Purpose: The process of learning to read and write starts in early childhood through the use of genuine reading and writing conducts in the family context and at educational centers. The purpose of this experience was to improve the quality of reading of non-reading children in basic primary education. Topic: The program entitled “Aprendizaje Inicial de la Lectura, Escritura y Matematica” (Initial Learning of Reading, Writing and Mathematics) of the Pontificia Universidad Catolica de Chile (AILEM UC) consists of a set of strategies to boost learning using a series of reading and writing strategies. It has been implemented at different schools in the country beginning in 2002. Development: A successful experience is presented that was carried out in Chile, in the city of La Serena, using the “Reading Cycle” (“Ciclo de lectura”), one of the strategies of the ailem program, with a group of first graders who were behind in learning to read. Conclusions: With the work systematically carried out over a two month period by the consultants, applying the strategy, a group of non-reading children or those who were behind in their reading skills, at the end of the year was able to read, at least syllabilcally.
目的:通过在家庭环境和教育中心使用真正的阅读和写作行为，学习阅读和写作的过程从儿童早期开始。这项经验的目的是提高基础小学教育中不阅读儿童的阅读质量。主题:智利天主教大学(AILEM UC)的“阅读、写作和数学的初步学习”(Aprendizaje Inicial de la Lectura, Escritura y matatica)项目包括一套使用一系列阅读和写作策略来促进学习的策略。从2002年开始，它已在全国不同的学校实施。发展:介绍了在智利拉塞雷纳市利用ailem项目策略之一的“阅读循环”(Ciclo de lectura)在学习阅读方面落后的一年级学生群体中开展的成功经验。结论:顾问们在两个月的时间里系统地开展了这项工作，应用了该策略，一组不阅读的孩子或阅读技能落后的孩子，在年底能够阅读，至少在音节上。
{"title":"El ciclo de lectura: estrategia para potenciar a niños no lectores","authors":"María Soledad Villegas-Herrera","doi":"10.16925/PE.V11I18.1226","DOIUrl":"https://doi.org/10.16925/PE.V11I18.1226","url":null,"abstract":"Purpose: The process of learning to read and write starts in early childhood through the use of genuine reading and writing conducts in the family context and at educational centers. The purpose of this experience was to improve the quality of reading of non-reading children in basic primary education. Topic: The program entitled “Aprendizaje Inicial de la Lectura, Escritura y Matematica” (Initial Learning of Reading, Writing and Mathematics) of the Pontificia Universidad Catolica de Chile (AILEM UC) consists of a set of strategies to boost learning using a series of reading and writing strategies. It has been implemented at different schools in the country beginning in 2002. Development: A successful experience is presented that was carried out in Chile, in the city of La Serena, using the “Reading Cycle” (“Ciclo de lectura”), one of the strategies of the ailem program, with a group of first graders who were behind in learning to read. Conclusions: With the work systematically carried out over a two month period by the consultants, applying the strategy, a group of non-reading children or those who were behind in their reading skills, at the end of the year was able to read, at least syllabilcally.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"32 1","pages":"163-168"},"PeriodicalIF":0.1,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Numerous psychological research studies about decision-making address both risk and ignorance under the category of decision in contexts of uncertainty. Objective: In this research work, the aim is to specifically describe the ways certain decision rules are used in a context of ignorance in the context of different consequences, affected parties and properties. In this way, it is possible to determine whether or not some of the ways of framing a decision that have been observed in contexts of risk actually occur, such as those considered by the prospective theory of Kahneman and Tversky. Methodology: A comparative study of the results was made of the results of a questionnaire with 24 gambling situations with different properties, affected parties and consequences, which was then applied to a sample of 232 people with their informed consent. Results: The results showed significant differences in the use of decision criteria in contexts of ignorance, with a clear predominance of the conservative strategy. Conclusions: It may be concluded that in contexts of decision-making in ignorance, aversion to loss becomes acute and the framing effect observed in low-risk decisions is slightly modified, because more risk is not necessarily run in a perspective of loss.
