Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo

Autores:
Reyes Rojas, Monica
Sanchez Rios, Hernan
Mathias Simão, Lívia
Tipo de recurso:
Article of journal
Fecha de publicación:
2020
Institución:
Corporación Universitaria Iberoamericana
Repositorio:
Repositorio Ibero
Idioma:
spa
OAI Identifier:
oai:repositorio.ibero.edu.co:001/3865
Acceso en línea:
https://repositorio.ibero.edu.co/handle/001/3865
https://doi.org/10.33881/2027-1786.rip.13213
Palabra clave:
Teasing
Development models and children
Burla
Modelos de desarrollo
Niños
Rights
openAccess
License
Corporación Universitaria Iberoamericana - 2020
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network_name_str Repositorio Ibero
repository_id_str
dc.title.spa.fl_str_mv Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
dc.title.translated.eng.fl_str_mv Mockery Studies from a Development Perspective
title Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
spellingShingle Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
Teasing
Development models and children
Burla
Modelos de desarrollo
Niños
title_short Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
title_full Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
title_fullStr Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
title_full_unstemmed Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
title_sort Aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo
dc.creator.fl_str_mv Reyes Rojas, Monica
Sanchez Rios, Hernan
Mathias Simão, Lívia
dc.contributor.author.spa.fl_str_mv Reyes Rojas, Monica
Sanchez Rios, Hernan
Mathias Simão, Lívia
dc.subject.eng.fl_str_mv Teasing
Development models and children
topic Teasing
Development models and children
Burla
Modelos de desarrollo
Niños
dc.subject.spa.fl_str_mv Burla
Modelos de desarrollo
Niños
publishDate 2020
dc.date.accessioned.none.fl_str_mv 2020-07-31 00:00:00
2022-06-14T21:02:03Z
dc.date.available.none.fl_str_mv 2020-07-31 00:00:00
2022-06-14T21:02:03Z
dc.date.issued.none.fl_str_mv 2020-07-31
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.local.spa.fl_str_mv Artículo de revista
dc.type.local.eng.fl_str_mv Journal article
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dc.relation.citationedition.spa.fl_str_mv Núm. 2 , Año 2020 : Revista Iberoamericana de Psicología
dc.relation.citationendpage.none.fl_str_mv 146
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dc.relation.ispartofjournal.spa.fl_str_mv Revista Iberoamericana de Psicología
dc.relation.references.spa.fl_str_mv Addyman, C., Fogelquist, C., Levakova, L., y Rees, S. (2018). Social facilitation of laughter and smiles in preschool children. Frontiers in psychology, 9, 1048. https://doi.org/10.3389/fpsyg.2018.01048
Airenti, G. (2016). Playing with expectations: A conceptual view of humor development. Frontiers in Psychology, 7, 1 – 12. https://doi.org/10.3389/fpsyg.2016.01392
Artemyeva, T. V. (2015). Child concept of comic content analysis. The Social Sciences, 10(4), 402-406. https://doi.org/10.1007/bf00287463
Barnett, L. A. (2018). The Education of Playful Boys: Class Clowns in the Classroom. Frontiers in psychology, 9, 232. https://doi.org/10.3389/fpsyg.2018.00232
Barnett, M. A., Burns, S. R., Sanborn, F. W., Bartel, J. S., y Wilds, S. J. (2004). Antisocial and prosocial teasing among children: Perceptions and individual differences. Social Development, 13, 292-310. https://doi.org/10.1111/j.1467-9507.2004.000268.x
Barnett, M. A., Barlett, N. D., Livengood, J. L., Murphy, D. L., y Brewton, K. E. (2010). Factors Associated With Children’s Anticipated Responses to Ambiguous Teases. Journal of Genetic Psychology, 171(1), 54–72. https://doi.org/10.1080/00221320903300395
Barnett, M. A., Nichols, M. B., Sonnentag, T. L., &Wadian, T.W. (2013). Factors associated with early adolescents’ anticipated emotional and behavioral responses to ambiguous teases on Facebook. Computers inHuman Behavior, 29, 2225–2229. doi:10.1016/j.chb.2013.05.003.
