المؤلفون: Chaverri Chaves, Pablo, Conejo, L. Diego, León-González, Sara P., Arrieta-Ávila, L. Alonso

المصدر: https://revistascientificas.cuc.edu.co/JACN/article/view/4586Test.

مصطلحات موضوعية: Self-control, Preschoolers, Delay of gratification, Candy test, Decision making, Report de la gratification, Autocontrol, Preescolares, Postergación de la gratificación, Tarea de la golosina, Toma de decisiones, Pré-escolares, Autocontrole, Adiamento da procrastinação, Teste do marshmallow, Tomada de decisão, Maîtrise de soi, Enfants d’âge préscolaire, Test du marshmallow, Prise de décision

الوصف: This study analyzed the effect of confidence in the experimenter on the performance of a group of Costa Rican preschoolers on self-control. In addition, the effect of socioeconomic status on performance on the marshmallow task was analyzed by a comparison of children from both different schools (public vs private) and different socioeconomic contexts within each school. The sample of participants was 67 children (26 girls, M of age = 63 months, SD = 6.03). Effects were found, both of the confidence in the experimenter and of the socio-economic status in self-control. The implications of this study for future studies with children and families are discussed. ; Este estudio analizó el efecto de la confianza en la persona experimentadora sobre el desempeño de un grupo de niñas(os) preescolares costarricenses en el autocontrol. Adicionalmente, se analizó el efecto del estatus socioeconómico en el desempeño en la tarea de la golosina por medio de una comparación de niños provenientes tanto de diferentes escuelas (pública vs privada) como de distintos contextos socioeconómicos al interior de cada escuela. La muestra de participantes fue de 67 niños(as) (26 niñas, M de edad = 63 meses, D.T. = 6.03). Se encontraron efectos, tanto de la confianza en la persona experimentadora, como del contexto socioeconómico en el autocontrol. Se discuten las implicaciones de este estudio para futuros trabajos con niñas y niños, y familias. ; Este estudo analisou o efeito da confiança no experimentador sobre o desempenho de um grupo de meninas pré-escolares costarriquenhas em autocontrole. Além disso, o efeito do status socioeconômico sobre o desempenho na tarefa do tratamento foi analisado por uma comparação de crianças de escolas diferentes (públicas vs privadas) e diferentes contextos socioeconômicos dentro de cada escola. A amostra de participantes foi de 67 meninos (26 meninas, M de idade × 63 meses, D.T.s 6.03). Foram encontrados efeitos, tanto da confiança na pessoa experiente quanto do contexto socioeconômico no autocontrole. As ...