{"title":"Ni ingenuos ni malvados. Enmarcado y estrategias dominantes en la toma de decisiones en contextos de ignorancia","authors":"Juan Antonio González de Requena Farré","doi":"10.16925/PE.V11I18.1219","DOIUrl":"https://doi.org/10.16925/PE.V11I18.1219","url":null,"abstract":"Introduction: Numerous psychological research studies about decision-making address both risk and ignorance under the category of decision in contexts of uncertainty. Objective: In this research work, the aim is to specifically describe the ways certain decision rules are used in a context of ignorance in the context of different consequences, affected parties and properties. In this way, it is possible to determine whether or not some of the ways of framing a decision that have been observed in contexts of risk actually occur, such as those considered by the prospective theory of Kahneman and Tversky. Methodology: A comparative study of the results was made of the results of a questionnaire with 24 gambling situations with different properties, affected parties and consequences, which was then applied to a sample of 232 people with their informed consent. Results: The results showed significant differences in the use of decision criteria in contexts of ignorance, with a clear predominance of the conservative strategy. Conclusions: It may be concluded that in contexts of decision-making in ignorance, aversion to loss becomes acute and the framing effect observed in low-risk decisions is slightly modified, because more risk is not necessarily run in a perspective of loss.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"11 1","pages":"59-71"},"PeriodicalIF":0.1,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Subjective complaints and forgetfulness in daily life among older people can be modified through cognitive training and mnemonic strategies and techniques to improve memory. Diverse methods and specific memory training programs have been developed in Spain with successful results from their implantation. Objectives: The main purpose of this article is to show the effectiveness of the training using different strategies and techniques for improving memory performance among older people. Specifically, trials were carried out with the association technique using faces and names, visualization and categorization strategies along with the loci method, all with older participants during a memory improvement workshop. Results and conclusions: The modular multifactorial design of the training and inclusion of these mnemonic procedures facilitated memory improvement. The analysis of the results showed a significant increase by means of training using prospective and retrospective tasks, such as “actions to be carried out in the morning”, and using the loci method, improvement in information codification through categorization, visual sensorial memory optimization using visualization, and finally, improvement of associative deficits in episodic memory in recalling people’s names.
{"title":"Entrenamiento para olvidos cotidianos y mejora de la memoria en mayores: resultados de efectividad","authors":"María Eugenia Domínguez-Orozco","doi":"10.16925/PE.V11I18.1220","DOIUrl":"https://doi.org/10.16925/PE.V11I18.1220","url":null,"abstract":"Introduction: Subjective complaints and forgetfulness in daily life among older people can be modified through cognitive training and mnemonic strategies and techniques to improve memory. Diverse methods and specific memory training programs have been developed in Spain with successful results from their implantation. Objectives: The main purpose of this article is to show the effectiveness of the training using different strategies and techniques for improving memory performance among older people. Specifically, trials were carried out with the association technique using faces and names, visualization and categorization strategies along with the loci method, all with older participants during a memory improvement workshop. Results and conclusions: The modular multifactorial design of the training and inclusion of these mnemonic procedures facilitated memory improvement. The analysis of the results showed a significant increase by means of training using prospective and retrospective tasks, such as “actions to be carried out in the morning”, and using the loci method, improvement in information codification through categorization, visual sensorial memory optimization using visualization, and finally, improvement of associative deficits in episodic memory in recalling people’s names.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"11 1","pages":"73-84"},"PeriodicalIF":0.1,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Proposito: reflexionar sobre algunas posibles confusiones dadas en la practica social y comunicativa de los profesionales en educacion y el tratamiento social al abordaje de la violencia escolar. Al revisar el asunto, se detecta como algunas de las confusiones basicas parecieran darse alrededor del uso de los conceptos de agresion y violencia, los cuales algunos autores tratan de manera indiferenciada como sinonimos, desconociendo los esfuerzos de las ciencias sociales por entenderlos y explicarlos. Abordar esta confusion y presentar opciones con el fin de entender las implicaciones de estos dos terminos es el proposito de este texto. Tema: el abordaje de la violencia escolar ha estado al orden del dia durante los ultimos anos. De manera recurrente, publicitan casos extremos acudiendo a expertos que dan explicaciones y soluciones, aunque parece que el asunto de las practicas violentas se mantiene y los esfuerzos fueran insuficientes. Desarrollo: se abordan las confusiones en las definiciones de los diccionarios, se examinan sus significados etimologicos y se revisa el uso y sentido de la agresion y la violencia desde la sociologia, la politica y la psicologia. Conclusiones: se propone una mirada de los dos conceptos en la que se establecen sus diferencias, pero la cual parte de un mismo fenomeno expresado en intensidades y frecuencias graduales. De igual forma, se busca reconocer que todo movimiento dado en espacios limitados es susceptible de ser percibido como agresivo por quien es sujeto de esa fuerza.