Bosacki, S., Harwood, D., y Sumaway, C. (2012). Being mean: Children’s gendered perceptions of peer teasing. Journal of Moral Education, 41(4), 473-489. https://doi.org/10.1080/03057240.2012.690728
Cortés-Conde, F. (2014). Teasing. In S. Attardo (Ed.), Encyclopedia of humor studies (pp. 758-758). Thousand Oaks,: SAGE Publications, Inc. doi: 10.4135/9781483346175.n339
Da Silva, L. M. F., y Vinha, T. P. (2017). Conflicts among students from 8 to 9 years old: teasing and annoying behavior. Revista Ibero-Americana de Estudos em Educação, 12(3), 1901-1918. http://dx.doi.org/10.21723/riaee.v12.n.3.2017.10368
Dowling, J. S. (2014). School-age children talking about humor: Data from focus groups. Humor, 27(1), 121-139. https://doi.org/10.1515/humor-2013-0047
Harwood, D., y Copfer, S. (2011). Teasing in Schools: What Teachers have to Say. International Journal of Interdisciplinary Social Sciences, 6(3).
Harwood, D., y Copfer, S. (2015). “Your Lunch Pail Is Silly!” Children’s and Teachers’ Views on Teasing. Journal of Research in Childhood Education, 29(1), 26-41.
Harwood, D., Bosacki, S., & Borcsok, K. (2010). An investigation of young children's perceptions of teasing within peer relationships. International Electronic Journal of Elementary Education, 2(2), 237-260. Recuperado de : https://files.eric.ed.gov/fulltext/EJ1052053.pdf
Harwood, D (2010) The Phenomenon of Sibling Teasing: Three Mothers' Perceptions of Their Children's Teasing Behaviors, Journal of Research in Childhood Education, 24:4, 366-385, DOI: 10.1080/02568543.2010.510080
Haugh (2010) Jocular mockery, (dis)affiliation and face. J. Pragmat. 42, 2106--2119.
Haugh, M. (2016). “Just kidding”: Teasing and claims to non-serious intent. Journal of Pragmatics, 95, 120–136. doi:10.1016/j.pragma.2015.12.004
Helgeland, A., & Lund, I. (2017). Children’s Voices on Bullying in Kindergarten. Early Childhood Education Journal, 45(1), 133–141. https://doi.org/10.1007/s10643-016-0784-z
Keltner, D., Capps, L., Kring, A.M., Young, R.C., & Heerey, E.A. (2001). Just teasing: a conceptual analysis and empirical review. Psychological Bulletin, 127(2), 229–248. https://doi.org/10.1037//0033-2909.127.2.229
Kolojarceva, L. A., y Artemyeva, T. V. (2017). Funny in animated films and literature: what the russian children laugh at. Journal of Fundamental and Applied Sciences, 9(7S), 1266-1276. Available online at: https://www.jfas.info/index.php/jfas/article/view/3545/2017.
Ljuštanović, J., & Pešikan-Ljuštanović, L. (2017). Laughing Children and Funny Children: Laughter and Early Childhood. Narodna umjetnost: hrvatski časopis za etnologiju i folkloristiku, 54(1), 29-47
Loizou, E. (2011). Disposable cameras, humour and children's abilities. Contemporary Issues in Early Childhood, 12(2), 148-62. https://doi.org/10.2304/ciec.2011.12.2.148
Loizou, E. y Kyriakou, M. (2016). Young children’s appreciation and production of verbal and visual humor. Humor, 29 (1), 99 – 124. Doi: 10.1515/humor-2015-0131
Marques, C. A. E., da Silva, L. M. F., de Almeida Oliveira, M. T., y Vinha, T. P. (2018). Investigando a provocação entre pares. Educação (UFSM), 43(1), 127-140 https://doi.org/10.5902/1984644428067
Mills, C. B. (2016). Child’s play or risky business? The development of teasing functions and relational implications in school-aged children. Journal of Social and Personal Relationships, 35(3), 287–306. doi:10.1177/0265407516683557
Mills, C. B., y Carwile, A. M. (2009). The good, the bad, and the borderline: Separating teasing from bullying. Communication Education, 58(2), 276-301 https://doi.org/10.1080/03634520902783666
Nwokah, Evangeline E., Sandra E. Burnette y Kelly N. Graves. 2013. Joke telling, humor creation, and humor recall in children with and without hearing loss. Humor: International Journal of Humor Research 26(1). 69–96. https://doi.org/10.1515/humor-2013-0005
Paulus, M., Wörle, M., y Christner, N. (2020). The Emergence of Human Altruism:Preschool Children Develop a Norm for Empathy-based Comforting. Journal of Cognition y Development, 21(1), 104–124. https://doi-/10.1080/15248372.2019.1693375
Platt, T., Wagner, L., y Ruch, W. (2016). The association between class clown dimensions, school experiences and accomplishment. Learning and Individual Differences, 51, 327-332.Psychology of Education, 12, 495- 510. https://doi.org/10.1016/j.lindif.2016.08.036 processes. En: J. Valsiner & K. J. Conolly (Eds.), Handbook of developmentalpsychology (pp. 640-672). Londres: Sage.
