Elaboração de comparações por crianças para explicar o processo de dissolução / Elaboration of comparisons by children to explain the process of dissolution

Este trabalho tem como objetivo investigar a elaboração de comparações por crianças de 3 a 11 anos para explicar o processo de dissolução. Os dados foram coletados em entrevistas individuais semiestruturadas e sua análise evidenciou que as crianças foram capazes de elaborar diferentes tipos de comparações que se diferenciam com relação ao grau de abstração. Outra evidência foi a de que as experiências vivenciadas e o conhecimento das crianças influenciam no tipo de comparação que elas são capazes de elaborar. Por meio dessas comparações, elas expressaram ideias sobre o processo de dissolução como: desaparecimento, derretimento, transmutação e desintegração. Com base nessa análise, apoiamos a hipótese de outros autores deque há uma progressão nos tipos de comparação que as crianças elaboram ao longo de sua vida, passando de comparações superficiais para aquelas que envolvem o mapeamento de relações de similaridade entre os domínios comparados, mas que a idade não é o fator determinante do tipo de comparação que elas irão elaborar. No contexto do Ensino de Ciências, o qual envolve processos de significação de conceitos, destacamos a necessidade de que os professores compreendam como as crianças elaboram suas comparações para explicá-los.

This study aims to investigate the elaboration of comparisons by children from 3 to 11 years to explain the process of dissolution. The data were collected in individual semi-structured interviews and your analysis showed that the children were able to develop different types of comparisons that differ with respect to the degree of abstraction. Another evidence was that the experiences and knowledge of the children influence the type of comparison that they are able to elaborate. Through these comparisons, they expressed ideas about the process of dissolution such as: disappearance, melting, transmutation and disintegration. Based on this analysis, we support the hypothesis of other authors that there is a progression in the types of comparison that children develop over your life, from superficial comparisons to those involving the mapping of relations of similarity between domains compared, but age is not the determining factor in the type of comparison that they will develop. In the context of teaching science, which involves processes of signification of concepts, we highlight the need for teachers to understand how children develop their comparisons to explain them.

Efeito da Formação de Classes de Estímulos Equivalentes e de Procedimentos de Facilitação na Emergência de Analogia / Effect of Equivalent Stimulus Class Formation and Facilitation Procedures on the Emergence of Analogy

Resumo Buscou-se verificar os efeitos da formação de classes de estímulos equivalentes e de dois procedimentos de facilitação na emergência de respostas de analogia, comparando os resultados obtidos nos testes de analogia de acordo com o procedimento de facilitação e com o fornecimento de instrução. Participaram 30 universitários. Foram ensinadas as relações AB e AC entre figuras abstratas e testadas as relações de simetria, transitividade e analogia. Os participantes que não apresentaram essas relações foram expostos aos procedimentos de facilitação. Doze participantes responderam por analogia antes do procedimento de facilitação, cinco de oito (62%), após Facilitação 1 e três de dez (33%), após Facilitação 2. Dos sete participantes expostos à instrução, seis responderam por analogia. A formação das classes não foi suficiente para a emergência das respostas de analogia e alguns participantes podem ter respondido ao Teste de Analogia sob controle de apenas alguns aspectos dos pares de estímulos.

Abstract The goals were to verify the effects of the formation of equivalent stimulus classes and two facilitation procedures on the emergence of analogy responses and to compare the results obtained in the analogy tests according to the facilitation procedure and the provision of instruction. Participants were 30 undergraduate students. AB and AC relations were taught with abstract pictures, then symmetry, transitivity, and analogy relations were tested. Participants who did not show these relations were exposed to the facilitation procedures. Twelve participants responded by analogy before the facilitation procedure, five of eight (62%) after Facilitation 1 and three of ten (33%) after Facilitation 2. Of the seven participants exposed to the instruction, six responded by analogy. Class formation was not enough for the emergence of analogy responses, and some participants might have responded to the Analogy Test under the control of only some aspects of the stimulus pairs.

