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La percepción de la intención
V Dasser1, I Ulbaek, D Premack
1Department of Psychology, University of Pennsylvania, Philadelphia 19104.
Science (New York, N.Y.)
|January 20, 1989
Resumen
Los niños en edad preescolar pueden percibir la intención en los objetos en movimiento, distinguiendo entre acciones intencionales y aleatorias. Esta sensibilidad se extiende a reconocer cuando un objeto es un objeto.
Área de la Ciencia:
- Psicología cognitiva psicología cognitiva.
- Psicología del desarrollo psicología del desarrollo.
- Los estudios de percepción estudian los estudios de percepción.
Sus antecedentes:
- La percepción humana de la causalidad está bien estudiada.
- Extender esto a la percepción de la intención es un área novedosa.
- Comprender la percepción temprana de la intención es crucial para la cognición social.
Objetivo del estudio:
- Investigar la sensibilidad de los niños en edad preescolar a la intención percibida.
- Determinar si los niños pequeños pueden diferenciar eventos intencionales de no intencionales basados en señales temporales y espaciales.
- Explorar el papel de la inversión de roles en la percepción de la intención.
Principales métodos:
- Se utiliza el paradigma de la habituación-deshabituación de la atención.
- Dos experimentos con niños en edad preescolar.
- Los estímulos involucraron patrones de movimiento sincronizados (intencionales) y desincronizados (no intencionales) de dos bolas.
- La inversión de roles de las bolas fue una manipulación clave.
Principales resultados:
- Los niños mostraron una atención diferente, distinguiendo los patrones de movimiento intencionales de los no intencionales.
- Se produjo una recuperación más significativa de la atención cuando los roles se invirtieron en la condición intencional en comparación con la condición no intencional.
- La sensibilidad a la intención se demostró utilizando solo parámetros de tiempo y distancia.
Conclusiones:
- Los niños en edad preescolar poseen una sensibilidad temprana a la intención percibida en las interacciones con objetos.
- La información temporal y espacial es suficiente para que los niños pequeños deduzcan la intención.
- Esta habilidad constituye una base para la comprensión del comportamiento orientado a objetivos y la interacción social.
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