Reddy, V., Williams, E., & Vaughan, A. (2001). Sharing laughter: The humour of pre-school children with Down syndrome. Down Syndrome Research and Practice, 7(3), 125–128. https://doi.org/10.3104/reports.121
Simão, (2010). Ensaios dialógicos: compartilhamento e diferença nas relações eu-outro.. Sao Paulo Brazil: HUCITEC.
Simão, L. M. (2012). 18 The Other in the Self: A Triadic Unit. The Oxford handbook of culture and psychology, 403
Tucker L. Jones, Taylor W. Wadian, Mark A. Barnett, Mary K. Hellmer y Lauren N. Pino (2018) Young Children's ability to Discriminate between Antisocial and Prosocial Teases, The Journal of Genetic Psychology, 179:1, 1-8, DOI: 10.1080/00221325.2017.1392280
Valsiner, J. (2004). El desarrollo de las teorías del desarrollo: la “Hollywoodización” de la ciencia y su Impacto. Infancia y Aprendizaje, 27(2), 147-154.
Valsiner, J. (1998). The development of the concept of development: Historical and epistological perspective es. En: Handbook of Child Psychology, 1. New York: John Wiley & Sons, Inc.
Valsiner, J (2014). An invitation to cultural Psychology. SAGE publications.
Van Geert, P. (2003). Dynamic systems approaches and modeling of developmental processes. Handbook of developmental psychology, 640672.
Voss, L. S. (1997). Teasing, disputing, and playing: Cross-gender interactions and space utilization among first and third graders. Gender & Society, 11, 238–256.
Walters, G. D., Kremser, J., & Runell, L. (2020). The Fear of Being Bullied on the School Bus: Perceptions, Correlations, and Sex Differences. International Journal of Bullying Prevention. doi:10.1007/s42380-020-00066-3
Warm, T. R. (1997). The role of teasing in development and vice versa. Journal of Developmental and Behavioral Pediatrics, 18, 97–101. doi:10.1097/00004703-199704000-00004.
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spelling Reyes Rojas, Monica32759f099c96fc3aeacf9817f139fe29500Sanchez Rios, Hernand8381476f9b5971dc781023da78f3dfe500Mathias Simão, Lívia0eefa159abac72f4b376d4da06930e6d5002020-07-31 00:00:002022-06-14T21:02:03Z2020-07-31 00:00:002022-06-14T21:02:03Z2020-07-31application/pdf10.33881/2027-1786.rip.132132500-65172027-1786https://repositorio.ibero.edu.co/handle/001/3865https://doi.org/10.33881/2027-1786.rip.13213spaĬbērAMhttps://reviberopsicologia.ibero.edu.co/article/download/rip.13213/1595Núm. 2 , Año 2020 : Revista Iberoamericana de Psicología146213513Revista Iberoamericana de PsicologíaAddyman, C., Fogelquist, C., Levakova, L., y Rees, S. (2018). Social facilitation of laughter and smiles in preschool children. Frontiers in psychology, 9, 1048. https://doi.org/10.3389/fpsyg.2018.01048Airenti, G. (2016). Playing with expectations: A conceptual view of humor development. Frontiers in Psychology, 7, 1 – 12. https://doi.org/10.3389/fpsyg.2016.01392Artemyeva, T. V. (2015). Child concept of comic content analysis. The Social Sciences, 10(4), 402-406. https://doi.org/10.1007/bf00287463Barnett, L. A. (2018). The Education of Playful Boys: Class Clowns in the Classroom. Frontiers in psychology, 9, 232. https://doi.org/10.3389/fpsyg.2018.00232Barnett, M. A., Burns, S. R., Sanborn, F. W., Bartel, J. S., y Wilds, S. J. (2004). Antisocial and prosocial teasing among children: Perceptions and individual differences. Social Development, 13, 292-310. https://doi.org/10.1111/j.1467-9507.2004.000268.xBarnett, M. A., Barlett, N. D., Livengood, J. L., Murphy, D. L., y Brewton, K. E. (2010). Factors Associated With Children’s Anticipated Responses to Ambiguous Teases. Journal of Genetic Psychology, 171(1), 54–72. https://doi.org/10.1080/00221320903300395Barnett, M. A., Nichols, M. B., Sonnentag, T. L., &Wadian, T.W. (2013). Factors associated