Habilidades de teoría de la mente y de comprensión de verbos mentalistas en niños con desarrollo evolutivo normativo

Autores/as

DOI:

https://doi.org/10.22235/cp.v16i1.2444

Palabras clave:

teoría de la mente, verbos mentalistas, desarrollo típico, primera infancia

Resumen

El aprendizaje de habilidades de la teoría de la mente (ToM) se considera fundamental para garantizar un buen desempeño adaptativo en el contexto social dado que permite a las personas atribuir estados mentales a sí mismas y a otras, y así poder predecir el comportamiento de los demás. El objetivo del presente estudio consistió en analizar el desempeño en las tareas de ToM y en la comprensión de verbos mentalistas contextualizados en historias en niños con desarrollo normativo. Se utilizó una muestra de 41 niños con edades comprendidas entre 3 y 5 años con una metodología descriptiva. Los resultados muestran que el nivel 3 de ToM fue el que obtuvo menores niveles de logro. En relación con la prueba que evaluaba la comprensión de verbos mentalistas, los resultados más bajos se obtuvieron en aquella que hacía referencia al verbo saber. Los resultados encontrados sugieren que se aprenden primero verbos mentales referidos a deseos antes que a creencias, así como que los niveles de información defendidos por el modelo de ToM de Howlin et al. (1999) no parecerían estar secuenciados en niveles de complejidad.

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Publicado

2022-03-11

Cómo citar

Muñoz, J. ., De Lorenzi, M. ., Montoya-Rodríguez, M. M., Quiroga Baquero, L. A. ., Rendon Arango, M. I. ., De Souza Franco, V. A., Tomás Llerena, C., & Vera Vallega, M. M. (2022). Habilidades de teoría de la mente y de comprensión de verbos mentalistas en niños con desarrollo evolutivo normativo. Ciencias Psicológicas, 16(1), e–2444. https://doi.org/10.22235/cp.v16i1.2444

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