Analogías verbales: un predictor de la habilidad lectura / Verbal Analogies: predictor of reading skill

Introducción. El conocimiento léxico del niño se evalúa con frecuencia con tareas de Vocabulario. Sin embargo, las analogías verbales es otra alternativa para valorar este desarrollo y se usa con menos frecuencia. Método: La presente investigación tiene como objetivo determina el valor pronóstico de Analogías verbales y compararlo con Vocabulario para explicar el rendimiento lector en niños escolares. Se seleccionó 100 niños entre 2º y 6º en una institución educativa de Cienfuegos, Cuba. Se aplicaron varias pruebas: Fluidez lectora en silencio, Analogías verbales y el WISC-R abreviado, conformado por el sub-test Cubos y Vocabulario. Resultados: La tarea de fluidez lectora mostró significativas correlaciones con Vocabulario (r = 0,60 p<0,01) y con Analogías verbales (r = 0,65 p<0,01). El análisis de regresión jerárquica indicó que Analogías verbales explica el 13% de la varianza de la tarea de lectura, mientras que Vocabulario no mostró efecto significativo cuando se controla el efecto de Analogía verbales. Conclusiones. Los mecanismos léxicos que subyacen en la compresión lectora son: inferencia de ideas y morfología de las palabras (seleccionar el significado de las palabras a través de la raíz de la palabra, sufijos y prefijos). Las tareas de Vocabulario son sensibles para conocer el uso del mecanismo morfología de las palabras, mientras que Analogías verbales posibilita valorar los dos mecanismos léxicos. En resumen, ambas tareas (Vocabulario y Analogías) son importantes para estimar la compresión lectora en niños escolares, sin embargo, el valor pronóstico recae con mayor peso en Analogías verbales.

Introduction. The children's lexical knowledge is frequently evaluated with tasks of Vocabulary. However, the verbal analogy is another alternative to value this development and it is used with less frequency. Method: The present investigation has as objective it determines the value predicted of Verbal Analogies and to compare it with Vocabulary to explain the reading performance in school children. It was selected 100 children between 2º and 6º in an educational institution of Cienfuegos, Cuba. Several tests were applied: Silence Fluency Reader Task, Verbal Analogies and the abbreviated WISC-R, conformed by subtest Cubes and Vocabulary. Results: The reading performance showed significant correlations with Vocabulary (r = 0,60 p <0,01) and with Verbal Analogies (r = 0,65 p <0,01). The analysis of hierarchical regression indicated that Verbal Analogy explain 58% of the variance of the reading task, while Vocabulary didn't show significant effect when verbal analogy control. Conclusions. The lexical mechanisms that underlie in the compression reader are: inference of ideas and morphology of the words (to select the significances of the words through the root of the word, suffixes and prefixes). The tasks of Vocabulary are sensitive to know the use of the mechanism morphology of the words, while verbal Analogies facilitate to value the two lexical mechanisms. In summary, both tasks (Vocabulary and Analogies) they are important to estimate the compression reader, however Verbal Analogy had bigger value predict.

Theory of Mind as a Mediator of Reasoning and Facial Emotion Recognition: Findings from 200 Healthy People

OBJECTIVE: It was proposed that the ability to recognize facial emotions is closely related to complex neurocognitive processes and/or skills related to theory of mind (ToM). This study examines whether ToM skills mediate the relationship between higher neurocognitive functions, such as reasoning ability, and facial emotion recognition. METHODS: A total of 200 healthy subjects (101 males, 99 females) were recruited. Facial emotion recognition was measured through the use of 64 facial emotional stimuli that were selected from photographs from the Korean Facial Expressions of Emotion (KOFEE). Participants were requested to complete the Theory of Mind Picture Stories task and Standard Progressive Matrices (SPM). RESULTS: Multiple regression analysis showed that the SPM score (t=3.19, p=0.002, beta=0.22) and the overall ToM score (t=2.56, p=0.011, beta=0.18) were primarily associated with a total hit rate (%) of the emotion recognition task. Hierarchical regression analysis through a three-step mediation model showed that ToM may partially mediate the relationship between SPM and performance on facial emotion recognition. CONCLUSION: These findings imply that higher neurocognitive functioning, inclusive of reasoning, may not only directly contribute towards facial emotion recognition but also influence ToM, which in turn, influences facial emotion recognition. These findings are particularly true for healthy young people.

