Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños

El objetivo de este artículo es analizar la influencia del lenguaje y la imaginación en el desarrollo de la teoría de la mente (Theory of Mind o ToM) en los niños. Inicia con la definición del concepto y la ex- posición de las diferentes teorías que han intentado explicar dicho desarrollo en los niñ...

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Autores:
Benavides Delgado, Jacqueline
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad Cooperativa de Colombia
Repositorio:
Repositorio UCC
Idioma:
OAI Identifier:
oai:repository.ucc.edu.co:20.500.12494/15381
Acceso en línea:
https://hdl.handle.net/20.500.12494/15381
Palabra clave:
Teoría de la mente
Imaginación
Amigos imaginarios
Lenguaje pragmático
Conversaciones familiares
Theory of mind
Imagination
Imaginary friends
Pragmatic language
Familiar conversations
Rights
openAccess
License
Atribución
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oai_identifier_str oai:repository.ucc.edu.co:20.500.12494/15381
network_acronym_str COOPER2
network_name_str Repositorio UCC
repository_id_str
dc.title.spa.fl_str_mv Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
title Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
spellingShingle Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
Teoría de la mente
Imaginación
Amigos imaginarios
Lenguaje pragmático
Conversaciones familiares
Theory of mind
Imagination
Imaginary friends
Pragmatic language
Familiar conversations
title_short Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
title_full Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
title_fullStr Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
title_full_unstemmed Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
title_sort Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños
dc.creator.fl_str_mv Benavides Delgado, Jacqueline
dc.contributor.author.none.fl_str_mv Benavides Delgado, Jacqueline
dc.subject.spa.fl_str_mv Teoría de la mente
Imaginación
Amigos imaginarios
Lenguaje pragmático
Conversaciones familiares
topic Teoría de la mente
Imaginación
Amigos imaginarios
Lenguaje pragmático
Conversaciones familiares
Theory of mind
Imagination
Imaginary friends
Pragmatic language
Familiar conversations
dc.subject.other.spa.fl_str_mv Theory of mind
Imagination
Imaginary friends
Pragmatic language
Familiar conversations
description El objetivo de este artículo es analizar la influencia del lenguaje y la imaginación en el desarrollo de la teoría de la mente (Theory of Mind o ToM) en los niños. Inicia con la definición del concepto y la ex- posición de las diferentes teorías que han intentado explicar dicho desarrollo en los niños. El artículo aborda estudios que relacionan la ToM con la imaginación y con el lenguaje pragmático. Con respecto a la imaginación, se hace un recorrido especial por los estudios que involucran a los niños con amigos imaginarios y su relación con el mundo social. En relación con el lenguaje pragmático, se destaca la in- fluencia de las conversaciones familiares con contenido mental para el desarrollo de la ToM. Por último, el artículo muestra la importancia de los procesos simbólicos en el desarrollo de la ToM en los niños y aporta, desde su conclusión, elementos para fomentar su desarrollo.
publishDate 2018
dc.date.issued.none.fl_str_mv 2018-07-01
dc.date.accessioned.none.fl_str_mv 2019-12-03T14:36:17Z
dc.date.available.none.fl_str_mv 2019-12-03T14:36:17Z
dc.type.none.fl_str_mv Artículo
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dc.identifier.uri.spa.fl_str_mv DOI: 10.14483/16579089.11250
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12494/15381
dc.identifier.bibliographicCitation.spa.fl_str_mv Benavides Delgado, J. (2018). Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños. Infancias Imágenes, 17 (1), 90-99.
identifier_str_mv 1657-9089
DOI: 10.14483/16579089.11250
Benavides Delgado, J. (2018). Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños. Infancias Imágenes, 17 (1), 90-99.
url https://hdl.handle.net/20.500.12494/15381
dc.relation.ispartofjournal.spa.fl_str_mv Infancia imágenes
dc.relation.references.spa.fl_str_mv Ames, L. B. y Learned, J. (1946). Imaginary companions and related phenomena. Journal of Genetic Psychology, 69, 147-167. https://doi.org/10. 1080/08856559.1946.10533385
Astington, A. (1998). El descubrimiento infantil de la mente. Madrid: Morata.
