Acceso usuarios
Maximiano del Caño Sánchez
En este trabajo se estudia la utilidad de la interacción entre iguales para el desarrollo cognitivo; 874 sujetos de 11-14 años de edad, de dos medios sociales diferentes, resuelven individualmente dos tests de inteligencia (el TIG-I, y los tests de factor g, de Cattell). El tratamiento consiste en el estudio de una de las dos pruebas en grupos formados según medio social y agrupación para la tarea (díadas, individual). Los resultados de la evaluación de los rendimientos diferenciales, pre-postests en ambas pruebas según el MS y el agrupamiento (Anovas 2 x 2), indican una clara incidencia de ambas variables, en especial en las pruebas de �generalización�. Los mayores progresos corresponden a los sujetos de medio social desfavorecido, a las agrupaciones diádicas y al tratamiento con el test Cattell. Se discute, a la luz de las teorías del conflicto sociocognitivo, el interés de este tipo de intervención, particularmente en sujetos de medios socioculturales deprivados.
The present study investigated the effect of peer interaction on cognitive development (pre-posttest differences on two intelligence test). The study sample were 874 children aged 11-14 years, from two different social classes: high and low. Initially subjects were asked to solve individually two intelligence tests (Cattell�s G factor test and the TIG-1). The children were then grouped according to their social class. They then received a training session in which one of the two tests was studied either individually or in dyads. The results from the assessment of the subjects� differential performance (2x2 ANOVA were calculated using pre- and posttest measures on the two tests: social class and grouping during training) indicate a clear influence of both variables, in particular in �generalization� tests. The greatest improvements were achieved by subjects from low social class, trained in dyads, and who received treatment using Cattell�s intelligence test. In view of cognitive conflict theories, the interest of this type of intervention work is discussed, particularly with respect to children from poor socio-cultural environments.