Desarrollo Del repertorio de equivalencia y de razonamiento analógico en población infantil: revisión conceptual / Development of the equivalence and analogical reasoning repertoires in child population: conceptual framework

El presente trabajo presenta una revisión, desde una perspectiva contextual funcional, de los estudios dirigidos a delimitar las condiciones necesarias para el desarrollo de comportamientos simbólicos como las relaciones de equivalencia y el razonamiento analógico desde edades tempranas. Centrándonos en los estudios con población infantil, se ofrece una síntesis de las habilidades que se consideran relacionadas con dichos comportamientos simbólicos a distintos niveles y los procedimientos de evaluación y entrenamiento analizados, de cara a desarrollar programas de enseñanza normalizados o planes individuales de tratamiento para aquellos niños que muestren dificultades en su desarrollo.

This paper presents a review, from a functional contextual perspective, of the studies which aim at delimiting the conditions necessary for the development of symbolic behavior as equivalence relations and analogical reasoning. This study focuses on the child population studies and provides a synthesis of skills found to be related to different levels by means of the development of the above mentioned repertory, as well as the evaluation and training procedures analyzed in order to develop standardized curricula or individual treatment plans for children who present with developmental difficulties.

El razonamiento analógico desde el modelo de la teoría de los marcos relacionales / Analogical reasoning from the perspective of relational frame theory

El objetivo del presente trabajo es exponer una breve revisión del estudio del razonamiento analógico desde la Teoría de los Marcos Relacionales (TMR), considerando los modelos formulados hasta la actualidad y la exploración experimental. A sua vez, se abordará el estudio del desarrollo del razonamiento analógico en la infancia, surgido en el marco de las controversias generadas por los distintos enfoques de la psicología. Se expondrán los hallazgos obtenidos utilizando métodos de imágenes cerebrales desde las ciencias cognitivas. Finalmente se comentarán las posibles aplicaciones de este paradigma. Los estudios revisados acerca del razonamiento analógico desde la TMR proveen relevante evidencia empírica, principalmente en el ámbito de la evaluación y sugieren ventajas de este paradigma en comparación con aproximaciones cognitivistas. A su vez, se propone su implementación como instrumento de entrenamiento cognitivo. En conclusión, la TMR propone un modelo útil al estudio del razonamiento analógico desde la perspectiva del análisis del comportamiento.

The main goal of the present work is to summarize the Relational Frame Theory (RFT) account of analogical reasoning, reviewing theoretical models and experimental studies published so far. Additionally, developmental studies of analogical reasoning during childhood will be addressed, considering the alternative hypothesis and controversies between different psychological theories. Findings from cognitive studies using neuroimaging techniques will also be discussed. Finally, the potential applications of the paradigm will be considered. The studies reviewed about analogical reasoning from the RFT provide relevant empirical evidence, mainly in the field of assessment and suggest advantages of this paradigm compared to cognitivist approaches. In turn, its implementation is proposed as a tool for cognitive training. In conclusion, the RFT offers a useful model to study analogical reasoning from the behavior analysis perspective.

Estimulación y diagnóstico del razonamiento analógico en la ZDP / Stimulation and diagnostic of the analogical reasoning in the proximal development zone (PDZ)

El presente artículo tiene la intención de exponer algunos de los resultados obtenidos durante la realización de una investigación psicopedagógica dirigida a estudiar los efectos que produce la estimulación del razonamiento analógico, en los límites de la Zona de Desarrollo Próximo de los escolares, durante el aprendizaje de una materia escolar a través de un método denominado Aprendizaje por Transferencia Analógica, sobre el desarrollo de los procesos implicados en este tipo de razonamiento y su repercusión en la calidad de los aprendizajes de los estudiantes.

The present article has the intention of exposing some of the results obtained during the realization of an psicopedagogical investigation directed to study the effects that produces the stimulation of the analogical reasoning, in the limits of the scholars' Proximal Developmental Zone and during the learning of a school matter through a method called Learning by Analogical Transfer, on the development of the processes implied in this reasoning kind and its consequences in the quality of the students' learning.