Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses

45 Páginas.

Autores:: Torres Díaz, Nikoll Daniela

Tipo de recurso:

Fecha de publicación:: 2017

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: spa

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dc.title.es_CO.fl_str_mv	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses
title	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses
spellingShingle	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses Desarrollo infantil Atención en niños Materiales de enseñanza Educación
title_short	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses
title_full	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses
title_fullStr	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses
title_full_unstemmed	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses
title_sort	Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses
dc.creator.fl_str_mv	Torres Díaz, Nikoll Daniela
dc.contributor.advisor.none.fl_str_mv	Giraldo Huertas, Juan José
dc.contributor.author.none.fl_str_mv	Torres Díaz, Nikoll Daniela
dc.subject.none.fl_str_mv	Desarrollo infantil Atención en niños Materiales de enseñanza Educación
topic	Desarrollo infantil Atención en niños Materiales de enseñanza Educación
description	45 Páginas.
publishDate	2017
dc.date.accessioned.none.fl_str_mv	2017-07-10T22:15:26Z
dc.date.available.none.fl_str_mv	2017-07-10T22:15:26Z
dc.date.created.none.fl_str_mv	2017
dc.date.issued.none.fl_str_mv	2017-07-10
dc.type.es_CO.fl_str_mv	bachelorThesis
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dc.type.local.none.fl_str_mv	Tesis de pregrado
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dc.identifier.citation.none.fl_str_mv	Aronson, J., Fried, C.B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in mother– infant and peer–infant interactions. Child Development, 55, 1278–1289 Beer, J.S. (2002). Implicit self-theories of shyness. Journal of Personality and Social Psychology, 83, 1009–1024. Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958–966. Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958–966. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676–713. Callaghan, T., Moll, H., Rakoczy, H., Warneken, F., Liszkowski, U., Behne, T. & Tomasello, M. (2011). Early Social Cognition in three cultural context. En W. Collins (Ed.). Monographs of Society research in the child development (7-152). Oxford: WileyBlackwell Carpenter, M., Akhtar, N., & Tomasello, M. (1998). 14- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior and Development, 21, 315–330 Chick, G. (2010). Work, play, and learning. In D. F. Lancy, J. Bock & S. Gaskins (Eds.), The anthropology of learning in childhood (pp. 119–144). New York: Alta Mira Press. Dodge, K.A., & Frame, C.L. (1982). Social cognitive biases and deficits in aggressive boys. Child Development, 53, 620–635. Dodge, K.A., Lansford, J.E., Burks, V.S., Bates, J.E., Pettit, G.S., Fontaine, R., & Price, J.M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393. Fernández, A. E. (1988). El desarrollo psicomotor de 1.702 niños de 0 a 24 meses de edad. (Tesis doctoral). Universidad de Barcelona. Gräfenhain, M., Behne, T., Carpenter, M., & Tomasello, M. (2009). Young children’s understanding of joint commitments to cooperate. Developmental Psychology, 45, 1430– 1443. Graham, S., Hudley, C., & Williams, E. (1992). Attributional and emotional determinants of aggression among African American and Latino young adolescents. Developmental Psychology, 28, 731–740. González, A. (2007). Valoración del desarrollo psicomotor. Universidad Autónoma de Madrid. Recuperado de http://www.uam.es/personal_pdi/psicologia/agonzale/Asun/2007/AT/Articulos/17_Valora cion_del_Desarrollo_Psicomotor.pdf Hamlin, K. J., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557–560. Heyman, G.D., & Dweck, C.S. (1998). Children’s thinking about traits: Implications for judgments of the self and others. Child Development, 69, 391–403. Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African American boys. Child Development, 64, 124–138. Iceta, A. & Yoldi, M. E. (2002). Desarrollo psicomotor del niño y su valoración en atención primaria. Anales del Sistema Sanitario de Navarra, 25, 2, 35-43. Kobayashi, C., Glover, G.H., & Temple, E. (2007). Children’s and adults’ neural bases of verbal and nonverbal ‘‘theory of mind’’. Neuropsychologia, 45, 1522–1532. Leung, E. H. L., & Rheingold, H. L. (1981). Development of pointing as a social gesture. Developmental Psychology, 17, 215–220. Liszkowski, U. (2005). Human twelve-month-olds point co-operatively to share interest with and provide information for a communicative partner. Gesture, 5, 135–154. Martin, C.L., & Little, J.K. (1990). The relation of gender understanding to children’s sex-typed preferences and gender stereotypes. Child Development, 61, 1427–1439. Martin, C.L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13, 67–70. Moll, H., & Tomasello, M. (2004). 12- and 18-month-olds follow gaze to hidden locations. Developmental Science, 7, F1–F9 Olson, K.R., Banaji, M.R., Dweck, C.S., & Spelke, E.S. (2006). Children’s biased evaluations of lucky versus unlucky people and their social groups. Psychological Science, 17, 845–846. Olson, K. R., Dunhaim, Y., Dweck, C. S., Spelke, E. S. & Banaji, M. R. (2008). Judgements of the Lucky across Development and Culture. Journal of Personality and Social Psychology, 94, 5, 757-776. Olson, K. R., & Dweck, C. S. (2008). A blueprint for social cognitive development. Psychological Science, 3, 193–202. Rakoczy, H., Striano, T., & Tomasello, M. (2004). Young children know that trying is not pretending. Developmental Psychology, 40, 388–399
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identifier_str_mv	Aronson, J., Fried, C.B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in mother– infant and peer–infant interactions. Child Development, 55, 1278–1289 Beer, J.S. (2002). Implicit self-theories of shyness. Journal of Personality and Social Psychology, 83, 1009–1024. Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958–966. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676–713. Callaghan, T., Moll, H., Rakoczy, H., Warneken, F., Liszkowski, U., Behne, T. & Tomasello, M. (2011). Early Social Cognition in three cultural context. En W. Collins (Ed.). Monographs of Society research in the child development (7-152). Oxford: WileyBlackwell Carpenter, M., Akhtar, N., & Tomasello, M. (1998). 14- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior and Development, 21, 315–330 Chick, G. (2010). Work, play, and learning. In D. F. Lancy, J. Bock & S. Gaskins (Eds.), The anthropology of learning in childhood (pp. 119–144). New York: Alta Mira Press. Dodge, K.A., & Frame, C.L. (1982). Social cognitive biases and deficits in aggressive boys. Child Development, 53, 620–635. Dodge, K.A., Lansford, J.E., Burks, V.S., Bates, J.E., Pettit, G.S., Fontaine, R., & Price, J.M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393. Fernández, A. E. (1988). El desarrollo psicomotor de 1.702 niños de 0 a 24 meses de edad. (Tesis doctoral). Universidad de Barcelona. Gräfenhain, M., Behne, T., Carpenter, M., & Tomasello, M. (2009). Young children’s understanding of joint commitments to cooperate. Developmental Psychology, 45, 1430– 1443. Graham, S., Hudley, C., & Williams, E. (1992). Attributional and emotional determinants of aggression among African American and Latino young adolescents. Developmental Psychology, 28, 731–740. González, A. (2007). Valoración del desarrollo psicomotor. Universidad Autónoma de Madrid. Recuperado de http://www.uam.es/personal_pdi/psicologia/agonzale/Asun/2007/AT/Articulos/17_Valora cion_del_Desarrollo_Psicomotor.pdf Hamlin, K. J., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557–560. Heyman, G.D., & Dweck, C.S. (1998). Children’s thinking about traits: Implications for judgments of the self and others. Child Development, 69, 391–403. Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African American boys. Child Development, 64, 124–138. Iceta, A. & Yoldi, M. E. (2002). Desarrollo psicomotor del niño y su valoración en atención primaria. Anales del Sistema Sanitario de Navarra, 25, 2, 35-43. Kobayashi, C., Glover, G.H., & Temple, E. (2007). Children’s and adults’ neural bases of verbal and nonverbal ‘‘theory of mind’’. Neuropsychologia, 45, 1522–1532. Leung, E. H. L., & Rheingold, H. L. (1981). Development of pointing as a social gesture. Developmental Psychology, 17, 215–220. Liszkowski, U. (2005). Human twelve-month-olds point co-operatively to share interest with and provide information for a communicative partner. Gesture, 5, 135–154. Martin, C.L., & Little, J.K. (1990). The relation of gender understanding to children’s sex-typed preferences and gender stereotypes. Child Development, 61, 1427–1439. Martin, C.L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13, 67–70. Moll, H., & Tomasello, M. (2004). 