with early adolescents’ anticipated emotional and behavioral responses to ambiguous teases on Facebook. Computers inHuman Behavior, 29, 2225–2229. doi:10.1016/j.chb.2013.05.003.Bosacki, S., Harwood, D., y Sumaway, C. (2012). Being mean: Children’s gendered perceptions of peer teasing. Journal of Moral Education, 41(4), 473-489. https://doi.org/10.1080/03057240.2012.690728Cortés-Conde, F. (2014). Teasing. In S. Attardo (Ed.), Encyclopedia of humor studies (pp. 758-758). Thousand Oaks,: SAGE Publications, Inc. doi: 10.4135/9781483346175.n339Da Silva, L. M. F., y Vinha, T. P. (2017). Conflicts among students from 8 to 9 years old: teasing and annoying behavior. Revista Ibero-Americana de Estudos em Educação, 12(3), 1901-1918. http://dx.doi.org/10.21723/riaee.v12.n.3.2017.10368Dowling, J. S. (2014). School-age children talking about humor: Data from focus groups. Humor, 27(1), 121-139. https://doi.org/10.1515/humor-2013-0047Harwood, D., y Copfer, S. (2011). Teasing in Schools: What Teachers have to Say. International Journal of Interdisciplinary Social Sciences, 6(3).Harwood, D., y Copfer, S. (2015). “Your Lunch Pail Is Silly!” Children’s and Teachers’ Views on Teasing. Journal of Research in Childhood Education, 29(1), 26-41.Harwood, D., Bosacki, S., & Borcsok, K. (2010). An investigation of young children's perceptions of teasing within peer relationships. International Electronic Journal of Elementary Education, 2(2), 237-260. Recuperado de : https://files.eric.ed.gov/fulltext/EJ1052053.pdfHarwood, D (2010) The Phenomenon of Sibling Teasing: Three Mothers' Perceptions of Their Children's Teasing Behaviors, Journal of Research in Childhood Education, 24:4, 366-385, DOI: 10.1080/02568543.2010.510080Haugh (2010) Jocular mockery, (dis)affiliation and face. J. Pragmat. 42, 2106--2119.Haugh, M. (2016). “Just kidding”: Teasing and claims to non-serious intent. Journal of Pragmatics, 95, 120–136. doi:10.1016/j.pragma.2015.12.004Helgeland, A., & Lund, I. (2017). Children’s Voices on Bullying in Kindergarten. Early Childhood Education Journal, 45(1), 133–141. https://doi.org/10.1007/s10643-016-0784-zKeltner, D., Capps, L., Kring, A.M., Young, R.C., & Heerey, E.A. (2001). Just teasing: a conceptual analysis and empirical review. Psychological Bulletin, 127(2), 229–248. https://doi.org/10.1037//0033-2909.127.2.229Kolojarceva, L. A., y Artemyeva, T. V. (2017). Funny in animated films and literature: what the russian children laugh at. Journal of Fundamental and Applied Sciences, 9(7S), 1266-1276. Available online at: https://www.jfas.info/index.php/jfas/article/view/3545/2017.Ljuštanović, J., & Pešikan-Ljuštanović, L. (2017). Laughing Children and Funny Children: Laughter and Early Childhood. Narodna umjetnost: hrvatski časopis za etnologiju i folkloristiku, 54(1), 29-47Loizou, E. (2011). Disposable cameras, humour and children's abilities. Contemporary Issues in Early Childhood, 12(2), 148-62. https://doi.org/10.2304/ciec.2011.12.2.148Loizou, E. y Kyriakou, M. (2016). Young children’s appreciation and production of verbal and visual humor. Humor, 29 (1), 99 – 124. Doi: 10.1515/humor-2015-0131Marques, C. A. E., da Silva, L. M. F., de Almeida Oliveira, M. T., y Vinha, T. P. (2018). Investigando a provocação entre pares. Educação (UFSM), 43(1), 127-140 https://doi.org/10.5902/1984644428067Mills, C. B. (2016). Child’s play or risky business? The development of teasing functions and relational implications in school-aged children. Journal of Social and Personal Relationships, 35(3), 287–306. doi:10.1177/0265407516683557Mills, C. B., y Carwile, A. M. (2009). The good, the bad, and the borderline: Separating teasing from bullying. Communication Education, 58(2), 276-301 https://doi.org/10.1080/03634520902783666Nwokah, Evangeline E., Sandra E. Burnette y Kelly N. Graves. 