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.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Antonietti, A., Liverta-Sempio, O., & Marchetti, A. (2006). Theory of mind and language in developmental contexts. Springer Science & Business Media. https://doi.org/10.1007/b106493

Astington, J. & Baird, J. (2005). Introduction: Why language matters. En J. Astington & J. Baird (Eds.), Why language matters for Theory of Mind (pp. 3-25). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159912.001.0001

Astington, J. & Gopnik, A. (1991). Theoretical explanations of children's understanding of the mind. British Journal of Developmental Psychology, 9(1), 7-31. https://doi.org/10.1111/j.2044-835X.1991.tb00859.x

Astington, J. & Peskin, J. (2004). Meaning and use: Children's acquisition of the mental lexicon. En J. Lucariello, J. Hudson, R. Fivush, & P. Bauer (Eds.), The development of the mediated mind: Sociocultural context and cognitive development (pp. 59-78). Erlbaum.

Baron-Cohen, S. (2001). Theory of Mind in normal development and autism. Prisme, 34, 174-183.

Barreto, A., Osório, A., Baptista, J., Fearon, P., & Martins, C. (2018). Association between theory of mind and mental state talk in preschoolers and later social competence and behavior. Infant and Child Development, 27, 1-16. https://doi.org/10.1002/icd.2060

Bartsch, K. & London, K. (2000). Children’s use of mental state information in selecting persuasive arguments. Developmental Psychology, 36(3), 352-365. https://doi.org/10.1037/0012-1649.36.3.352

Bartsch, K. & Wellman, H. (1995). Children talk about the mind. Oxford University Press.

Bermúdez-Jaimes, M., & Escobar, H. (2014). Comprensión social y lenguaje: ¿dos dominios? Universitas Psyhologica, 13(1). https://doi.org/10.11144/Javeriana.UPSY131.csld

Bianco, F., Lecce, S., & Banerjee, R. (2015). Conversations about mental states and theory of mind development during middle childhood: A training study. Journal of Experimental Child Psychology, 149, 41-61. https://doi.org/10.1016/j.jecp.2015.11.006

Bigelow, A. E. & Dugas, K. (2008). Relations among preschool children’s understanding of visual perspective taking, false belief, and lying. Journal of Cognition and Development, 9(4), 411–433. https://doi.org/10.1080/15248370802678299

Camacho, V. (2005). Mentiras, relevancia y teoría de la mente. Pragmalingüística, 13, 51-64. https://doi.org/10.25267/Pragmalinguistica.2005.i13.03

Carpendale, J. & Lewis, C. (2004). Constructing an understanding of mind: The development of children’s social understanding within social interaction. Behavioral and Brain Sciences, 27, 79-151. http://dx.doi.org/10.1017/S0140525X04000032

de Rosnay, M., & Hughes, C. (2006). Conversation and theory of mind: Do children talk their way to socio-cognitive understanding? British Journal of Developmental Psychology, 24, 7-37. http://dx.doi.org/10.1348/026151005X82901

de Villiers, J. G. & de Villiers, P. (2000). Linguistic determinism and the understanding of false beliefs. En P. Mitchell & K. Riggs (Eds.), Children’s reasoning and the mind (pp. 191-228). Psychology Press.

de Villiers, J. (2007). The interface of language and theory of mind. Lingua, 117, 1858-1878. https://doi.org/10.1016/j.lingua.2006.11.006

Ding, X., Wellman, H., Wang, Y., Fu, G. & Lee, K. (2015). Theory-of-Mind training causes honest young children to lie. Psychological Science, 26(11), 1812-1821. https://doi.org/10.1177/0956797615604628

Dunn J. & Brophy, M. (2005). Communications, relationships and individual differences in understanding of mind. En J. Astington & J. Baird (Eds.), Why Language Matters for Theory of Mind (pp. 50-69). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159912.001.0001

Farrar, M., Johnson, B., Tompkins, V., Easters, M., Zilisi-Medus, A., & Benigno, J. (2009). Language and theory of mind in preschool children with specific language impairment. Journal of Communication Disorders, 42, 428-441. https://doi.org/10.1016/j.jcomdis.2009.07.001

Ferres, L. (2003). Children’s early theory of mind: exploring the development of the concept of desire in monolingual Spanish children. Developmental Science, 6, 159-165. https://doi.org/10.1111/1467-7687.00266

Flavell, J. H. (1978). The development of knowledge about visual perception. En C. B. Keasey (Ed.), The Nebraska symposium on motivation: Vol. 25. Social cognitive development (pp. 43-76). University of Nebraska Press.