{"title":"Un acercamiento a la comprensión de la agresión y la violencia humana","authors":"Humberto Yañez-Canal","doi":"10.16925/PE.V11I18.1227","DOIUrl":"https://doi.org/10.16925/PE.V11I18.1227","url":null,"abstract":"Proposito: reflexionar sobre algunas posibles confusiones dadas en la practica social y comunicativa de los profesionales en educacion y el tratamiento social al abordaje de la violencia escolar. Al revisar el asunto, se detecta como algunas de las confusiones basicas parecieran darse alrededor del uso de los conceptos de agresion y violencia, los cuales algunos autores tratan de manera indiferenciada como sinonimos, desconociendo los esfuerzos de las ciencias sociales por entenderlos y explicarlos. Abordar esta confusion y presentar opciones con el fin de entender las implicaciones de estos dos terminos es el proposito de este texto. Tema: el abordaje de la violencia escolar ha estado al orden del dia durante los ultimos anos. De manera recurrente, publicitan casos extremos acudiendo a expertos que dan explicaciones y soluciones, aunque parece que el asunto de las practicas violentas se mantiene y los esfuerzos fueran insuficientes. Desarrollo: se abordan las confusiones en las definiciones de los diccionarios, se examinan sus significados etimologicos y se revisa el uso y sentido de la agresion y la violencia desde la sociologia, la politica y la psicologia. Conclusiones: se propone una mirada de los dos conceptos en la que se establecen sus diferencias, pero la cual parte de un mismo fenomeno expresado en intensidades y frecuencias graduales. De igual forma, se busca reconocer que todo movimiento dado en espacios limitados es susceptible de ser percibido como agresivo por quien es sujeto de esa fuerza.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"11 1","pages":"169-183"},"PeriodicalIF":0.1,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: In Mexico, a Sexual Fantasies and Situations Questionnaire (CFSS) has been developed. Objectives: To describe distributions, study differences between sexes and propose cut-off points among psychology students as future professionals involved in providing sexual health attention. Methodology: A sample using non-proportional sex quotas was employed. The CFSS was applied to 400 psychology students (200 women and 200 men). Results: The distributions of the items, of the scales of contents and situations and of the two content factors showed a bias towards low frequencies. The averages in the items, in the two scales and in the two content factors, were greater among men than among women, except for sexual fantasies with people of the same sex, with older people and with concurrent couples, as well as in situations before or after going out with a couple and before or after sleeping. Conclusions: It was concluded that a classification by sex differentiated quartiles must be made. The study and use of the questionnaire is suggested in order to avoid possible biases that could affect clinical judgment among psychology students.
{"title":"Diferencias en contenidos y situaciones de fantasías sexuales entre estudiantes de psicología de ambos sexos","authors":"J. M. D. L. Rubia","doi":"10.16925/PE.V11I18.1002","DOIUrl":"https://doi.org/10.16925/PE.V11I18.1002","url":null,"abstract":"Introduction: In Mexico, a Sexual Fantasies and Situations Questionnaire (CFSS) has been developed. Objectives: To describe distributions, study differences between sexes and propose cut-off points among psychology students as future professionals involved in providing sexual health attention. Methodology: A sample using non-proportional sex quotas was employed. The CFSS was applied to 400 psychology students (200 women and 200 men). Results: The distributions of the items, of the scales of contents and situations and of the two content factors showed a bias towards low frequencies. The averages in the items, in the two scales and in the two content factors, were greater among men than among women, except for sexual fantasies with people of the same sex, with older people and with concurrent couples, as well as in situations before or after going out with a couple and before or after sleeping. Conclusions: It was concluded that a classification by sex differentiated quartiles must be made. The study and use of the questionnaire is suggested in order to avoid possible biases that could affect clinical judgment among psychology students.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"11 1","pages":"25-43"},"PeriodicalIF":0.1,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Competency-based training requires universities to not only look at the theories that underpin different visions of education and teaching, but also at their application in a school context. Moreover, it is hoped that during their education, students will be able to integrate theory and practice; however, this poses a problem for them. To overcome the difficulty in integrating theory and practice, some authors have proposed the use of reflective practice, and we therefore hypothesized that the concept of the zone of proximal development (zpd), created by Soviet psychologist Lev Vygotsky, could be used as a psychological instrument to promote reflection on practice for students undertaking our Bachelor’s Degree in School and Social Adaptation at Universite de Sherbrooke, Canada. To test our hypothesis, we worked on the practice of 20 students from this course according to the concept of zpd. The results show that the concept is an effective psychological instrument for promoting the integration of theory and practice.