12- and 18-month-olds follow gaze to hidden locations. Developmental Science, 7, F1–F9 Olson, K.R., Banaji, M.R., Dweck, C.S., & Spelke, E.S. (2006). Children’s biased evaluations of lucky versus unlucky people and their social groups. Psychological Science, 17, 845–846. Olson, K. R., Dunhaim, Y., Dweck, C. S., Spelke, E. S. & Banaji, M. R. (2008). Judgements of the Lucky across Development and Culture. Journal of Personality and Social Psychology, 94, 5, 757-776. Olson, K. R., & Dweck, C. S. (2008). A blueprint for social cognitive development. Psychological Science, 3, 193–202. Rakoczy, H., Striano, T., & Tomasello, M. (2004). Young children know that trying is not pretending. Developmental Psychology, 40, 388–399 265124 TE09139
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spelling	Giraldo Huertas, Juan JoséTorres Díaz, Nikoll DanielaPsicólogo2017-07-10T22:15:26Z2017-07-10T22:15:26Z20172017-07-10Aronson, J., Fried, C.B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125.Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in mother– infant and peer–infant interactions. Child Development, 55, 1278–1289Beer, J.S. (2002). Implicit self-theories of shyness. Journal of Personality and Social Psychology, 83, 1009–1024.Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958–966.Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958–966.Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676–713.Callaghan, T., Moll, H., Rakoczy, H., Warneken, F., Liszkowski, U., Behne, T. & Tomasello, M. (2011). Early Social Cognition in three cultural context. En W. Collins (Ed.). Monographs of Society research in the child development (7-152). Oxford: WileyBlackwellCarpenter, M., Akhtar, N., & Tomasello, M. (1998). 14- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior and Development, 21, 315–330Chick, G. (2010). Work, play, and learning. In D. F. Lancy, J. Bock & S. Gaskins (Eds.), The anthropology of learning in childhood (pp. 119–144). New York: Alta Mira Press.Dodge, K.A., & Frame, C.L. (1982). Social cognitive biases and deficits in aggressive boys. Child Development, 53, 620–635.Dodge, K.A., Lansford, J.E., Burks, V.S., Bates, J.E., Pettit, G.S., Fontaine, R., & Price, J.M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393.Fernández, A. E. (1988). El desarrollo psicomotor de 1.702 niños de 0 a 24 meses de edad. (Tesis doctoral). Universidad de Barcelona.Gräfenhain, M., Behne, T., Carpenter, M., & Tomasello, M. (2009). Young children’s understanding of joint commitments to cooperate. Developmental Psychology, 45, 1430– 1443.Graham, S., Hudley, C., & Williams, E. (1992). Attributional and emotional determinants of aggression among African American and Latino young adolescents. Developmental Psychology, 28, 731–740.González, A. (2007). Valoración del desarrollo psicomotor. Universidad Autónoma de Madrid. Recuperado de http://www.uam.es/personal_pdi/psicologia/agonzale/Asun/2007/AT/Articulos/17_Valora cion_del_Desarrollo_Psicomotor.pdfHamlin, K. J., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557–560.Heyman, G.D., & Dweck, C.S. (1998). Children’s thinking about traits: Implications for judgments of the self and others. Child Development, 69, 391–403.Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African American boys. Child Development, 64, 124–138.Iceta, A. & Yoldi, M. E. (2002). Desarrollo psicomotor del niño y su valoración en atención primaria. Anales del Sistema Sanitario de Navarra, 25, 2, 35-43.Kobayashi, C., Glover, G.H., & Temple, E. (2007). Children’s and adults’ neural bases of verbal and nonverbal ‘‘theory of mind’’. Neuropsychologia, 45, 1522–1532.Leung, E. H. L., & Rheingold, H. L. (1981). Development of pointing as a social gesture. Developmental Psychology, 17, 215–220.Liszkowski, U. (2005). Human twelve-month-olds point co-operatively to share interest with and provide information for a communicative partner. Gesture, 5, 135–154.Martin, C.L., & Little, J.K. (1990). The relation of gender understanding to children’s sex-typed preferences and gender stereotypes. Child Development, 61, 1427–1439.Martin, C.L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13, 67–70.Moll, H., & Tomasello, M. (2004). 