وصف الملف: 19 páginas; application/pdf

العلاقة: Journal of Applied Cognitive Neuroscience; Beran, M. J. (2018). Self-control in animals and people. Academic Press.; Brito, N. H.; Piccolo, L. R. & Noble, K. G. (2017). Associations between cortical thickness and neurocognitive skills during childhood vary by family socioeconomic factors. Brain and Cognition, 116, 54–62. https://doi.org/10.1016/j.bandc.2017.03.007Test; Chaverri, P.; Barrantes, R. & Conejo, D. (2021). El test de la golosina en contexto: ¿cómo influye el entorno social en la toma de decisiones y el autocontrol? Ciencias Psicológicas, 15(2), 1–11. https://doi.org/10.22235/cp.v15i2.2486Test; Cecchini, S. & Martínez C., R. (2011). Protección social inclusiva en América Latina: Una mirada integral, un enfoque de derechos (1. ed). Organización de las Naciones Unidas; Comisión Económica para América Latina y el Caribe-CEPAL. https://www.cepal.org/es/publicaciones/2593-proteccion-social-inclusiva-america-latina-mirada-integral-un-enfoque-derechosTest; Denison, S. & Xu, F. (2010). Twelve- to 14-month-old infants can predict single-event probability with large set sizes: Twelve- to 14-month-olds can predict single-event probability. Developmental Science, 13(5), 798–803. https://doi.org/10.1111/j.1467-7687.2009.00943.xTest; Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750Test; Doebel, S.; Michaelson, L. E. & Munakata, Y. (2019). Good Things Come to Those Who Wait: Delaying Gratification Likely Does Matter for Later Achievement (A Commentary on Watts, Duncan, & Quan, 2018). Psychological Science, 31(1), 97–99. https://doi.org/10.1177/0956797619839045Test; Farah, M. J.; Shera, D. M.; Savage, J. H.; Betancourt, L.; Giannetta, J. M.; Brodsky, N. L.; Malmud, E. K. & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research, 1110(1), 166–174. https://doi.org/10.1016/j.brainres.2006.06.072Test; Gergely, G.; Bekkering, H. & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415(6873), 755–755. https://doi.org/10.1038/415755aTest; Gopnik, A.; Glymour, C.; Sobel, D. M.; Schulz, L. E.; Kushnir, T. & Danks, D. (2004). A Theory of Causal Learning in Children: Causal Maps and Bayes Nets. Psychological Review, 111(1), 3–32. https://doi.org/10.1037/0033-295X.111.1.3Test; Gweon, H. & Schulz, L. (2011). 16-Month-Olds Rationally Infer Causes of Failed Actions. Science, 332(6037), 1524–1524. https://doi.org/10.1126/science.1204493Test; Hackman, D. A. & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003Test; Holland, M. L.; Condon, E. M.; Younts, C. W. & Sadler, L. S. (2019). Birth outcomes of second children after community-based home visiting: A research protocol. Research in Nursing & Health, 42(2), 96–106. https://doi.org/10.1002/nur.21931Test; Ihaka, R. & Gentleman, R. (2022). R (version 4.1.3). [Software]. R Development Core Team.http://www.R-project.orgTest/; Johnson, S. B.; Riis, J. L. & Noble, K. G. (2016). State of the Art Review: Poverty and the Developing Brain. Pediatrics, 137(4), 1–16. https://doi.org/10.1542/peds.2015-3075Test; Kia-Keating, M.; Nylund-Gibson, K.; Kia-Keating, B. M.; Schock, C. & Grimm, R. P. (2018). Longitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty. Journal of Child and Family Studies, 27(2), 398–411. https://doi.org/10.1007/s10826-017-0883-5Test; Kidd, C.; Palmeri, H. & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109–114. https://doi.org/10.1016/j.cognition.2012.08.004Test; Lahti, M.; Evans, C. B. R.; Goodman, G.; Schmidt, M. C. & LeCroy, C. W. (2019). Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills. Children and Youth Services Review, 99, 451–460. https://doi.org/10.1016/j.childyouth.2019.01.022Test; Lamm, B.; Keller, H.; Teiser, J.; Gudi, H.; Yovsi, R. D.; Freitag, C.; Poloczek, S.; Fassbender, I.; Suhrke, J.; Teubert, M.; Vöhringer, I.; Knopf, M.; Schwarzer, G. & Lohaus, A. (2018). Waiting for the second treat: Developing culture-specific modes of self-regulation. Child Development, 89(3), e261–e277. https://doi.org/10.1111/cdev.12847Test; Lawson, G. M.; Hook, C. J. & Farah, M. J. (2018). A meta-analysis of the relationship between socioeconomic status and executive function performance among children. Developmental Science, 21(2), 1–22. https://doi.org/10.1111/desc.12529Test; Lee, W. S. C. & Carlson, S. M. (2015). Knowing When to Be “Rational”: Flexible Economic Decision Making and Executive Function in Preschool Children. Child Development, 86(5), 1434–1448. https://doi.org/10.1111/cdev.12401Test; Luerssen, A.; Gyurak, A.; Ayduk, O.; Wendelken, C. & Bunge, S. A. (2015). Delay of gratification in childhood linked to cortical interactions with the nucleus accumbens. Social Cognitive and Affective Neuroscience, 10(12), 1769–1776. https://doi.org/10.1093/scan/nsv068Test; Mair, P. & Wilcox, R. (2020). WRS2: A Collection of Robust Statistical Methods (version 1.1-0). https://CRAN.R-project.org/package=WRS2Test; McClure, S. M.; Laibson, D. I.; Loewenstein, G. & Cohen, J. D. (2004). Separate Neural Systems Value Immediate and Delayed Monetary Rewards. Science, 306(5695), 503–507. https://doi.org/10.1126/science.1100907Test; McCoy, D. C. & Raver, C. C. (2014). Household instability and self-regulation among poor children. Journal of Children and Poverty, 20(2), 131–152. https://doi.org/10.1080/10796126.2014.976185Test; Miller, E. K.; Freedman, D. J. & Wallis, J. D. (2002). The prefrontal cortex: Categories, concepts and cognition. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 357(1424), 1123–1136. https://doi.org/10.1098/rstb.2002.1099Test; Mischel, W. (1974). Processes in Delay of Gratification. L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 7, pp. 249–292). Elsevier. https://doi.org/10.1016/S0065-2601Test(08)60039-8; Mischel, W.; Shoda, Y. & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696. https://doi.org/10.1037/0022-3514.54.4.687Test; Noble, K. G.; Norman, M. F. & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74–87. https://doi.org/10.1111/j.1467-7687.2005.00394.xTest; Noble, K. G.; Houston, S. M.; Brito, N. H.; Bartsch, H.; Kan, E.; Kuperman, J. M.; Akshoomoff, N.; Amaral, D. G.; Bloss, C. S.; Libiger, O.; Schork, N. J.; Murray, S. S.; Casey, B. J.; Chang, L.; Ernst, T. M.; Frazier, J. A.; Gruen, J. R.; Kennedy, D. N.; Van Zijl, P., Mostofsky, E.; Kaufmann, W. E.; Kenet, T.; Dale, A. M.; Jernigan T. L. & Sowell, E. R. (2015). Family income, parental education and brain structure in children and adolescents. Nature Neuroscience, 18(5), 773–778. https://doi.org/10.1038/nn.3983Test; Piantadosi, S. T.; Tenenbaum, J. B. & Goodman, N. D. (2012). Bootstrapping in a language of thought: A formal model of numerical concept learning. Cognition, 123(2), 199–217. https://doi.org/10.1016/j.cognition.2011.11.005Test; Sharma, S.; Arain, M.; Rais, A.; Nel, W.; Sandhu, R.; Haque, M. & Johal, L. (2013). Maturation of the adolescent brain. 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الإتاحة: https://doi.org/10.17981/JACN.3.1.2022.01Test
https://doi.org/10.1146/annurev-psych-113011-143750Test
https://doi.org/10.1016/S0065-2601Test(08)60039-8
https://doi.org/10.1016/j.copsyc.2019.07.043Test
https://doi.org/10.2307/1884852Test
https://hdl.handle.net/11323/9953Test
https://repositorio.cuc.edu.coTest/

