Desarrollo intelectual durante la adolescencia: competencia, actuación y diferencias individuales

• Autores: Mario Carretero
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Nº 12, 1980, págs. 81-98
• Idioma: español
• DOI: 10.1080/02103702.1980.10821827
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Este artículo presenta una revisión de los trabajos sobre el pensamiento formal, realizados entre 1970 y 1980, centrándose en tres aspectos fundamentales: estilos cognitivos, desfases horizontales y la influencia del contenido de las tareas formales. En cuanto al primero de estos aspectos, se revisan los trabajos que muestran que los sujetos independientes de campo tienen más facilidad que los dependientes de campo para producir una actuación formal. Se analizan brevemente las estrategias que realizan estos dos tipos de sujetos. En lo que se refiere al problema de los desfases horizontales, se presentan resultados de trabajos que muestran como tareas con la misma estructura formal se resuelven en distinto momento del desarrollo. Por último, se revisan trabajos que han demostrado cómo influye en la resolución de los problemas formales la familiaridad que los sujetos tengan con ellos. Este artículo se ha estructurado, en parte, siguiendo algunas de las ideas de la teoría neopiagetiana de los operadores constructivos de Pascual-Leone.

  • English

    The paper presents a review of studies on formal thinking, carried out from 1970 to 1980, focusing on three points: cognitive style, horizontal decalage, and the influence of formal tasks� content. With respect to the first, studies show that field independent subjects can produce a formal performance more easily than field dependent ones.

    Strategies used by these subjects are briefly analysed. With respect to horizontal decalage, results show that tasks with the same formal structure are solved at different stages of development. Finally, with respect to task content, results show that subjects� familiarity with a problem influences their performance. The paper has partly adopted the framework of Pascual-Leone�s Neopiagetian theory of constructive operators

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