Astington, A. y Jenkins, J. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35(5), 1311-1320. https://doi. org/10.1037/0012-1649.35.5.1311
Astington, A. y Baird, J. (2005). Why Language Matters for Theory of Mind. Oxford: Oxford Scholar. https://doi.org/10.1093/ acprof:oso/9780195159912.001.0001
Brinthaupt, T. M. y Dove, C. T. (2012). Differences in self-talk frequency as a function of age, only-child, and imaginary childhood companion status. Journal of Research in Personality, 46(3), 326-333. https://doi.org/10.1016/j. jrp.2012.03.003
Carpendale, J. y Lewis, C. (2006). How Children Develop Social Understanding. Malden (Massachusetts): Blackwell Publishing.
Cicchetti, D., Rogosch, F. A., Maughan, A., Toth, S. L. y Bruce, J. (2003). False belief understanding in maltreated children. Development Psychopathology, 15(4), 1067-91. https://doi. org/10.1017/S0954579403000440
Davis, P., Meins, E. y Fernythough, C. (2011). Selfknowledge in childhood: Relations with children’s imaginary companions and understanding of mind. British Journal of Development Psychology, 29(3), 680-686. https://doi. org/10.1111/j.2044-835X.2011.02038.x
De Villiers, P. (2005). The role of language in theory of mind development: What deaf children tell us. En J. W. Astington y J. A. Baird, Why Language Matters for Theory of Mind (pp. 266-297). Oxford: Oxford University Press. https://doi.org/10.1093/ acprof:oso/9780195159912.003.0013
Dunn, J., Bretherton, I. y Munn, P. (1987). Conversations about feeling states between mothers and their young children. Developmental Psychology, 23(1), 132-139. https://doi. org/10.1037/0012-1649.23.1.132
Dunn, J., Brown, J., Slomkowski, C., Tesla, C. y Youngblade, L. (1991). Young children’s understanding of other people’s feelings and belief: Individual difference and their antecedents. Child Development, 62, 1352-1366. https://doi. org/10.2307/1130811
Gleason, T. (2002). Social provisions of real and imaginary relationships in early childhood. Developmental Psychology, 38(6), 979-992. https://doi.org/10.1037/0012-1649.38.6.979
Gleason, T., Sebanc, A. y Hartup, W. (2000). Imaginary companions of preschool children. Developmental Psychology, 36(4), 419-428. https:// doi.org/10.1037/0012-1649.36.4.419
Harris, P. (1992). From simulation to folk psychology: The case for development. Mind and Language, 7(1), 120-144. https://doi.org/10.1111/j.1468-0017.1992.tb00201.x
Harter, S. y Chao, C. (1992). The role of competence in children’s creation of imaginary friends. Merill-Palmer Quartely, 38(3), 350-363
Hoff, E. (2005). Language Development. Nueva York: Cenage Learning.
Honeycutt, J., Pecchioni, L., Keaton, A.S y Pence, M. (2011). Developmental implications of mental imagery in children. Journal Imagination, Cognition and Personality, 31(1), 79-98. https://doi.org/10.2190/IC.31.1-2.h
Hurlock, E. y Burstein, W. (1932). The imaginary playmate. Journal of Genetic Psychology, 41, 380-392.
Johnson, C. (1988). Theory of mind and the structure of conscious experience. En J. Astington, P. Harris y D. Olson eds. Developing Theories of Mind (pp. 47-63). Oxford: Cambridge University Press.
LeBar, M. (2001). Simulation, theory, and emotion. Philosophical Psychology, 14(4), 424-432. https://doi.org/10.1080/09515080120088094
Leslei, A. (1987). Pretense and representation: The origins of Theory of Mind. Psychological Review, 94(4), 412-426. https://doi. org/10.1037/0033-295X.94.4.412
Manosevitz, M., Fling, S. y Prentice, N. (1977). Imaginary companions in young children: Relationships with intelligence, creativity and waiting ability. Journal of Child Psychology and Psychiatry, 18, 73-78. https://doi.org/10.1111/j.1469-7610.1977.tb00418.x
Manosevitz, M., Prentice, N. y Wilson, F. (1973). Individual and family correlates of imaginary companions in preschool children. Developmental Psychology, 8, 72-79. https://doi. org/10.1037/h0033834
Mendoza, E. y López, P. (2004). Consideraciones sobre el desarrollo de la teoría de la mente (TdM) y del lenguaje. Revista de Psicología General y Aplicada, 57(1), 49-67.