المؤلفون: Chaverri Chaves, Pablo, Conejo B., L. Diego, León-González, Sara Paola, Arrieta Ávila, Alonso

المصدر: https://revistascientificas.cuc.edu.co/JACN/article/view/4586Test.

مصطلحات موضوعية: Autocontrol, Preescolares, Postergación de la gratificación, Tarea de la golosina, Toma de decisiones, Self-control, Preschoolers, Delay of gratification, Candy test, Decision making, Autocontrole, Pré-escolares, Adiamento da procrastinação, Teste do marshmallow, Tomada de decisão, Maîtrise de soi, Enfants d’âge préscolaire, Report de la gratification, Test du marshmallow, Prise de décision

جغرافية الموضوع: Costa Rica

الوصف: This study analyzed the effect of confidence in the experimenter on the performance of a group of Costa Rican preschoolers on self-control. In addition, the effect of socioeconomic status on performance on the marshmallow task was analyzed by a comparison of children from both different schools (public vs private) and different socioeconomic contexts within each school. The sample of participants was 67 children (26 girls, M of age = 63 months, SD = 6.03). Effects were found, both of the confidence in the experimenter and of the socio-economic status in self-control. The implications of this study for future studies with children and families are discussed. ; Este estudio analizó el efecto de la confianza en la persona experimentadora sobre el desempeño de un grupo de niñas(os) preescolares costarricenses en el autocontrol. Adicionalmente, se analizó el efecto del estatus socioeconómico en el desempeño en la tarea de la golosina por medio de una comparación de niños provenientes tanto de diferentes escuelas (pública vs privada) como de distintos contextos socioeconómicos al interior de cada escuela. La muestra de participantes fue de 67 niños(as) (26 niñas, M de edad = 63 meses, D.T. = 6.03). Se encontraron efectos, tanto de la confianza en la persona experimentadora, como del contexto socioeconómico en el autocontrol. Se discuten las implicaciones de este estudio para futuros trabajos con niñas y niños, y familias. ; Cette étude a analysé l’effet de la confiance dans l’expérimentateur sur la performance d’un groupe de filles d’âge préscolaire costariciennes sur la maîtrise de soi. En outre, l’effet du statut socio-économique sur le rendement sur la tâche de la gâterie a été analysé par une comparaison des enfants des deux écoles (publiques vs privées) et des contextes socio-économiques différents au sein de chaque école. L’échantillon de participants était de 67 garçons (26 filles, moyenne d’âge = 63 mois, D.S. = 6.03). Des effets ont été constatés, tant de la confiance dans la personne expérimentée que du ...