Gjerde, P. F., Block, J., & Block, J. H. (1986). Egocentrism and ego resiliency: Personality characteristics associated with perspective-taking from early childhood to adolescence. Journal of Personality and Social Psychology, 51(2), 423-434. https://doi.org/10.1037/0022-3514.51.2.423

Grazzani, I. & Ornaghi, V. (2012). How do use and comprehension of mental-state language relate to theory of mind in middle childhood? Cognitive Development, 27, 99-111. https://doi.org/10.1016/j.cogdev.2012.03.002

Hale, C. & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346-359. http://dx.doi.org/10.1111/1467-7687.00289

He, Z., Bolz, M., & Baillargeon, R. (2011). False‐belief understanding in 2.5‐year‐olds: evidence from violation‐of‐expectation change‐of‐location and unexpected‐contents tasks. Developmental science, 14(2), 292-305. https://doi.org/10.1111/j.1467-7687.2010.00980.x

Howard, A. (2012). Mental verb input for promoting children's theory of mind: A training study. Cognitive Development, 27(1), 64-76. https://doi.org/10.1016/j.cogdev.2011.10.003

Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind- read: A practical guide for teachers and parents. John Willey & Sons.

Hughes, C. & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34, 1026-1037. https://doi.org/10.1037/0012-1649.34.5.1026

Jingxin, Z., Jiliang, S., & Wenxin, Z. (2006). Second-order False Belief Attribution and Second-order Emotion Understanding in Children. Psychological Science (China), 29(1), 57-60.

Lecce, S., Bianco, F., Devine, R., Hughes, C., & Banerjee, R. (2014). Promoting theory of mind in middle childhood: a training program. Journal of Experimental Child Psychology, 126, 52-67. https://doi.org/10.1016/j.jecp.2014.03.002

Lohmann, H. & Tomasello, M. (2003). The role of language in the development of false-belief understanding: A training study. Child Development, 74(4), 1130-1144. http://dx.doi.org/10.1111/1467-8624.00597

Longobardi, E., Spataro, P., & Rossi-Arnaud, C. (2015). Relations between theory of mind, mental state language and social adjustment in primary school children. European Journal of Developmental Psychology, 13(4), 424-438. https://doi.org/10.1080/17405629.2015.1093930

Longobardi, E., Spataro, P., Frigerio, A., & Rescorla, L. (2016). Language and social competence in typically developing children and late talkers between 18 and 35 months of age. Early Child Development and Care, 186(3), 436-452. http://dx.doi.org/10.1080/03004430.2015.1039529

Masangkay, Z. S., McCluskey, K. A., McIntyre, C. W., Sims-Knight, J., Vaughn, B. E., & Flavell, J. H. (1974). The early development of inferences about the visual percepts of others. Child development, 45(2), 357-366. https://doi.org/10.2307/1127956

Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715-1726. https://doi.org/10.1111/1467-8624.00501

Milligan, K., Astington, J., & Dack, L. (2007). Language and Theory of Mind: Meta-Analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622-646. https://doi.org/10.1111/j.1467-8624.2007.01018.x

Montoya-Rodríguez, M. M. & Molina Cobos, F. J. (2016) Análisis conductual de la Teoría de la Mente en niños de 5 años. En J. J. Gázquez Linares, M. M. Molero Jurado, M. C. Pérez-Fuentes, M. M. Simón Márquez, A. B. Barragán Martín & Á. Martos Martínez (coord.), Investigación en el ámbito escolar: un acercamiento multidimensional a las variables psicológicas y educativas (pp. 261-268). ASUNIVEP.

Moore, C., Furrow, D., Chiasson, L., & Patriquin, M. (1994). Developmental relationships between production and comprehension of mental terms. First Language, 14, 1-17. https://doi.org/10.1177/014272379401404201

Nelson, K. (2005). Language pathways into the community of minds. En J. Astington & J. Baird (Eds.), Why language matters for theory of mind (pp. 26-49). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159912.003.0002

Olson, D., Antonietti, A., Liverta-Sempio, O., & Marchetti, A. (2006). The mental verbs in different conceptual domains and in different cultures. En A. Antonietti, O. Liverta-Sempio, & A. Marchetti (Eds.), Theory of Mind and Language in Developmental Contexts (pp. 31-64). Springer Science & Business Media.