12- and 18-month-olds follow gaze to hidden locations. Developmental Science, 7, F1–F9Olson, K.R., Banaji, M.R., Dweck, C.S., & Spelke, E.S. (2006). Children’s biased evaluations of lucky versus unlucky people and their social groups. Psychological Science, 17, 845–846.Olson, K. R., Dunhaim, Y., Dweck, C. S., Spelke, E. S. & Banaji, M. R. (2008). Judgements of the Lucky across Development and Culture. Journal of Personality and Social Psychology, 94, 5, 757-776.Olson, K. R., & Dweck, C. S. (2008). A blueprint for social cognitive development. Psychological Science, 3, 193–202.Rakoczy, H., Striano, T., & Tomasello, M. (2004). Young children know that trying is not pretending. Developmental Psychology, 40, 388–399http://hdl.handle.net/10818/30822265124TE0913945 Páginas.El objetivo de este estudio fue observar las diferencias y efectos de la edad y el género en una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses. Se realizó con 30 bebés (15 niños y 15 niñas) entre 1 y 36 meses del departamento de Cundinamarca. Se aplicó la escala de desarrollo de Haizea Llevant que evalúa cuatro áreas, socialización, lenguaje y lógica matemática, manipulación y postural; además seis tareas sociocognitivas (Callaghan et al., 2011), atención conjunta, juego simbólico (pretensión), señalamiento, colaboración, ayuda instrumental y seguimiento visual detrás de barreras. Con respecto a Haizea Llevant, no hubo diferencias que evidenciaran una relación directa con la edad; en cuanto al género si se observó que en las áreas de “socialización” y “lenguaje y lógica matemática” las niñas tuvieron un mejor desempeño que los niños, al contrario de lo encontrado en el área de manipulación, donde los niños evidenciaron mejor desempeño. En las tareas sociocognitivas, se encontró que en la tarea de “juego simbólico” el desempeño incrementó con la edad en el objetivo con los juguetes convencionales y las niñas tuvieron un mejor desempeño que los niños, tanto en la tarea con los juguetes convencionales como en los no convencionales, al igual que en la tarea de “colaboración” en el ensayo de perturbación. En las tareas de “ayuda instrumental” y “seguimiento visual detrás de barreras” los niños tuvieron un mejor desempeño con respecto a las niñas.spaUniversidad de La SabanaPsicologíaFacultad de PsicologíaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaDesarrollo infantilAtención en niñosMateriales de enseñanzaEducaciónDiferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 mesesbachelorThesisTesis de pregradopublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_7a1fORIGINALNikoll Daniela Torres Díaz (Tesis).pdfNikoll Daniela Torres Díaz (Tesis).pdfVer documento en PDFapplication/pdf1357705https://intellectum.unisabana.edu.co/bitstream/10818/30822/1/Nikoll%20Daniela%20Torres%20D%c3%adaz%20%28Tesis%29.pdf9f381eb5b9d8a21f6c53203b4daa26b0MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/30822/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/30822/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53Nikoll Daniela Torres Díaz (Carta).pdfNikoll Daniela Torres Díaz (Carta).pdfapplication/pdf631712https://intellectum.unisabana.edu.co/bitstream/10818/30822/4/Nikoll%20Daniela%20Torres%20D%c3%adaz%20%28Carta%29.pdf5db5a6c0aa683a6925784b7839395a82MD54TEXTNikoll Daniela Torres Díaz (Tesis).pdf.txtNikoll Daniela Torres Díaz (Tesis).pdf.txtExtracted Texttext/plain70675https://intellectum.unisabana.edu.co/bitstream/10818/30822/5/Nikoll%20Daniela%20Torres%20D%c3%adaz%20%28Tesis%29.pdf.txt0717907fb61012f8b750aa2984257ad2MD5510818/30822oai:intellectum.unisabana.edu.co:10818/308222017-07-26 14:28:09.497Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Diferencias y efectos de la edad y el género en el desempeño de una escala de desarrollo y tareas sociocognitivas en niños de 0 a 36 meses

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