وصف الملف: application/pdf

العلاقة: Journal of Applied Cognitive Neuroscience; Beran, M. J. (2018). Self-control in animals and people. Academic Press. Brito, N. H.; Piccolo, L. R. & Noble, K. G. (2017). Associations between cortical thickness and neurocognitive skills during childhood vary by family socioeconomic factors. Brain and Cognition, 116, 54–62. https://doi.org/10.1016/j.bandc.2017.03.007Test; Chaverri, P.; Barrantes, R. & Conejo, D. (2021). El test de la golosina en contexto: ¿cómo influye el entorno social en la toma de decisiones y el autocontrol? Ciencias Psicológicas, 15(2), 1–11. https://doi.org/10.22235/cp.v15i2.2486Test; Cecchini, S. & Martínez C., R. (2011). Protección social inclusiva en América Latina: Una mirada integral, un enfoque de derechos (1. ed). Organización de las Naciones Unidas; Comisión Económica para América Latina y el Caribe-CEPAL. https://www.cepal.org/es/publicaciones/2593-proteccion-social-inclusiva-america-latina-mirada-integral-un-enfoque-derechosTest; Denison, S. & Xu, F. (2010). Twelve- to 14-month-old infants can predict single-event probability with large set sizes: Twelve- to 14-month-olds can predict single-event probability. Developmental Science, 13(5), 798–803. https://doi.org/10.1111/j.1467-7687.2009.00943.xTest; Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750Test; Doebel, S.; Michaelson, L. E. & Munakata, Y. (2019). Good Things Come to Those Who Wait: Delaying Gratification Likely Does Matter for Later Achievement (A Commentary on Watts, Duncan, & Quan, 2018). Psychological Science, 31(1), 97–99. https://doi.org/10.1177/0956797619839045Test; Farah, M. J.; Shera, D. M.; Savage, J. H.; Betancourt, L.; Giannetta, J. M.; Brodsky, N. L.; Malmud, E. K. & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research, 1110(1), 166–174. https://doi.org/10.1016/j.brainres.2006.06.072Test; Gergely, G.; Bekkering, H. & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415(6873), 755–755. https://doi.org/10.1038/415755aTest; Gopnik, A.; Glymour, C.; Sobel, D. M.; Schulz, L. E.; Kushnir, T. & Danks, D. (2004). A Theory of Causal Learning in Children: Causal Maps and Bayes Nets. Psychological Review, 111(1), 3–32. https://doi.org/10.1037/0033-295X.111.1.3Test; Gweon, H. & Schulz, L. (2011). 16-Month-Olds Rationally Infer Causes of Failed Actions. Science, 332(6037), 1524–1524. https://doi.org/10.1126/science.1204493Test; Hackman, D. A. & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003Test; Holland, M. L.; Condon, E. M.; Younts, C. W. & Sadler, L. S. (2019). Birth outcomes of second children after community-based home visiting: A research protocol. Research in Nursing & Health, 42(2), 96–106. https://doi.org/10.1002/nur.21931Test; Ihaka, R. & Gentleman, R. (2022). R (version 4.1.3). [Software]. R Development Core Team. http://www.R-project.orgTest/; Johnson, S. B.; Riis, J. L. & Noble, K. G. (2016). State of the Art Review: Poverty and the Developing Brain. Pediatrics, 137(4), 1–16. https://doi.org/10.1542/peds.2015-3075Test; Kia-Keating, M.; Nylund-Gibson, K.; Kia-Keating, B. M.; Schock, C. & Grimm, R. P. (2018). Longitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty. Journal of Child and Family Studies, 27(2), 398–411. https://doi.org/10.1007/s10826-017-0883-5Test; Kidd, C.; Palmeri, H. & Aslin, R. N. (2013). Rational snacking: Young children’s decisionmaking on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109–114. https://doi.org/10.1016/j.cognition.2012.08.004Test; Lahti, M.; Evans, C. B. R.; Goodman, G.; Schmidt, M. C. & LeCroy, C. W. (2019). Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills. Children and Youth Services Review, 99, 451–460. https://doi.org/10.1016/j.childyouth.2019.01.022Test; Lamm, B.; Keller, H.; Teiser, J.; Gudi, H.; Yovsi, R. D.; Freitag, C.; Poloczek, S.; Fassbender, I.; Suhrke, J.; Teubert, M.; Vöhringer, I.; Knopf, M.; Schwarzer, G. & Lohaus, A. (2018). Waiting for the second treat: Developing culture-specific modes of self-regulation. Child Development, 89(3), e261–e277. https://doi.org/10.1111/cdev.12847Test; Lawson, G. M.; Hook, C. J. & Farah, M. J. (2018). A meta-analysis of the relationship between socioeconomic status and executive function performance among children. Developmental Science, 21(2), 1–22. https://doi.org/10.1111/desc.12529Test; Lee, W. S. C. & Carlson, S. M. (2015). Knowing When to Be “Rational”: Flexible Economic Decision Making and Executive Function in Preschool Children. Child Development, 86(5), 1434–1448. https://doi.org/10.1111/cdev.12401Test; Luerssen, A.; Gyurak, A.; Ayduk, O.; Wendelken, C. & Bunge, S. A. (2015). Delay of gratification in childhood linked to cortical interactions with the nucleus accumbens. Social Cognitive and Affective Neuroscience, 10(12), 1769–1776. https://doi.org/10.1093/scan/nsv068Test; Mair, P. & Wilcox, R. (2020). WRS2: A Collection of Robust Statistical Methods (version 1.1-0). https://CRAN.R-project.org/package=WRS2Test; McClure, S. M.; Laibson, D. I.; Loewenstein, G. & Cohen, J. D. (2004). Separate Neural Systems Value Immediate and Delayed Monetary Rewards. Science, 306(5695), 503–507. https://doi.org/10.1126/science.1100907Test; McCoy, D. C. & Raver, C. C. (2014). Household instability and self-regulation among poor children. Journal of Children and Poverty, 20(2), 131–152. https://doi.org/10.1080/10796126.2014.976185Test; Miller, E. K.; Freedman, D. J. & Wallis, J. D. (2002). The prefrontal cortex: Categories, concepts and cognition. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 357(1424), 1123–1136. https://doi.org/10.1098/rstb.2002.1099Test; Mischel, W. (1974). Processes in Delay of Gratification. L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 7, pp. 249–292). Elsevier. https://doi.org/10.1016/S0065-2601Test(08)60039-8; Mischel, W.; Shoda, Y. & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696. https://doi.org/10.1037/0022-3514.54.4.687Test; Noble, K. G.; Norman, M. F. & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74–87. https://doi.org/10.1111/j.1467-7687.2005.00394.xTest; Noble, K. G.; Houston, S. M.; Brito, N. H.; Bartsch, H.; Kan, E.; Kuperman, J. M.; Akshoomoff, N.; Amaral, D. G.; Bloss, C. S.; Libiger, O.; Schork, N. J.; Murray, S. S.; Casey, B. J.; Chang, L.; Ernst, T. M.; Frazier, J. A.; Gruen, J. R.; Kennedy, D. N.; Van Zijl, P., Mostofsky, E.; Kaufmann, W. E.; Kenet, T.; Dale, A. M.; Jernigan T. L. & Sowell, E. R. (2015). Family income, parental education and brain structure in children and adolescents. Nature Neuroscience, 18(5), 773–778. https://doi.org/10.1038/nn.3983Test; Piantadosi, S. T.; Tenenbaum, J. B. & Goodman, N. D. (2012). Bootstrapping in a language of thought: A formal model of numerical concept learning. Cognition, 123(2), 199–217. https://doi.org/10.1016/j.cognition.2011.11.005Test; Sharma, S.; Arain, M.; Rais, A.; Nel, W.; Sandhu, R.; Haque, M. & Johal, L. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 449–461. https://doi.org/10.2147/NDT.S39776Test; Sheehy-Skeffington J. (2020). The effects of low socioeconomic status on decision-making processes. Current Opinion in Psychology, 33, 183–188. https://doi.org/10.1016/j.copsyc.2019.07.043Test; Shoda, Y.; Mischel, W. & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978–986. https://doi.org/10.1037/0012-1649.26.6.978Test; Simon, H. A. (1955). A Behavioral Model of Rational Choice. The Quarterly Journal of Economics, 69(1), 99–118. https://doi.org/10.2307/1884852Test; Smith, E. E. & Kosslyn, S. M. (2014). Cognitive psychology: Mind and brain (First edition, Pearson new international edition). Pearson.; Sturge-Apple, M. L.; Suor, J. H.; Davies, P. T.; Cicchetti, D.; Skibo, M. A. & Rogosch, F. A. (2016). Vagal Tone and Children’s Delay of Gratification: Differential Sensitivity in Resource-Poor and Resource-Rich Environments. Psychological Science, 27(6), 885–893. https://doi.org/10.1177/0956797616640269Test; Takeuchi, H.; Taki, Y.; Sassa, Y.; Hashizume, H.; Sekiguchi, A.; Fukushima, A. & Kawashima, R. (2013). Brain structures associated with executive functions during everyday events in a non-clinical sample. Brain Structure and Function, 218(4), 1017–1032. https://doi.org/10.1007/s00429-012-0444-zTest; Teglas, E.; Vul, E.; Girotto, V.; Gonzalez, M.; Tenenbaum, J. B. & Bonatti, L. L. (2011). Pure Reasoning in 12-Month-Old Infants as Probabilistic Inference. Science, 332(6033), 1054– 1059. https://doi.org/10.1126/science.1196404Test T; odd, P. M. & Gigerenzer, G. (2012). Ecological Rationality Intelligence in the World. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195315448.001.0001Test; Tomasello, M. (2021). Becoming human: A theory of ontogeny. Belknap Press of Harvard University.; Watts, T. W.; Duncan, G. J. & Quan, H. (2018). Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes. Psychological Science, 29(7), 1159–1177. https://doi.org/10.1177/0956797618761661Test; Xu, F.; Dewar, K. & Perfors, A. (2009). Induction, overhypotheses, and the shape bias. B. M. Hood & L. R. Santos (Eds.), The Origins of Object Knowledge (pp. 263–284). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199216895.003.0011Test; Xu, F. & Tenenbaum, J. B. (2007). Sensitivity to sampling in Bayesian word learning. Developmental Science, 10(3), 288–297. https://doi.org/10.1111/j.1467-7687.2007.00590.xTest; 18; Chaverri-Chaves, P. C.; Conejo, L. D.; León-González, S. & Arrieta-Ávila, A. (2022). Delay of Gratification in Costa Rican Preschoolers: Effect of Trust in the Experimenter and the Socio-Economic Status. Journal of Applied Cognitive Neuroscience, 3(1), e00224586. https://doi.org/10.17981/JACN.3.1.2022.01Test; https://hdl.handle.net/11323/9720Test; Corporación Universidad de la Costa; REDICUC - Repositorio CUC; https://repositorio.cuc.edu.coTest/

