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Identidad: clave para que los niños comprendan las creencias
Josef Perner1, M Christine Mauer, Monika Hildenbrand
1Department of Psychology, University of Salzburg, Salzburg A-5020, Austria.
Science (New York, N.Y.)
|July 23, 2011
Resumen
El desarrollo cognitivo implica habilidades conceptuales compartidas, no solo hechos independientes. La investigación muestra que la capacidad de distinguir el sentido de la referencia emerge entre las edades de 3-5 años, apoyando estructuras conceptuales profundas en el aprendizaje.
Área de la Ciencia:
- Ciencias Cognitivas Ciencias Cognitivas.
- Psicología del desarrollo Psicología del desarrollo.
- Filosofía de la mente La filosofía de la mente.
Sus antecedentes:
- Los modelos de adquisición de conocimiento debaten hechos independientes frente a habilidades conceptuales compartidas.
- Comprender cómo se desarrollan los conceptos abstractos es crucial para la ciencia cognitiva.
Objetivo del estudio:
- Investigar si el conocimiento se adquiere como conceptos independientes o a través de habilidades subyacentes compartidas.
- Examinar la trayectoria de desarrollo de los conceptos de "creencia" e "identidad".
Principales métodos:
- Estudio longitudinal que rastrea el desarrollo de las habilidades conceptuales en los niños.
- El análisis se centró en el surgimiento de la capacidad de separar el sentido de la referencia.
Principales resultados:
- La capacidad de diferenciar entre sentido y referencia se vuelve funcional en niños de 3 a 5 años.
- Esta capacidad es esencial para comprender los conceptos de "creencia" e "identidad", a pesar de sus distintos dominios.
Conclusiones:
- El desarrollo cognitivo se basa en el surgimiento de habilidades conceptuales fundamentales, no solo en el conocimiento específico del dominio.
- Las estructuras conceptuales profundas son fundamentales para adquirir conceptos complejos como la creencia y la identidad.
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