2013. Joke telling, humor creation, and humor recall in children with and without hearing loss. Humor: International Journal of Humor Research 26(1). 69–96. https://doi.org/10.1515/humor-2013-0005Paulus, M., Wörle, M., y Christner, N. (2020). The Emergence of Human Altruism:Preschool Children Develop a Norm for Empathy-based Comforting. Journal of Cognition y Development, 21(1), 104–124. https://doi-/10.1080/15248372.2019.1693375Platt, T., Wagner, L., y Ruch, W. (2016). The association between class clown dimensions, school experiences and accomplishment. Learning and Individual Differences, 51, 327-332.Psychology of Education, 12, 495- 510. https://doi.org/10.1016/j.lindif.2016.08.036 processes. En: J. Valsiner & K. J. Conolly (Eds.), Handbook of developmentalpsychology (pp. 640-672). Londres: Sage.Reddy, V., Williams, E., & Vaughan, A. (2001). Sharing laughter: The humour of pre-school children with Down syndrome. Down Syndrome Research and Practice, 7(3), 125–128. https://doi.org/10.3104/reports.121Simão, (2010). Ensaios dialógicos: compartilhamento e diferença nas relações eu-outro.. Sao Paulo Brazil: HUCITEC.Simão, L. M. (2012). 18 The Other in the Self: A Triadic Unit. The Oxford handbook of culture and psychology, 403Tucker L. Jones, Taylor W. Wadian, Mark A. Barnett, Mary K. Hellmer y Lauren N. Pino (2018) Young Children's ability to Discriminate between Antisocial and Prosocial Teases, The Journal of Genetic Psychology, 179:1, 1-8, DOI: 10.1080/00221325.2017.1392280Valsiner, J. (2004). El desarrollo de las teorías del desarrollo: la “Hollywoodización” de la ciencia y su Impacto. Infancia y Aprendizaje, 27(2), 147-154.Valsiner, J. (1998). The development of the concept of development: Historical and epistological perspective es. En: Handbook of Child Psychology, 1. New York: John Wiley & Sons, Inc.Valsiner, J (2014). An invitation to cultural Psychology. SAGE publications.Van Geert, P. (2003). Dynamic systems approaches and modeling of developmental processes. Handbook of developmental psychology, 640672.Voss, L. S. (1997). Teasing, disputing, and playing: Cross-gender interactions and space utilization among first and third graders. Gender & Society, 11, 238–256.Walters, G. D., Kremser, J., & Runell, L. (2020). The Fear of Being Bullied on the School Bus: Perceptions, Correlations, and Sex Differences. International Journal of Bullying Prevention. doi:10.1007/s42380-020-00066-3Warm, T. R. (1997). The role of teasing in development and vice versa. Journal of Developmental and Behavioral Pediatrics, 18, 97–101. doi:10.1097/00004703-199704000-00004.Corporación Universitaria Iberoamericana - 2020info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://reviberopsicologia.ibero.edu.co/article/view/rip.13213TeasingDevelopment models and childrenBurlaModelos de desarrolloNiñosAproximaciones a estudios sobre la burla desde la perspectiva del desarrolloMockery Studies from a Development PerspectiveArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleArtículo de revistaJournal articlehttp://purl.org/redcol/resource_type/ARTREFinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2587https://repositorio.ibero.edu.co/bitstreams/2a4a7e6d-4bdb-4e7c-8abd-584c92db87f5/downloadedbb9971684c456ef3139db6e0d0ec0eMD51001/3865oai:repositorio.ibero.edu.co:001/38652023-03-12 22:50:40.123https://creativecommons.org/licenses/by-nc-sa/4.0/Corporación Universitaria Iberoamericana - 2020https://repositorio.ibero.edu.coRepositorio Institucional - IBERO.bdigital@metabiblioteca.com

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