الإتاحة: https://doi.org/10.17981/JACN.3.1.2022.01Test
https://doi.org/10.1146/annurev-psych-113011-143750Test
https://doi.org/10.1016/S0065-2601Test(08)60039-8
https://doi.org/10.1016/j.copsyc.2019.07.043Test
https://doi.org/10.2307/1884852Test
https://hdl.handle.net/11323/9720Test
https://repositorio.cuc.edu.coTest/

المؤلفون: Gomez, Helida, Cervantes, Mariangela

المساهمون: Conde Hernandez, Marcial Enrique, Avendaño, Inirida, Rico, Reinaldo

مصطلحات موضوعية: Chess, Sublimation, Empathy, Attention, Memory, Reasoning, Collaborative work, Self-control, Complex thinking, Socio-emotional skills, Ajedrez, Sublimación, Empatia, Atención, Memoria, Razonamiento, Trabajo colaborativo, Pensamiento complejo, Habilidades socioemocionales, Autocontrol

الوصف: This present research proposal turns the process and results obtained in an quantitative research, at the school IED LAS GARDENIAS, in Barranquilla city , the main purpose of which was developing thinking skills and the construction of a peace culture through the didactic mediation of chess in 4th grade elementary school students, given the low school performance and disruptive behaviors among them. The theoretical support of the research were learning theories, complex thinking, social learning, sublimation, multiple intelligences and moral development. The research method was the quasi-experimental, the data were collected using pre-test, post-test and non-participant observation, whose implementation was made with a control and experimental group conformed by 30 students, who took their respective evaluations of educational diagnosis, machover test, THINEME, and educational intervention by 5 learning workshops, where other disciplines such as art, literary production, and music were used for teaching chess. The conclusions show progress in three variables worked througth the project (development of thinking skills, construction of a peace culture and chess didactic mediation ), these were transformed into strategies that changed the reasoning and interpretation of simple tasks and decisions, mainly in students with low school performance,in this way showing that students have developed skills for lifelong learning and healthy coexistence peers to peers ; El presente trabajo, muestra el proceso y los resultados obtenidos en la investigación de enfoque cuantitativo, realizada en la IED LAS GARDENIAS, de la ciudad de Barranquilla, cuyo objetivo fue desarrollar las habilidades del pensamiento y la construcción de una cultura de paz a través de la mediación didáctica ajedrez en estudiantes de 4º de básica primaria, dado al bajo rendimiento escolar y conductas disruptivas entre ellos. El soporte teórico de la investigación fueron las teorías aprendizajes, el pensamiento complejo, el aprendizaje social, sublimación, ...