Miller, C. (2006). Developmental relationships between language and the theory of mind. American Journal of Speech-Language Pathology, 15(2), 142-153. https://doi. org/10.1044/1058-0360(2006/014)
Premack, D. y Woodruff, G. (1978) Does the chimpanzee have a theory of mind? Behavioral. Brain Sci, 1, 515-526. https://doi.org/10.1017/ S0140525X00076512
Ruffman, T., Perner, J. y Parkin, L. (1999). How parenting style affects false belief. Social Development, 8(3), 395-411. https://doi. org/10.1111/1467-9507.00103
Ruffman, T., Slade, L. y Crowe, E. (2002). The relation between children’s and mother's mental state language and theory-of-mind understanding. Child Development, 73(3), 734-751. https://doi.org/10.1111/1467-8624.00435
Singer, D. G. y Singer, J. L. (1992). The house of makebelieve. Cambridge: Harvard University Press
Somers, J. U. y Yawkey, T. D. (1984). Imaginary play companions: Contributions of creative and intellectual abilities of young children. The Journal of Creative Behavior, 18(2), 77-89. https://doi. org/10.1002/j.2162-6057.1984.tb00370.x
Svendsen, M. (1934). Children’s Imaginary Companions. Archives of Neurology and Psychiatry, 32, 985-999. https://doi.org/10.1001/ archneurpsyc.1934.02250110073006
Taylor, M. (1999). Imaginary Companions and the Children Who Create Them. Oxford: Oxford University Press.
Taylor, M. y Carlson, S. (1997). The relation between individual difference in fantasy and the Theory of Mind. Child Development, 68, 436- 455. https://doi.org/10.2307/1131670
Taylor, M., Cartwright, B. y Carlson, S. (1993). A developmental investigation of children’s imaginary companions. Developmental Psychology, 29(2), 276-285. https://doi. org/10.1037/0012-1649.29.2.276
Taylor, M., Hodges, S. D. y Kohanyi, A. (2003). The illusion of independent agency: Do adult fiction writers experience their characters as having minds of their own? Imagination, Cognition and Personality, 22, 361-380. https://doi. org/10.2190/FTG3-Q9T0-7U26-5Q5X
Taylor, M., Hullette, A. y Dishion, T. (2010). Longitudinal outcome of young high risk adolescent with imaginary companions. Developmental Psychology, 46(6), 1632-1636. https://doi. org/10.1037/a0019815
Wimmer, H., y 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
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spelling Benavides Delgado, Jacqueline17(1)2019-12-03T14:36:17Z2019-12-03T14:36:17Z2018-07-011657-9089DOI: 10.14483/16579089.11250https://hdl.handle.net/20.500.12494/15381Benavides Delgado, J. (2018). Habilidades pragmáticas, imaginación y comprensión de los estados mentales en los niños. Infancias Imágenes, 17 (1), 90-99.El objetivo de este artículo es analizar la influencia del lenguaje y la imaginación en el desarrollo de la teoría de la mente (Theory of Mind o ToM) en los niños. Inicia con la definición del concepto y la ex- posición de las diferentes teorías que han intentado explicar dicho desarrollo en los niños. El artículo aborda estudios que relacionan la ToM con la imaginación y con el lenguaje pragmático. Con respecto a la imaginación, se hace un recorrido especial por los estudios que involucran a los niños con amigos imaginarios y su relación con el mundo social. En relación con el lenguaje pragmático, se destaca la in- fluencia de las conversaciones familiares con contenido mental para el desarrollo de la ToM. Por último, el artículo muestra la importancia de los procesos simbólicos en el desarrollo de la ToM en los niños y aporta, desde su conclusión, elementos para fomentar su desarrollo.The aim of this article is to analyse the influence of language and imagination on the development of Theory of Mind (ToM) in children. Starting with the definition of the concept and the exposure of the different theories that have tried to explain this development in children. The article discusses studies that relate the ToM with the imagination and the language pragmatic. With regard to the imagination, it takes