以能力为基础的培训要求大学不仅要关注支撑不同教育和教学愿景的理论，还要关注它们在学校环境中的应用。此外，希望在他们的教育，学生将能够理论和实践相结合;然而，这给他们带来了一个问题。为了克服理论与实践相结合的困难，一些作者提出使用反思性实践，因此，我们假设苏联心理学家列夫·维果茨基(Lev Vygotsky)创造的最近发展区(zone of proximal development, zpd)的概念可以作为一种心理工具，促进我们在加拿大舍布鲁克大学(university de Sherbrooke)学习学校和社会适应学士学位的学生对实践的反思。为了验证我们的假设，我们根据zpd的概念对这门课的20名学生进行了实践。结果表明，这一概念是促进理论与实践相结合的有效心理工具。
{"title":"El concepto de zona de desarrollo próximo: un instrumento psicológico para mejorar su propia práctica pedagógica","authors":"Michèle Venet, Enrique Correa Molina","doi":"10.16925/PE.V10I17.775","DOIUrl":"https://doi.org/10.16925/PE.V10I17.775","url":null,"abstract":"Competency-based training requires universities to not only look at the theories that underpin different visions of education and teaching, but also at their application in a school context. Moreover, it is hoped that during their education, students will be able to integrate theory and practice; however, this poses a problem for them. To overcome the difficulty in integrating theory and practice, some authors have proposed the use of reflective practice, and we therefore hypothesized that the concept of the zone of proximal development (zpd), created by Soviet psychologist Lev Vygotsky, could be used as a psychological instrument to promote reflection on practice for students undertaking our Bachelor’s Degree in School and Social Adaptation at Universite de Sherbrooke, Canada. To test our hypothesis, we worked on the practice of 20 students from this course according to the concept of zpd. The results show that the concept is an effective psychological instrument for promoting the integration of theory and practice.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"10 1","pages":"7-15"},"PeriodicalIF":0.1,"publicationDate":"2015-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La comunicacion relacional representa el principal mecanismo de interaccion entre los miembros de una relacion cercana, por lo que en sus dos vias (verbal y no-verbal) contribuye a desarrollar un vinculo ya sea de intimidad o de hostilidad entre sus miembros. La comunicacion no verbal, por su caracter complejo, no ha sido facil o frecuentemente operacionalizada (p. e., Burgoon y Hale, 1987; Kahn, 1970; Riggio, 2006) y aun menos en el contexto de la cultura mexicana, la cual se caracteriza por el gran peso que tienen las relaciones personales (Diaz, 1994). Por lo anterior, el proposito del presente estudio fue desarrollar y validar dos autorreportes desde la vision del participante con respecto a los mensajes recibidos a partir del comportamiento no verbal de su pareja. Para ello, se trabajo con una muestra no probabilistica de 367 adultos de la Ciudad de Mexico con pareja, quienes respondieron a la “Escala de comunicacion no verbal - percepcion” y la “Escala de comunicacion no verbal - interpretacion”. Los resultados mostraron dos medidas validas y confiables cuyos factores se apoyan fuertemente en la literatura sobre relaciones personales y comunicacion.