Onishi, K. H. & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308(5719), 255-258. https://doi.org/10.1126/science.1107621

Ornaghi, V., Brockmeier, J., & Gavazzi, I. (2011). The role of language games in children's understanding of mental states: A training study. Journal of Cognition and Development, 12, 239-259. https://doi.org/10.1080/15248372.2011.563487

Pascual, B., Aguado, G., Sotillo, M., & Masdeu, J. (2008). Acquisition of mental state language in Spanish children: A longitudinal study of the relationship between the production of mental verbs and linguistic development. Developmental Science, 11, 454-466. https://doi.org/10.1111/j.1467-7687.2008.00691.x

Perner, J. & Wimmer, H. (1985). ‘John thinks that Mary thinks that…’: Attribution of second-order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437-471. https://doi.org/10.1016/0022-0965(85)90051-7

Peters, K., Remmel, E., & Richards, D. (2009). Language, mental state vocabulary, and false belief understanding in children with cochlear implants. Language, Speech, and Hearing Services in Schools, 40, 245-255. http://dx.doi.org/10.1044/0161-1461

Piaget, J. (1972). Psicología de la inteligencia. Psique.

Poulin-Dubois, D., Sodian, B., Metz, U., Tilden, J., & Schoeppner, B. (2007). Out of sight is not out of mind: Developmental changes in infants' understanding of visual perception during the second year. Journal of Cognition and Development, 8(4), 401-425. https://doi.org/10.1080/15248370701612951

Pratt, C. & Bryant, P. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61(4), 973-982. https://doi.org/10.2307/1130869

Pyers, J. & Senghas, A. (2009). Language promotes false-belief understanding: Evidence from learners of a new sign language. Psychological Science, 20(7), 805-812. https://doi.org/10.1111/j.1467-9280.2009.02377.x.

Remmel, E. & Peters, K. (2009). Theory of mind and language in children with cochlear implants. Journal of Deaf Studies & Deaf Education, 14(2), 218-236. https://doi.org/10.1093/deafed/enn036

Resches, M., Serrat, E., Rostan, C., & Esteban, M. (2010). Lenguaje y Teoría de la Mente: una aproximación multidimensional. Infancia y aprendizaje, 33(3), 315-333. https://doi.org/10.1174/021037010792215136

Rollo, D. & Sulla, F. (2016). Maternal Talk in Cognitive Development: Relations between Psychological Lexicon, Semantic Development, Empathy, and Temperament. Frontiers in Psychology, 7, 394. https://doi.org/10.3389/fpsyg.2016.00394

Saracho, O. (2014). Theory of mind: Children’s understanding of mental states. Early Child Development and Care, 184(6), 949-961. https://doi.org/10.1080/03004430.2013.821985

Schick, B., de Villiers, P., de Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376-396. https://doi.org/10.1111/j.1467-8624.2007.01004.x

Shatz, M., Wellman, H., & Silber, S. (1983). The acquisition of mental verbs: a systematic investigation of first references to mental state. Cognition, 14, 301-321. https://doi.org/10.1016/0010-0277(83)90008-2

Tager-Flusberg, H. & Joseph, R. (2005). How language facilitates the acquisition of false belief in children with autism. En J. Astington & J. Baird (Eds.), Why Language Matters for Theory of Mind (pp. 298-318). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159912.001.0001

Tirapú-Ustárroz, J., Peréz-Sayes, G., Erekatxo-Bilbao, M., & Pelegrín-Valero, C. (2007). ¿Qué es la teoría de la mente? Revista Neurológica, 44(8), 479-489. https://doi.org/10.33588/rn.4408.2006295

Wellman, H. & Johnson, C. (1979). Understanding mental processes: A developmental study of remember and forget. Child Development, 50(1), 79-88. http://dx.doi.org/10.2307/1129044

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta‐analysis of theory‐of‐mind development: The truth about false belief. Child development, 72(3), 655-684. https://doi.org/10.1111/1467-8624.00304

Wellman, H. M. & Liu, D. (2004). Scaling of theory‐of‐mind tasks. Child Development, 75(2), 523-541. https://doi.org/10.1111/j.1467-8624.2004.00691.x

Wellman, H. M., Fang, F., Liu, D., Zhu, L., & Liu, G. (2006). Scaling of theory-of-mind understandings in Chinese children. Psychological science, 17(12), 1075-1081. https://doi.org/10.1111/j.1467-9280.2006.01830.x

Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13(1), 103-128. https://doi.org/10.1016/0010-0277(83)90004-5

Yeates, K. O. & Selman, R. L. (1989). Social competence in the schools: Toward an integrative developmental model for intervention. Developmental Review, 9, 64-100. https://doi.org/10.1016/0273-2297(89)90024-5

Ziv, M., Smadja, M., & Aram, D. (2015). Preschool teacher’s reference to theory of mind topics in three storybook contexts: Reading, reconstruction and telling. Teaching and Teacher Education, 45, 14-24. https://doi.org/10.1016/j.tate.2014.08.009

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., … 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

Número

Sección

ARTÍCULOS ORIGINALES

Artículos similares

> >> 

También puede {advancedSearchLink} para este artículo.