Cultural and idiographic approach to the microgenesis of visual metaphors
This study aims to highlight the theory-method relationship, as well as some problems strongly intertwined with the methodological. It is also intended to show how conceptualizations inspired by Piagetian and dynamic systems, for example, go hand in hand with methodologies that are close to them and...
- Autores:
-
Ossa, Julio César
Puche-Navarro, Rebeca
De La Rosa Alzate, Emma Adriana
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2023
- Institución:
- Universidad Autónoma de Occidente
- Repositorio:
- RED: Repositorio Educativo Digital UAO
- Idioma:
- eng
- OAI Identifier:
- oai:red.uao.edu.co:10614/15849
- Acceso en línea:
- https://hdl.handle.net/10614/15849
https://doi.org/10.1177/1354067X231154003
https://red.uao.edu.co/
- Palabra clave:
- Cultural
Metaphors
Idiographic
Microgenesis
Child development
Dynamic systems
Phase spaces
Post-piagetian
Microgenetic approach
Non-ergodic
- Rights
- openAccess
- License
- Derechos reservados - Sage Publications, 2023
| id |
REPOUAO2_1af41e9ef29bbcaf9c4d283d1b4c5b05 |
|---|---|
| oai_identifier_str |
oai:red.uao.edu.co:10614/15849 |
| network_acronym_str |
REPOUAO2 |
| network_name_str |
RED: Repositorio Educativo Digital UAO |
| repository_id_str |
|
| dc.title.eng.fl_str_mv |
Cultural and idiographic approach to the microgenesis of visual metaphors |
| title |
Cultural and idiographic approach to the microgenesis of visual metaphors |
| spellingShingle |
Cultural and idiographic approach to the microgenesis of visual metaphors Cultural Metaphors Idiographic Microgenesis Child development Dynamic systems Phase spaces Post-piagetian Microgenetic approach Non-ergodic |
| title_short |
Cultural and idiographic approach to the microgenesis of visual metaphors |
| title_full |
Cultural and idiographic approach to the microgenesis of visual metaphors |
| title_fullStr |
Cultural and idiographic approach to the microgenesis of visual metaphors |
| title_full_unstemmed |
Cultural and idiographic approach to the microgenesis of visual metaphors |
| title_sort |
Cultural and idiographic approach to the microgenesis of visual metaphors |
| dc.creator.fl_str_mv |
Ossa, Julio César Puche-Navarro, Rebeca De La Rosa Alzate, Emma Adriana |
| dc.contributor.author.none.fl_str_mv |
Ossa, Julio César Puche-Navarro, Rebeca De La Rosa Alzate, Emma Adriana |
| dc.subject.proposal.eng.fl_str_mv |
Cultural Metaphors Idiographic Microgenesis Child development Dynamic systems Phase spaces Post-piagetian Microgenetic approach Non-ergodic |
| topic |
Cultural Metaphors Idiographic Microgenesis Child development Dynamic systems Phase spaces Post-piagetian Microgenetic approach Non-ergodic |
| description |
This study aims to highlight the theory-method relationship, as well as some problems strongly intertwined with the methodological. It is also intended to show how conceptualizations inspired by Piagetian and dynamic systems, for example, go hand in hand with methodologies that are close to them and from which they can be approached. Methodologically, a microgenetic approach is chosen in a singular version, which recovers the spirit conceived in the Geneva School from a cultural and idiographic perspective. Assuming development as change implies taking into account the temporality of the processes, for which we will rely on treatments, some already known (MIN-MAX) and others relatively new (Phase Spaces), which allow us to represent and understand in a more detailed way how change occurs in time, in this case, in the process of understanding the visual metaphor in children from 3 to 4 years of age |
| publishDate |
2023 |
| dc.date.issued.none.fl_str_mv |
2023 |
| dc.date.accessioned.none.fl_str_mv |
2024-10-07T14:33:36Z |
| dc.date.available.none.fl_str_mv |
2024-10-07T14:33:36Z |
| dc.type.spa.fl_str_mv |
Artículo de revista |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