{"title":"Evaluación psicológica de la comunicación relacional no verbal","authors":"Rozzana Sánchez-Aragón","doi":"10.16925/PE.V10I17.782","DOIUrl":"https://doi.org/10.16925/PE.V10I17.782","url":null,"abstract":"La comunicacion relacional representa el principal mecanismo de interaccion entre los miembros de una relacion cercana, por lo que en sus dos vias (verbal y no-verbal) contribuye a desarrollar un vinculo ya sea de intimidad o de hostilidad entre sus miembros. La comunicacion no verbal, por su caracter complejo, no ha sido facil o frecuentemente operacionalizada (p. e., Burgoon y Hale, 1987; Kahn, 1970; Riggio, 2006) y aun menos en el contexto de la cultura mexicana, la cual se caracteriza por el gran peso que tienen las relaciones personales (Diaz, 1994). Por lo anterior, el proposito del presente estudio fue desarrollar y validar dos autorreportes desde la vision del participante con respecto a los mensajes recibidos a partir del comportamiento no verbal de su pareja. Para ello, se trabajo con una muestra no probabilistica de 367 adultos de la Ciudad de Mexico con pareja, quienes respondieron a la “Escala de comunicacion no verbal - percepcion” y la “Escala de comunicacion no verbal - interpretacion”. Los resultados mostraron dos medidas validas y confiables cuyos factores se apoyan fuertemente en la literatura sobre relaciones personales y comunicacion.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"10 1","pages":"27-42"},"PeriodicalIF":0.1,"publicationDate":"2015-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67606664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El primer objetivo de la presente investigacion consistio en conocer el significado psicologico del concepto calidad de vida en una muestra de 300 adolescentes mexicanos de 12 a 16 anos, por medio de la tecnica de redes semanticas, ya que esta herramienta permite un acercamiento al significado colectivo de un objeto, palabra o expresiones dando un enfasis a los procesos cognitivos, con el fin de conocer su interpretacion y como esta repercute en la salud mental del sujeto. Un segundo objetivo fue conocer cuales fueron las dimensiones del concepto calidad de vida en los adolescentes mexicanos. Los resultados obtenidos, tanto de manera general como por sexo, indican que los adolescentes mexicanos interpretan el concepto calidad de vida como un estado de satisfaccion general en el que consideran algunos elementos principales como la pertenencia a una familia, el amor, la salud, entre otros, los cuales se encuentran distribuidos en cada una de las diez dimensiones obtenidas en esta investigacion. Se concluye que, en los adolescentes mexicanos, la calidad de vida se define a partir de la interaccion de multiples factores psicosociales y personales con los que el sujeto pueda desarrollar sus potencialidades para obtener su bienestar y satisfaccion en el contexto en el que se desarrolla.
{"title":"Significado psicológico de la calidad de vida para los adolescentes mexicanos","authors":"Rosalinda Guadarrama-Guadarrama, Julio César Hernández-Navor, Marcela Veytia López, Octavio Márquez Mendoza","doi":"10.16925/PE.V10I17.784","DOIUrl":"https://doi.org/10.16925/PE.V10I17.784","url":null,"abstract":"El primer objetivo de la presente investigacion consistio en conocer el significado psicologico del concepto calidad de vida en una muestra de 300 adolescentes mexicanos de 12 a 16 anos, por medio de la tecnica de redes semanticas, ya que esta herramienta permite un acercamiento al significado colectivo de un objeto, palabra o expresiones dando un enfasis a los procesos cognitivos, con el fin de conocer su interpretacion y como esta repercute en la salud mental del sujeto. Un segundo objetivo fue conocer cuales fueron las dimensiones del concepto calidad de vida en los adolescentes mexicanos. Los resultados obtenidos, tanto de manera general como por sexo, indican que los adolescentes mexicanos interpretan el concepto calidad de vida como un estado de satisfaccion general en el que consideran algunos elementos principales como la pertenencia a una familia, el amor, la salud, entre otros, los cuales se encuentran distribuidos en cada una de las diez dimensiones obtenidas en esta investigacion. Se concluye que, en los adolescentes mexicanos, la calidad de vida se define a partir de la interaccion de multiples factores psicosociales y personales con los que el sujeto pueda desarrollar sus potencialidades para obtener su bienestar y satisfaccion en el contexto en el que se desarrolla.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"10 1","pages":"53-60"},"PeriodicalIF":0.1,"publicationDate":"2015-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67606711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article proposes a revision of the locus of control concept as a useful tool within the field of research into perception of control and its effects on actions. Locus of control measures have been widely used within and outside psychology to link beliefs with individual actions, and they have proved useful in areas as diverse as education, health, labor mobility and cultural consumption. However, its success at the empirical level has led in some cases —according to its creator, Julian Rotter— to conceptual inaccuracies with respect to its definition and the interpretation of results. Is locus of control the same as a measure of self-efficacy? Should internal focus of control be seen as something positive and external locus of control as something negative? Is it possible to predict individual behavior using a generalized measure of locus of control? This paper contextualizes the locus of control measure in the theoretical space where it originated (social learning theory), and highlights some relevant interpretive points for its analysis and use.
