Instrucción y desarrollo en la comprensión temprana de fotografías como objetos simbólicos

• Autores: Olga Alicia Peralta de Mendoza, Analía Marcela Salsa
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 27, Nº. 1, 2011, págs. 118-125
• Idioma: español
• Enlaces
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• Dialnet Métricas: 7 Citas
• Resumen
  • español

    El propósito de esta investigación fue estudiar el impacto de la instrucción en el desarrollo de la comprensión simbólica de fotografías como fuente de información por parte de niños pequeños. Se llevaron a cabo 3 experimentos utilizando una tarea de búsqueda. Se varió la edad de los niños (24, 30 y 36 meses de edad), la cantidad (completa, sin instruc-ción) y el tipo (correspondencia, intencionalidad) de instrucción suminis-trada. Los resultados en su conjunto muestran que a los 24 meses de edad los niños no comprendieron la función simbólica de las fotografías a pesar de las instrucciones completas recibidas. A los 30 meses, la información que privilegió la función intencional resultó ser crítica; mientras que la que enfatizó la correspondencia, sin bien no fue suficiente en sí misma, pro-vocó que los niños comprendieran la función simbólica de las fotografías durante la prueba, probablemente debido a un proceso de comparación. Finalmente, a los 36 meses, los niños captaron la naturaleza simbólica del objeto sin instrucción alguna. Los resultados se discuten en cuanto a las complejas relaciones entre desarrollo e instrucción en la simbolización temprana.

  • English

    The purpose of this research consisted of studying the impact of instruction in the development of the symbolic comprehension of photographs as sources of information by young children. Three experi-ments were conducted using a search task. In these experiments the age of the children (24, 30 and 36-months-of-age), the amount (complete, no instruction) and the type (correspondence, intentionality) of the informa-tion provided were varied. Results show that at 24 months-of-age children do not comprehend the symbolic function of the photographs in spite of the instructions received. At 30 months-of-age, the information that stressed intentionality turned out to be critical; while the information that stressed correspondences, despite not being enough in itself, provoked that children came to appreciate the symbolic function of pictures during the task, probably as a consequence of a comparison process. Finally, at 36 months-of-age, children captured the symbolic nature of the object with no instruction at all. The results are discussed with regard to the complex relations between development and instruction in early symbolization.

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