| dc.type.content.eng.fl_str_mv |
Text |
| dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.redcol.eng.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
| dc.type.version.eng.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| format |
http://purl.org/coar/resource_type/c_6501 |
| status_str |
publishedVersion |
| dc.identifier.citation.spa.fl_str_mv |
Ossa, J. C.; De la Rosa, E. A. y Puche-Navarro, R. (2023). Cultural and idiographic approach to the microgenesis of visual metaphors. Culture & Psychology. 29(3). p.p. 508-533. ISSN: 1354067X . Online ISSN: 1461-7056. https://doi.org/10.1177/1354067X231154003 |
| dc.identifier.issn.spa.fl_str_mv |
1354067X |
| dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/10614/15849 |
| dc.identifier.doi.spa.fl_str_mv |
https://doi.org/10.1177/1354067X231154003 |
| dc.identifier.eissn.spa.fl_str_mv |
14617056 |
| dc.identifier.instname.spa.fl_str_mv |
Universidad Autónoma de Occidente |
| dc.identifier.reponame.spa.fl_str_mv |
Respositorio Educativo Digital UAO |
| dc.identifier.repourl.none.fl_str_mv |
https://red.uao.edu.co/ |
| identifier_str_mv |
Ossa, J. C.; De la Rosa, E. A. y Puche-Navarro, R. (2023). Cultural and idiographic approach to the microgenesis of visual metaphors. Culture & Psychology. 29(3). p.p. 508-533. ISSN: 1354067X . Online ISSN: 1461-7056. https://doi.org/10.1177/1354067X231154003 1354067X 14617056 Universidad Autónoma de Occidente Respositorio Educativo Digital UAO |
| url |
https://hdl.handle.net/10614/15849 https://doi.org/10.1177/1354067X231154003 https://red.uao.edu.co/ |
| dc.language.iso.eng.fl_str_mv |
eng |
| language |
eng |
| dc.relation.citationendpage.spa.fl_str_mv |
533 |
| dc.relation.citationissue.spa.fl_str_mv |
3 |
| dc.relation.citationstartpage.spa.fl_str_mv |
508 |
| dc.relation.citationvolume.spa.fl_str_mv |
29 |
| dc.relation.ispartofjournal.eng.fl_str_mv |
Culture & Psychology |
| dc.relation.references.none.fl_str_mv |
Anderson D. R. (1984). Peirce on metaphor (pp. 453–468). Transactions of the Charles S. Peirce Society. Araújo-Ponciano J. (2020). Los árboles te enseñarán a ver el bosque. Editorial. Bachelard G. (1960/2014). La poétique de la rêverie [La poética de la ensoñación], séptima reimpresión. México: Fondo de Cultura Económica. Balslev K., Saada-Robert M. (2006). Les microgenèses situées. Unités et procédés d’analyse inductive - déductive. Recherches Qualitatives, 26(2), 85–109. Crossref Campill M. A. (2021). Towards a wholistic model of identity: Why not a meadow? Integr. Psych. Behav, 55(1), 112–127. Crossref Chaudhary N., Sriram S. (2022). Musings about metaphors and models: The need to put psychology together again. Integr. Psych. Behav, 56(1), 280–296. Crossref Colston H. L. (2020). Figurative language development/acquisition research: Status and ways forward. Journal of Pragmatics, 156, 176–190. Crossref De la Rosa A. (2010). Emergencia de la Comprensión de la Metáfora visual. Cali Colombia: Tesis de doctorado. Universidad del Valle. Eco U. (2009). Cultura y semiótica. Madrid: Círculo de Bellas Artes. Flynn E., Siegler R. (2007). Measuring change: Current trends and future directions in microgenetic research. Infant and Child Development, 16(1), 135–149. Crossref Fossa P., Cortés C., Molina M. E., Barros M., Marcotti C. M., Sprovera I., Novoa J. T. (2022). Microgenetic analysis of thought trajectories: A mixed design. Integr. Psych. Behav, 56(3), 630–652. Crossref Gibbs R. W. Jr, Colston H. L. (2012). Interpreting figurative meaning. Cambridge University Press. Crossref. Ginzburg C. (1989). Indicios: Raíces de un paradigma de inferencias indiciales (pp. 138–175). Barcelona: IndiciosGedisa. Gottlieb G., Wahlsten D., Lickliter R. (1998). The significance of biology for human development: A developmental psychobiological systems view. In Damon W., Lerner R. M. (Eds), Handbook of child psychology: Theoretical models of