Efectos de sugestión en preescolares: capacidades mentalistas y diferencias individuales en sugestionabilidad

• Autores: Margarita Diges, Amparo Moreno Hernández, María de las Nieves Pérez Mata
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 33, Nº 2, 2010 (Ejemplar dedicado a: El conocimiento práctico), págs. 235-254
• Idioma: español
• DOI: 10.1174/021037010791114634
• Títulos paralelos:
  • Suggestion effects in preschoolers: mentalist skills and individual differences in suggestibility
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Presentamos una investigación sobre las relaciones entre las capacidades mentalistas, la memoria y la sugestionabilidad en preescolares. Noventa y nueve preescolares (de 39 a 87 meses) participaron en dos sesiones experimentales en las que una entrevistadora evaluó, primero, sus capacidades mentalistas y sugestionabilidad a través de dos escalas y, una semana después, otra entrevistadora realizó pruebas de recuerdo libre y reconocimiento así como preguntas sugestivas sobre acciones desarrolladas en la primera sesión. Los preescolares con un nivel inferior de teoría de la mente aceptaron más sugestiones, recordaron peor y puntuaron más alto en la escala de Sugestionabilidad. En contextos aplicados, esto significa que los preescolares con menor capacidad mentalista también recordarán peor, serán objeto de más sugestiones y las aceptarán en mayor grado.

  • English

    Relationships between mentalist skills, memory and suggestibility in preschoolers are examined. A total of two experimental sessions were developed. First, ninety-nine preschoolers (age 39 to 87 months) were administered two scales related with Theory of Mind and Individual Suggestibility. A week later, a different interviewer asked the children free recall and recognition questions as well as suggestive questions about activities performed in session 1. Preschoolers with low scores in Theory of Mind accepted more often suggestions, exhibited lower levels of free recall and recognition, and scored higher in Suggestibility. In applied contexts, this means that preschoolers with less developed theory of mind will fail more in their recall, they will be the object of more suggestions, and they will be more prone to accept suggestions.

• Referencias bibliográficas
  • ASTINGTON, J. (1993). The child's discovery of the mind. Cambridge, MA: Harvard University Press. [Trad. cast. de T. del Amo, El descubrimiento...
  • BRUCK, M. & CECI, S. J. (1999). The suggestibility of children's memory. Annual Review of Psychology, 50, 419-439.
  • BRUCK, M. & MELNYK, L. (2004). Individual differences in children's suggestibility. Applied Cognitive Psychology, 18, 947-996.
  • CECI, S. J. & BRUCK, M. (1993). Suggestibility of child witness: A historical review and synthesis. Psychological Bulletin, 113, 403-439.
  • CECI, S. J., BRUCK, M. & BATTIN, D. B. (2000). The suggestibility of children's testimony. En D. F. Bjorklund (Ed.), Falsememory creation...
  • CECI, S. J., PAPIERNO, P. B. & KULKOFSKY, S. (2007). Representational constraints in children's suggestibility. Psychological Science,...
  • CECI, S. J., ROSS, D. F. & TOGLIA, M. P. (1987). Suggestibility of children's memory: Psycholegal implications. Journal of Experimental...
  • DAVIS, S. & LOFTUS, E. (2007). Internal and external sources of misinformation in adults witness memory. En M. P. Toglia, J. D. Read,...
  • FLAVELL, J., MILLER, P. & MILLER, S. (2002). Cognitive development (4a ed.). New Jersey: Prentice Hall.
  • GILES, J. W., GOPNIK, A. & HEYMAN, G. D. (2002). Source monitoring reduces the suggestibility of preschool children. Psychological Science,...
  • GUDJONSSON, G. (1992). The Psychology of Interrogations, Confessions and Testimony. Chichester: Wiley.
  • GUDJONSSSON, G. (1997). The Gudjonsson Suggestibility Scales Manual. Hove: Psychology.
  • GUDJONSSON, G. (2003). The Psychology of Interrogations and Confessions. A Handbook. Chichester: Wiley.
  • KARMILOFF-SMITH, A. (1992). Beyond modularity. Cambridge, MA: Cambridge University Press. [Trad. cast. de J. C. Gómez & M. Núñez, Más...
  • LEÓN, O. & MONTERO, I. (2003). Métodos de Investigación en psicología y Educación (3a ed.). Madrid: McGraw Hill.
  • LINDSAY, D. S. & JOHNSON, M. K. (1989). The eyewitness suggestibility effect and memory for source. Memory and Cognition, 17, 349-358.
  • LOFTUS, E. (1975). Leading questions and the eyewitness report. Cognitive Psychology, 7, 560-572.
  • LOFTUS, E., MILLER, D. & BURNS, H. (1978). Semantic integration of verbal information into a visual memory. J. of Experimental Psychology:...
  • MELINDER, A., SCULLIN, M., GUNNERØD, V. & NYBORG, E. (2005). Generalizability of a two-factor measure of pre-school age children's...
  • MELINDER, A., ENDESTAD, T. & MAGNUSSEN, S. (2006). Relations between episodic memory, suggestibility, theory of mind, and cognitive inhibition...
  • PERNER, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press. [Trad. cast. de M. A. Galmarini, Comprender la mente...
  • PERNER, J. (2000). Memory and Theory of Mind. En E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (pp. 317-312). Oxford:...
  • PERNER, J. , KLOO, D. & GORNIK, E. (2007). Episodic memory development: Theory of mind is part of re-experiencing experienced events....
  • PETERSON, C. C., WELLMAN, H. M. & LIU, D. (2005). Steps in theory of mind development for children with autism and deafness. Child Development,...
  • PREMACK, D. & WOODRUFF, G. (1978). Does the chimpanzee have a theory of mind? Behavioural and Brain Sciences, 1, 515-526.
  • SCULLIN, M. H. & BONNER, K. A. (2003). Suggestibility, theory of mind, and executive functioning in preschool children. Póster presentado...
  • SCULLIN, M. H. & BONNER, K. A. (2006). Theory of mind, inhibitory control, and preschool-age children's suggestibility in different...
  • SCULLIN, M. H. & CECI, S. J. (2001). A suggestibility scale for children. Personality and Individual Differences, 30, 843-856.
  • SCULLIN, M. H., KANAYA, T. & CECI, S. J. (2002). Measurement of individual differences in children's suggestibility across situations....
  • TULVING, E. (1985). Memory and consciousness. Canadian Journal of Psychology, 25, 1-12.
  • WELCH-ROSS, M. K. (1999). Preschooler's understanding of mind: implications for suggestibility. Cognitive Development, 14, 101-131.
  • WELCH-ROSS, M. K., DIECIDUE, K. & MILLER, S. A. (1997). Children's understanding of conflicting mental representations predicts suggestibility....
  • WELLMAN, H. (1990). The child theory of mind. Cambridge, MA: MIT Press.
  • WELLMAN, H. & LIU, D. (2004). Scaling of Theory-of-Mind Tasks. Child Development, 75, 523-541.
  • WELLMAN, H. & WOOLLEY, J. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35,...
  • WIMMER, H. & PERNER, J. (1983). Beliefs about beliefs: representation and the constraining function of wrong beliefs in young children's...