وصف الملف: 150 páginas; application/pdf

العلاقة: Aciego, R., García, L., & Betancort, M. (2016). Efectos del método de entrenamiento en ajedrez, entrenamiento táctico versus formación integral, en las competencias cognitivas y sociopersonales de los escolares. Universitas Psychologica, 15(1), 165-176.; Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1(1-10), 1-10.; Ballesteros De Valderrama, B., López, W., & Novoa, M. (2003). El análisis del comportamiento en los temas sociales: una propuesta para una cultura de paz. Rev. latinoam. psicol, 299-316.; Barros Arrieta, D., Ernesto García Cali, E., Lastre Amell, G., & Linda Ruiz Escorcia, L. (2020). Cultura de paz y formación ciudadana como bases de la educación en Colombia.; Better, S. P. D., & Poma, L. E. S. (2016). Convivencia escolar: una revisión de estudios de la educación básica en Latinoamérica. Revista Virtual Universidad Católica del Norte, (49), 125-145.; Blasco-Fontecilla, H., Gonzalez-Perez, M., Garcia-Lopez, R., Poza-Cano, B., Perez-Moreno, M. R., de Leon-Martinez, V., & Otero-Perez, J. (2016). Eficacia del ajedrez en el tratamiento del trastorno por déficit de atención e hiperactividad: un estudio prospectivo abierto. Revista de psiquiatría y salud mental, 9(1), 13-21.; Caridad, M. C., Peña, J. V., Blanco, E. C., Cruz, C. A., Franco, B. P., & Echeverría, R. G. (2017). Resolución de conflictos para el fomento de la cultura de paz: importancia de los medios de comunicación alternos en Colombia. Revista Lasallista de investigación, 14(1); Carrera, B., & Mazzarella, C. (2001). Vygotsky: enfoque sociocultural. Educere, 5(13), 41-44.; Chaverra-Fernández, D. I., & Gil-Restrepo, C. D. C. (2017). Habilidades del pensamiento creativo asociadas a la escritura de textos multimodales. Instrumento para su evaluación en la Educación Básica Primaria. Folios, (45), 3-15.; De La Herrán, A. (2011). Complejidad y transdisciplinariedad. Revista Educação Skepsis, 2(1), 294-320.; Freud, S. (1908 [1907]) El creador literario y el fantaseo. Tomo IX. En Obras completas de Sigmund Freud. Ed. Amorrortu, Bs. Aires.; Goleman, D. (2015). El cerebro y la inteligencia emocional: nuevos descubrimientos. B de Books; González González, R. A. (2017). Estrategias para abordar los conflictos en el aula de clase.; Grau-Pérez, G., & Moreira, K. (2017). A study of the influence of chess on the Executive Functions in school-aged children/Estudio del impacto del ajedrez sobre las Funciones Ejecutivas en niños de edad escolar. Studies in Psychology, 38(2), 473-494.; Izquierdo, J. L., Alfonso, M. R., Zambrano, M. A., & Segovia, J. G. (2019). Aplicación móvil para fortalecer el aprendizaje de ajedrez en estudiantes de escuela utilizando realidad aumentada y m-learning. Revista Ibérica de Sistemas e Tecnologias de Informação, (E22), 120-133.; Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1999). El aprendizaje cooperativo en el aula; Kasparov, G. (2016). Cómo la vida imita al ajedrez. Debolsillo.; Klein, M (1929) Situaciones infantiles de angustia reflejadas en una obra de arte y en el impulso creador. En Amor, culpa y reparación. Obras completas Vol 1. Ed. Paidós, Bs. Aires. 1990.; Lapponi, S. F. (2000). Resolución de conflictos en la escuela: una herramienta para la cultura de paz y la convivencia. Contextos Educativos. Revista de Educación, (3), 91-106.; Narváez, E. (2006). Una mirada a la escuela nueva. Educere, 10(35), 629-636.Obregón Mendoza, A. R. (2018). Habilidades sociales y convivencia escolar en estudiantes de la institución educativa fe y alegría N° 19–Huaraz, 2017.; Portuondo, J. A. (2012). La figura humana: test proyectivo de Karen Machover. Siglo XXI.; Pérez, L. (2020). Metodología de la investigación científica. Editorial Maipue.; Ramírez Jaimes, D. A. (2018). La Práctica del Ajedrez como Lenguaje Lúdico para el Desarrollo de Procesos Cognitivos y la Armonización de Relaciones Interpersonales.; Rivera Arteaga, E., & Torres Cosío, V. (2018). Videojuegos y habilidades del pensamiento. Ride. Revista Iberoamericana para la investigación y el desarrollo educativo, 8(16), 267-288.; Sandoval-Tipán, L., & Ramos-Galarza, C. (2020). Efectos del ajedrez en el funcionamiento neuropsicológico_ infantil de la memoria de trabajo y la planificación. Revista Ecuatoriana de Neurología, 29(2), 46-51.; Wagnon, S. (2021). Las pedagogías alternativas: Montessori, Freinet, Decroly, Steiner y otras corrientes que revolucionaron la educación. Plataforma.; Winnicot, D. (1970) Vivir creativamente. En el hogar nuestro punto de partida. Ensayos de un psicoanalista. Ed. Paidós, Barcelona. 1996.; Zapata Valenzuela, G. P., & Morales Rodríguez, M. M. (2007). El ajedrez como estrategia lúdica pedagógica para modificar comportamientos en niños de grado 1° del colegio cristiano generación XXI (Doctoral dissertation, Universidad de Cartagena).; https://hdl.handle.net/11323/9673Test; Corporación Universidad de la Costa; REDICUC- Repositorio CUC; https://repositorio.cuc.edu.coTest/

الإتاحة: https://hdl.handle.net/11323/9673Test
https://repositorio.cuc.edu.coTest/

المؤلفون: Estupinan Mejia, Rosa

المساهمون: Montano Ardila, Victor, Martinez Leal, Mirledis

مصطلحات موضوعية: Autogestión, Autocontrol, Autorregulación, Self management, Self control, Self regulation