human development (pp. 233–273). John Wiley & Sons. Groupe μ (1993). Tratado del signo visual. Ediciones Cátedra. Signo e imagen. Haynes S., Blaine D., Meyer K. (1995). Dynamical models for psychological assessment: Phase space functions. Psychological Assessment, 7(1), 17–24. Crossref Inhelder B., Céllerier G. (1992). Les cheminements de découvert de l´enfant Recherches sur la microgenèse cognitives. Paris: Delachaux & Niestlé (Suiza). Karmiloff-Smith A. (1992). Beyond modularity: A developmental perspective on cognitive science. The MIT Press. Crossref. Kullasepp K., Marsico G. (2021). Identity at the borders and between the borders. Springer. Crossref. Markman E., Wasow J., Hansen M. (2003). Use of the mutual exclusivity assumption by young word learners. Cognitive Psychology, 47(3), 241–275. Crossref PubMed. Marsico G. (2011). The “non-cuttable” space in between: Context, boundaries and their natural fluidity. Integrative Psychological and Behavioral Science, 45(2), 185–193. Crossref ISI. Marsico G. (2013). Moving between the social spaces: Conditions for boundaries crossing. In Marsico G., Komatsu K., Iannaccone A. (Eds), Crossing boundaries. Intercontextual dynamics between family and school (pp. 361–374). Information Age Publishing. Miller P., Coyle T. (1999). Developmental change: Lessons from microgenesis. In Scholnick E., Nelson K., Gelman yMillar S.P. H. (Eds), Conceptual development: Pagets legacy (pp. 209–239). Mahwah, NJ: Lawrence Erlbaum Associates. Molenaar P .C. M, Lerner R. M., Newell K.M., En P.C.M, Molenaar R. M., Lerner, Newell K. M. (2014). Developmental systems theory and methodology Handbook developmental systems theory & methodology (pp. 3–18). Guilford Press. Mounoud P. (2000). Le développement cognitif selon piaget. Structures et point de vue. En: O. Houdé, y C. Meljac (comps). Presses Universitaires de France. Ossa J. C., Cudina J. N. (2023). Farewell to variables in studies of developmental psychology. Notes on a critical and conceptual debate. In J. Valsiner (Ed), Farewell to variables (pp. 75–110). Information Age Publishing. Peirce C. S. (1903/1988). Lección VI: Tres tipos de razonamiento. Traducción castellana y notas de José Vericat. Recuperado de https://www.unav.es/gep/OnThreeTypesReasoning.html Puche-Navarro R. (2001). Mutaciones, metáforas y humor visual en el niño. In Rosas R. (Ed), La mente reconsiderada. En homenaje a Angel Rivière (pp. 181–202). Santiago, Chile: Psykhe. Puche-Navarro R. (2003). El niño que piensa y vuelve a pensar. Colombia: Artes Gráficas del Valle Editores. Puche-Navarro R. (2009). ¿Es La mente no lineal? Colombia: Programa Editorial Universidad del Valle. Crossref. Puche-Navarro R. (2012). Modeling iconic literacy: The dynamic models for complex cultural objects. In Valsiner J. (Ed), The oxford handbook of culture psychology (pp. 303–315). Oxford University Press. Crossref. Puche-Navarro R. (2017). Estudios de desarrollo cognitivo: Antes y después del encuentro con los sistemas dinámicos. (Eds), El desarrollo cognitivo se reorganiza. Emergencia, Cambio autorregulación y metáforas visuales. (pp. 11–31). California Edit. Puche-Navarro R. (2022). En busca del método microgenético (Sometido a publicación). Puche-Navarro R., Cerchiaro-Ceballos E., De la Rosa A., Montes J. A., Ossa J. C. (2017a). El desarrollo cognitivo se reorganiza. Emergencia, Cambio autorregulación y metáforas visuales. Editorial Bonaventuriana. Programa editorial UAO. California Edit. Puche-Navarro R., Cerchiaro-Ceballos E., Ossa J. C. (2017b). Emergencia del cambio: Dos casos ilustrativos desde los sistemas dinámicos no linealesEl desarrollo cognitivo se reorganiza. Emergencia, cambio autorregulación y metáforas visualesEditorial bonaventuriana. Programa editorial UAO (pp. 35–62). California Edit. Puche-Navarro R., Ossa J. C. (2006). ¿Qué hay de nuevo en el método microgenético? Más allá de las estrategias y más acá del