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Los errores de escala ofrecen evidencia de una disociación percepción-acción temprana en la vida
Judy S DeLoache1, David H Uttal, Karl S Rosengren
1Department of Psychology, University of Virginia, Charlottesville, VA 22904, USA. jdeloache@virginia.edu
Science (New York, N.Y.)
|May 15, 2004
Resumen
Los niños pequeños a veces cometen errores de escala, intentando acciones imposibles en objetos en miniatura debido a las dificultades para integrar la percepción y la acción. Esto pone de relieve los desafíos en el control inhibitorio durante el desarrollo temprano.
Área de la Ciencia:
- Psicología del desarrollo Psicología del desarrollo.
- Neurociencia cognitiva y neurociencia cognitiva.
- Comportamiento infantil Comportamiento infantil.
Sus antecedentes:
- En adultos y niños mayores, la percepción y la acción están perfectamente integradas.
- Los niños pequeños exhiben patrones de comportamiento únicos que no se ven en los grupos de mayor edad.
Objetivo del estudio:
- Para investigar la disociación percepción-acción en niños pequeños.
- Para entender el fenómeno de los errores de escala en los niños pequeños.
Principales métodos:
- Estudio observacional de niños de desarrollo normal de 18 a 30 meses de edad.
- Documentar las interacciones de los niños con objetos en miniatura y sus intentos de realizar acciones.
Principales resultados:
- Los niños de 18 a 30 meses con frecuencia no utilizan la información sobre el tamaño de los objetos.
- Los niños hicieron serios intentos de realizar acciones imposibles en objetos en miniatura, como sentarse en sillas de casa de muñecas.
Conclusiones:
- Los errores de escala en los niños pequeños reflejan dificultades en el control inhibidor.
- Estos errores sugieren problemas para integrar la información visual para la percepción y la acción en el desarrollo temprano.
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