In order to do this,
we selected three objects, which conventional uses had a clear goal that was difficult
to achieve for 14 to 18 month olds. The three objects were a shape sorter, a hammer
toy and a set of houses with keys, introducing with each object the added difficulty of
the use of an instrument (hammer and keys). Children in the study were observed
interacting with each of the objects (b) independently and (b) with the educative help
of a parent.
We integrated theoretical perspectives about children’s early communicative
development (the Pragmatic of Objects, Rodríguez & Moro, 1999), and about self-‐
regulation (Nelson & Narens, 1990; Pintrich, 2000), in order to devise relevant
categories that would allow us to identify and analyse prelinguistic tools with self-‐
regulatory functions. We also characterised parental mediation based on previous
research on scaffolding, and selected a subsample of cases to explore the variety of
semiotic mediators parents used when interacting with children.
Our results show that children engaged in progressively more complex conventional
uses of objects and instruments over time and used a variety of signs with self-‐
regulatory functions. We identified 473 of such events and analysed them
individually according to their semiotic level (ostensive, indexical, or symbolic),
direction of communication (other-‐directed or self-‐directed), and self-‐regulatory
function (planning, monitoring, control or evaluation). We present a quantitative
description of these types of gestures as well as qualitative narrative descriptions that
illustrate each of the categories observed.
Files in this item
Google Scholar:Basilio Seyler, Marisol
This item appears in the following Collection(s)
Related items
Showing items related by title, author, creator and subject.
-
Las lenguas de signos deberían ser una asignatura obligatoria en el currículum escolar, como un idioma más
Benito Rey, Marisol
2021-06-01