funcionamiento cognitivo del sujeto. Summa Psicológica, 13(2), 117–137. Puche-Navarro R., Ossa J. C., Cerchiaro-Ceballos E. (2020). Más allá de la redescripción y más cerca de la emergencia: El caso del descubrimiento de mecanismos en dispositivos en niños pequeños. En: R. Puche-navarro (Comp.). La certeza de la emergencia. Reflexiones sobre una ciencia del desarrollo (pp. 75–121). Editorial Bonaventuriana. California-Edit. Crossref. Ricoeur P. (1980). La metáfora viva. Trad. por Agustín Neira. Madrid: Ediciones Europa. Salvatore S., Valsiner J. (2010). Idiographic opposition between the general and the unique : Overcoming the nomothetic versus 20: 817. Theory Psychology Aprendizaje, 27(2), 147–155. Siegler R. S. (2006). Microgenetic analyses of learning. In Damon W., Lerner R. M., Series, Kuhn D., Siegler R. S. (Eds), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed. pp. 464–510). Hoboken, NJ: Wiley. Siegler R. S. (2007). Cognitive variability. Developmental Science, 10(1), 104–109. Crossref PubMed. Tateo L., Marsico G., Min H., Machado-Dazzan M. V. (2022). Integr. psych. behav. University without Borders. Crossref Urban J. B., Osgood N., Okamoto J., Mabry P., Lich K. H., En P. C. M, Molenaar R. M., Lerner, Newell K. M. (2014). Developmental systems science: Extending developmental science with systems science methodologies. In Handbook developmental systems theory & methodology (pp. 95–125). Guilford Press. Valsiner J. (1999). I create you to control me: A glimpse into basic processes of semiotic mediation. Human Development, 42(1), 26–30. Crossref ISI. Valsiner J. (2002). Irreversibility of time and ontopotentiality of signs. Estudios de Psicologia, 23(1), 49–59. Crossref Valsiner J. (2014). An invitation to cultural psychology. London: Sage. Crossref. Valsiner J. (2017). From Methodology to Methods in human psychology. Springer. Crossref. Velicer W. F., Babbin S. F., Palumbo B. (2014). Idiographic applications: Issues of ergodicity and generalizability. In Molenaar P., Lerner R., Newell K. (Eds), Handbook of relational developmental systems theory and methodology (pp. 425–441). New York: Guilford Publications. Witherington D. C., Boom J. (2019). Conceptualizing the dynamics of development in the 21st century: Process, (inter) action, and complexity. Human Development, 63(63), 147–152. Crossref Zagaria A., Ando A., Zennaro A. (2020). Psychology: A giant with feet of clay. Integrative Psychological and Behavioral Science, 54(3), 521–562. Crossref Zgonnikov A., Lubashevsky I. (2014). Extended phase space description of human-controlled systems dynamics. Progress of Theoretical and Experimental Physics, 2014(3), 033J02. Crossref Zittoun T. (2021). Thinking with the rain. The trajectory of a metaphor in vygotsky’s theoretical development. Integr. Psych. Behav, 55(4), 749–768. Crossref Zittoun T. (2022). The wind of thinking. Culture & Psychology, 28(2), 166–187. Crossref Falkum I. L., Köder F. (2020). The acquisition of figurative meanings. Journal of Pragmatics, 164, 18–24. Crossref Fischer K. W., Bidell T. R. (2006). Dynamic development of action, thought, and emotion. In Lerner R. M., Damon W. (Series Ed.), Handbook of child psychology: (6th ed.). Wiley. |
| dc.rights.spa.fl_str_mv |
Derechos reservados - Sage Publications, 2023 |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.uri.eng.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.accessrights.eng.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.creativecommons.spa.fl_str_mv |
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
| rights_invalid_str_mv |
Derechos reservados - Sage Publications, 2023 https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.extent.spa.fl_str_mv |
26 páginas |
| dc.format.mimetype.none.fl_str_mv |
application/pdf |
| dc.publisher.eng.fl_str_mv |
Sage |
| dc.publisher.place.spa.fl_str_mv |
Nueva York |
| dc.source.eng.fl_str_mv |
