Publication: Microgénesis y cambio cognitivo: adquisición del cardinal numérico.
Loading...
Files
Official URL
Full text at PDC
Publication Date
2005
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Citations
Exportar
Abstract
En el presente estudio se pretende caracterizar el análisis microgenético y evaluar su eficiencia como instrumento para estudiar el cambio cognitivo e intervenir en el desarrollo. Numerosas investigaciones confirman la eficacia de este procedimiento. Así ocurre, por ejemplo, en el siguiente trabajo de intervención sobre la adquisición del cardinal numérico. Los grupos experimental y control pasaron sendos pretest y postests. El grupo experimental siguió además un programa de aprendizaje específico. Los resultados muestran la existencia de diferencias significativas entre los dos grupos, de modo que la mayoría de los participantes del grupo experimental pasó del nivel cuarto al nivel seis en escasos días, cuando normalmente los niños requieren varios meses para llegar a este nivel evolutivo.
Microgenesis and cognitive change: cardinality acquisition. This study pretends to characterise the microgenetic analysis and assess it efficiency for studying cognitive change and intervening in development. The effectiveness of this procedure has been confirmed by many researches. That is shown, for instance, in an intervention study about the acquisition of cardinality. The pretest and post-tests were administered to the control and experimental groups. The experimental group completed a specific learning program. Results show significant differences between the groups, so that the experimental group went from the forth level to the sixth level in a few days, when children in regular conditions require many months to attain this developmental level.
Microgenesis and cognitive change: cardinality acquisition. This study pretends to characterise the microgenetic analysis and assess it efficiency for studying cognitive change and intervening in development. The effectiveness of this procedure has been confirmed by many researches. That is shown, for instance, in an intervention study about the acquisition of cardinality. The pretest and post-tests were administered to the control and experimental groups. The experimental group completed a specific learning program. Results show significant differences between the groups, so that the experimental group went from the forth level to the sixth level in a few days, when children in regular conditions require many months to attain this developmental level.