a special tour of the studies that involve children with imaginary friends and their relationship with the social world. In relation to pragmatic language, the influence of family conversations with mental content for the development of the ToM is highlighted. Respecting pragmatic language, the influence of family conversations with mental content for the development of ToM is highlighted. Finally, the article shows the importance of the symbolic processes in the development of the ToM in the children and contributes, since its conclusion, elements to encourage its development.https://scienti.colciencias.gov.co/cvlac/EnRecursoHumano/inicio.dohttps://orcid.org/0000-0001-8889-4317BOULOMAIjaqueline.benavidesd@campusucc.edu.cohttps://scholar.google.com/citations?user=mVGvlFMAAAAJ&hl=es90-99Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, BogotáFlor Alba Santamaría ValeroPsicologíaBogotáTeoría de la menteImaginaciónAmigos imaginariosLenguaje pragmáticoConversaciones familiaresTheory of mindImaginationImaginary friendsPragmatic languageFamiliar conversationsHabilidades pragmáticas, imaginación y comprensión de los estados mentales en los niñosArtículoinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleAtribucióninfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Infancia imágenesAmes, L. B. y Learned, J. (1946). Imaginary companions and related phenomena. Journal of Genetic Psychology, 69, 147-167. https://doi.org/10. 1080/08856559.1946.10533385Astington, A. (1998). El descubrimiento infantil de la mente. Madrid: Morata.Astington, A. y Jenkins, J. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35(5), 1311-1320. https://doi. org/10.1037/0012-1649.35.5.1311Astington, A. y Baird, J. (2005). Why Language Matters for Theory of Mind. Oxford: Oxford Scholar. https://doi.org/10.1093/ acprof:oso/9780195159912.001.0001Brinthaupt, T. M. y Dove, C. T. (2012). Differences in self-talk frequency as a function of age, only-child, and imaginary childhood companion status. Journal of Research in Personality, 46(3), 326-333. https://doi.org/10.1016/j. jrp.2012.03.003Carpendale, J. y Lewis, C. (2006). How Children Develop Social Understanding. Malden (Massachusetts): Blackwell Publishing.Cicchetti, D., Rogosch, F. A., Maughan, A., Toth, S. L. y Bruce, J. (2003). False belief understanding in maltreated children. Development Psychopathology, 15(4), 1067-91. https://doi. org/10.1017/S0954579403000440Davis, P., Meins, E. y Fernythough, C. (2011). Selfknowledge in childhood: Relations with children’s imaginary companions and understanding of mind. British Journal of Development Psychology, 29(3), 680-686. https://doi. org/10.1111/j.2044-835X.2011.02038.xDe Villiers, P. (2005). The role of language in theory of mind development: What deaf children tell us. En J. W. Astington y J. A. Baird, Why Language Matters for Theory of Mind (pp. 266-297). Oxford: Oxford University Press. https://doi.org/10.1093/ acprof:oso/9780195159912.003.0013Dunn, J., Bretherton, I. y Munn, P. (1987). Conversations about feeling states between mothers and their young children. Developmental Psychology, 23(1), 132-139. https://doi. org/10.1037/0012-1649.23.1.132Dunn, J., Brown, J., Slomkowski, C., Tesla, C. y Youngblade, L. (1991). Young children’s understanding of other people’s feelings and belief: Individual difference and their antecedents. Child Development, 62, 1352-1366. https://doi. org/10.2307/1130811Gleason, T. (2002). Social provisions of real and imaginary relationships in early childhood. Developmental Psychology, 38(6), 979-992. https://doi.org/10.1037/0012-1649.38.6.979Gleason, T., Sebanc, A. y Hartup, W. (2000). Imaginary companions of preschool children. Developmental Psychology, 36(4), 419-428. https:// doi.org/10.1037/0012-1649.36.4.419Harris, P. (1992). From simulation to folk psychology: The case for development. Mind and Language, 7(1), 120-144. https://doi.org/10.1111/j.1468-0017.1992.tb00201.xHarter, S. y