{"title":"Reflexiones sobre la interpretación del concepto de locus de control en investigación social","authors":"P. Grande","doi":"10.16925/PE.V10I17.795","DOIUrl":"https://doi.org/10.16925/PE.V10I17.795","url":null,"abstract":"This article proposes a revision of the locus of control concept as a useful tool within the field of research into perception of control and its effects on actions. Locus of control measures have been widely used within and outside psychology to link beliefs with individual actions, and they have proved useful in areas as diverse as education, health, labor mobility and cultural consumption. However, its success at the empirical level has led in some cases —according to its creator, Julian Rotter— to conceptual inaccuracies with respect to its definition and the interpretation of results. Is locus of control the same as a measure of self-efficacy? Should internal focus of control be seen as something positive and external locus of control as something negative? Is it possible to predict individual behavior using a generalized measure of locus of control? This paper contextualizes the locus of control measure in the theoretical space where it originated (social learning theory), and highlights some relevant interpretive points for its analysis and use.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"10 1","pages":"127-134"},"PeriodicalIF":0.1,"publicationDate":"2015-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
De acuerdo con las teorias constructivistas de Piaget, para que los ninos pequenos aprendan matematicas, es necesario ensenarles primero los procesos logicos y su organizacion, puesto que estos serian “prerrequisitos” para la adquisicion del concepto de numero. De acuerdo con la reciente investigacion cientifica contrastada sobre aprendizaje de las matematicas, esta concepcion piagetiana de la adquisicion del numero en el nino no esta suficientemente justificada. Es claro que los escolares tienen mucho que aprender sobre aritmetica y su comprension del numero mejora con la edad y con el aprendizaje, pero eso no significa que carezcan de nociones numericas acertadas antes de llegar a la educacion infantil, incluso desde el nacimiento. Piaget diseno ingeniosos procedimientos para estudiar la adquisicion de los prerrequisitos del numero (seriacion, conservacion, correspondencia), pero lo que nos dice la investigacion empirica al respecto es que cuando a los ninos de 3 a 6 anos se les presentan situaciones analogas a las ideadas por Piaget, de caracteristicas no verbales, sus habilidades con los numeros progresan vertiginosamente. En este trabajo, a partir del experimento clasico de Piaget sobre la conservacion del numero, se analiza la teoria piagetiana de manera critica desde los resultados encontrados en experimentos paralelos.
{"title":"Aspectos críticos de la concepción de Piaget sobre los números","authors":"J. Navarro","doi":"10.16925/PE.V10I17.788","DOIUrl":"https://doi.org/10.16925/PE.V10I17.788","url":null,"abstract":"De acuerdo con las teorias constructivistas de Piaget, para que los ninos pequenos aprendan matematicas, es necesario ensenarles primero los procesos logicos y su organizacion, puesto que estos serian “prerrequisitos” para la adquisicion del concepto de numero. De acuerdo con la reciente investigacion cientifica contrastada sobre aprendizaje de las matematicas, esta concepcion piagetiana de la adquisicion del numero en el nino no esta suficientemente justificada. Es claro que los escolares tienen mucho que aprender sobre aritmetica y su comprension del numero mejora con la edad y con el aprendizaje, pero eso no significa que carezcan de nociones numericas acertadas antes de llegar a la educacion infantil, incluso desde el nacimiento. Piaget diseno ingeniosos procedimientos para estudiar la adquisicion de los prerrequisitos del numero (seriacion, conservacion, correspondencia), pero lo que nos dice la investigacion empirica al respecto es que cuando a los ninos de 3 a 6 anos se les presentan situaciones analogas a las ideadas por Piaget, de caracteristicas no verbales, sus habilidades con los numeros progresan vertiginosamente. En este trabajo, a partir del experimento clasico de Piaget sobre la conservacion del numero, se analiza la teoria piagetiana de manera critica desde los resultados encontrados en experimentos paralelos.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"10 1","pages":"97-101"},"PeriodicalIF":0.1,"publicationDate":"2015-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67606773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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