الوصف: This project was undertaken to COMFAGUAJIRA offer the tools necessary to begin implementation of Circular 023 of 2010 of the Superintendency of Family Subsidy, which requires the compensation of Colombia to implement a system of internal control all the processes including the management of technology, so that these implement the following: SELF MANAGEMENT: The ability to interpret, coordinate, implement and evaluate effective, efficient and effective functioning. SELF CONTROL: The ability of each staff to evaluate, improve and control their work. SELF REGULATION: The ability of the entity to apply methods, standards and procedures for developing, implementing and improving the System of Internal Control. ; Este proyecto fue realizado con el fin de ofrecerle a COMFAGUAJIRA, las herramientas necesarias para iniciar la implementación de la circular 023 de 2010 de la Superintendencia de Subsidio Familiar, la cual obliga a las cajas de compensación de Colombia a implementar un sistema de control interno en todos sus procesos entre los cuales esta la gestión tecnológica, con el fin de que estas implementen los siguientes conceptos: AUTOGESTION: Capacidad de interpretar, coordinar, ejecutar y evaluar de manera efectiva, eficiente y eficaz su funcionamiento. AUTOCONTROL: Capacidad de cada uno de los funcionarios para evaluar, mejorar y controlar su trabajo. AUTOREGULACION: Capacidad de la entidad de aplicar métodos, normas y procedimientos que permitan el desarrollo, implementación y mejoramiento del Sistema de Control Interno.

وصف الملف: application/pdf

العلاقة: http://hdl.handle.net/11323/790Test; Corporación Universidad de la Costa; REDICUC - Repositorio CUC; https://repositorio.cuc.edu.coTest/

الإتاحة: http://hdl.handle.net/11323/790Test
https://repositorio.cuc.edu.coTest/

المؤلفون: Estupiñan Mejía, Rosa, Martínez Leal, Mirledis

المساهمون: Montaño Ardila, Víctor

مصطلحات موضوعية: Autogestión, Autocontrol, Autorregulación, Self management, Self control, Self regulation

الوصف: This project was undertaken to COMFAGUAJIRA offer the tools necessary to begin implementation of Circular 023 of 2010 of the Superintendency of Family Subsidy, which requires the compensation of Colombia to implement a system of internal control all the processes including the management of technology, so that these implement the following: SELF MANAGEMENT: The ability to interpret, coordinate, implement and evaluate effective, efficient and effective functioning. SELF CONTROL: The ability of each staff to evaluate, improve and control their work. SELF REGULATION: The ability of the entity to apply methods, standards and procedures for developing, implementing and improving the System of Internal Control. ; Este proyecto fue realizado con el fin de ofrecerle a COMFAGUAJIRA, las herramientas necesarias para iniciar la implementación de la circular 023 de 2010 de la Superintendencia de Subsidio Familiar, la cual obliga a las cajas de compensación de Colombia a implementar un sistema de control interno en todos sus procesos entre los cuales esta la gestión tecnológica, con el fin de que estas implementen los siguientes conceptos: AUTOGESTION: Capacidad de interpretar, coordinar, ejecutar y evaluar de manera efectiva, eficiente y eficaz su funcionamiento. AUTOCONTROL: Capacidad de cada uno de los funcionarios para evaluar, mejorar y controlar su trabajo. AUTOREGULACION: Capacidad de la entidad de aplicar métodos, normas y procedimientos que permitan el desarrollo, implementación y mejoramiento del Sistema de Control Interno.

وصف الملف: application/pdf

العلاقة: Circular 023, Superintendencia del subsidio Familiar; http://www.comfama.com/contenidos/servicios/Subsidio/Marco%20legal/marcolegal.aspTest; http://www.youblisher.com/p/52860-COSOTest/; http://www.overti.es/procesos-itsm/cobit.aspxTest; http://www.isaca.org/Knowledge-Center/Research/Documents/Alineando-Cobit-4.1Test,- ITIL-v3-y-ISO-27002-en-beneficio-de-la-empresa-v2,7.pdf; http://www.comfaguajira.comTest/; http://www.comfaguajira.com/articulo.aspx?idc=51Test; http://www.comfaguajira.com/media/archivos/Codigo_de_etica.pdfTest; http://www.actualicese.com/normatividad/2010/11/30/circular-externa-0023-de-30-11-2010Test/; http://www.ssf.gov.co/wps/wcm/connect/wcm_ssf/ssf/normatividad+del+subsidio+familiar/circulares+2010Test; Montaño, V.; Estupiñan, R.; Martínez, M. (2012). Diseño del análisis de riesgo del proceso tecnológico de la Caja de Compensación familiar de la Guajira “Comfaguajira”, para la aplicación del sistema de control interno subsidio familiar scisf, según circular 0023 del 30 de noviembre de 2010, de la superintendencia de subsidio Familiar. Trabajo de Posgrado. Recuperado de http://hdl.handle.net/11323/4653Test; http://hdl.handle.net/11323/4653Test; Corporación Universidad de la Costa; REDICUC - Repositorio CUC; https://repositorio.cuc.edu.coTest/

الإتاحة: http://hdl.handle.net/11323/4653Test
https://repositorio.cuc.edu.coTest/