Chao, C. (1992). The role of competence in children’s creation of imaginary friends. Merill-Palmer Quartely, 38(3), 350-363Hoff, E. (2005). Language Development. Nueva York: Cenage Learning.Honeycutt, J., Pecchioni, L., Keaton, A.S y Pence, M. (2011). Developmental implications of mental imagery in children. Journal Imagination, Cognition and Personality, 31(1), 79-98. https://doi.org/10.2190/IC.31.1-2.hHurlock, E. y Burstein, W. (1932). The imaginary playmate. Journal of Genetic Psychology, 41, 380-392.Johnson, C. (1988). Theory of mind and the structure of conscious experience. En J. Astington, P. Harris y D. Olson eds. Developing Theories of Mind (pp. 47-63). Oxford: Cambridge University Press.LeBar, M. (2001). Simulation, theory, and emotion. Philosophical Psychology, 14(4), 424-432. https://doi.org/10.1080/09515080120088094Leslei, A. (1987). Pretense and representation: The origins of Theory of Mind. Psychological Review, 94(4), 412-426. https://doi. org/10.1037/0033-295X.94.4.412Manosevitz, M., Fling, S. y Prentice, N. (1977). Imaginary companions in young children: Relationships with intelligence, creativity and waiting ability. Journal of Child Psychology and Psychiatry, 18, 73-78. https://doi.org/10.1111/j.1469-7610.1977.tb00418.xManosevitz, M., Prentice, N. y Wilson, F. (1973). Individual and family correlates of imaginary companions in preschool children. Developmental Psychology, 8, 72-79. https://doi. org/10.1037/h0033834Mendoza, E. y López, P. (2004). Consideraciones sobre el desarrollo de la teoría de la mente (TdM) y del lenguaje. Revista de Psicología General y Aplicada, 57(1), 49-67.Miller, C. (2006). Developmental relationships between language and the theory of mind. American Journal of Speech-Language Pathology, 15(2), 142-153. https://doi. org/10.1044/1058-0360(2006/014)Premack, D. y Woodruff, G. (1978) Does the chimpanzee have a theory of mind? Behavioral. Brain Sci, 1, 515-526. https://doi.org/10.1017/ S0140525X00076512Ruffman, T., Perner, J. y Parkin, L. (1999). How parenting style affects false belief. Social Development, 8(3), 395-411. https://doi. org/10.1111/1467-9507.00103Ruffman, T., Slade, L. y Crowe, E. (2002). The relation between children’s and mother's mental state language and theory-of-mind understanding. Child Development, 73(3), 734-751. https://doi.org/10.1111/1467-8624.00435Singer, D. G. y Singer, J. L. (1992). The house of makebelieve. Cambridge: Harvard University PressSomers, J. U. y Yawkey, T. D. (1984). Imaginary play companions: Contributions of creative and intellectual abilities of young children. The Journal of Creative Behavior, 18(2), 77-89. https://doi. org/10.1002/j.2162-6057.1984.tb00370.xSvendsen, M. (1934). Children’s Imaginary Companions. Archives of Neurology and Psychiatry, 32, 985-999. https://doi.org/10.1001/ archneurpsyc.1934.02250110073006Taylor, M. (1999). Imaginary Companions and the Children Who Create Them. Oxford: Oxford University Press.Taylor, M. y Carlson, S. (1997). The relation between individual difference in fantasy and the Theory of Mind. Child Development, 68, 436- 455. https://doi.org/10.2307/1131670Taylor, M., Cartwright, B. y Carlson, S. (1993). A developmental investigation of children’s imaginary companions. Developmental Psychology, 29(2), 276-285. https://doi. org/10.1037/0012-1649.29.2.276Taylor, M., Hodges, S. D. y Kohanyi, A. (2003). The illusion of independent agency: Do adult fiction writers experience their characters as having minds of their own? Imagination, Cognition and Personality, 22, 361-380. https://doi. org/10.2190/FTG3-Q9T0-7U26-5Q5XTaylor, M., Hullette, A. y Dishion, T. (2010). Longitudinal outcome of young high risk adolescent with imaginary companions. Developmental Psychology, 46(6), 1632-1636. https://doi. org/10.1037/a0019815Wimmer, H., y Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception. 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