https://sage.proxyuao.elogim.com/doi/full/10.1177/1354067X231154003 |
| institution |
Universidad Autónoma de Occidente |
| bitstream.url.fl_str_mv |
https://red.uao.edu.co/bitstreams/95e246b4-ba1c-49e3-9c2d-a388c21fd1db/download https://red.uao.edu.co/bitstreams/e3f6a6c5-31a5-4ca8-8bec-606089c18d64/download https://red.uao.edu.co/bitstreams/2c96d5e2-a4cd-40ac-a20a-b0974ca3edd3/download https://red.uao.edu.co/bitstreams/410e0057-6d6e-4b91-8cbd-faa8477109f9/download |
| bitstream.checksum.fl_str_mv |
104432a9a0f3652b7131a19f06ef4002 6987b791264a2b5525252450f99b10d1 ffec576160cbf9a05bdd063b5395fd4c 80ba556a77827d47350c838105a769bf |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Digital Universidad Autonoma de Occidente |
| repository.mail.fl_str_mv |
repositorio@uao.edu.co |
| _version_ |
1814260241295998976 |
| spelling |
Ossa, Julio CésarPuche-Navarro, RebecaDe La Rosa Alzate, Emma Adrianavirtual::5712-12024-10-07T14:33:36Z2024-10-07T14:33:36Z2023Ossa, J. C.; De la Rosa, E. A. y Puche-Navarro, R. (2023). Cultural and idiographic approach to the microgenesis of visual metaphors. Culture & Psychology. 29(3). p.p. 508-533. ISSN: 1354067X . Online ISSN: 1461-7056. https://doi.org/10.1177/1354067X2311540031354067Xhttps://hdl.handle.net/10614/15849https://doi.org/10.1177/1354067X23115400314617056Universidad Autónoma de OccidenteRespositorio Educativo Digital UAOhttps://red.uao.edu.co/This study aims to highlight the theory-method relationship, as well as some problems strongly intertwined with the methodological. It is also intended to show how conceptualizations inspired by Piagetian and dynamic systems, for example, go hand in hand with methodologies that are close to them and from which they can be approached. Methodologically, a microgenetic approach is chosen in a singular version, which recovers the spirit conceived in the Geneva School from a cultural and idiographic perspective. Assuming development as change implies taking into account the temporality of the processes, for which we will rely on treatments, some already known (MIN-MAX) and others relatively new (Phase Spaces), which allow us to represent and understand in a more detailed way how change occurs in time, in this case, in the process of understanding the visual metaphor in children from 3 to 4 years of age26 páginasapplication/pdfengSageNueva YorkDerechos reservados - Sage Publications, 2023https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2https://sage.proxyuao.elogim.com/doi/full/10.1177/1354067X231154003Cultural and idiographic approach to the microgenesis of visual metaphorsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85533350829Culture & PsychologyAnderson D. R. (1984). Peirce on metaphor (pp. 453–468). Transactions of the Charles S. Peirce Society.Araújo-Ponciano J. (2020). Los árboles te enseñarán a ver el bosque. Editorial. Bachelard G. (1960/2014). La poétique de la rêverie [La poética de la ensoñación], séptima reimpresión. México: Fondo de Cultura Económica.Balslev K., Saada-Robert M. (2006). Les microgenèses situées. Unités et procédés d’analyse inductive - déductive. Recherches Qualitatives, 26(2), 85–109. CrossrefCampill M. A. (2021). Towards a wholistic model of identity: Why not a meadow? Integr. Psych. Behav, 55(1), 112–127. CrossrefChaudhary N., Sriram S. (2022). Musings about metaphors and models: The need to put psychology together again. Integr. Psych. Behav, 56(1), 280–296. CrossrefColston H. L. (2020). Figurative language development/acquisition research: Status and ways forward. Journal of Pragmatics, 156, 176–190. CrossrefDe la Rosa A. (2010). Emergencia de la Comprensión de la Metáfora visual. Cali Colombia: Tesis de doctorado. Universidad del Valle. Eco U. (2009). Cultura y semiótica. Madrid: Círculo de Bellas Artes.Flynn E., Siegler R. (2007). Measuring change: Current trends and future directions in microgenetic research. Infant and Child Development, 16(1), 135–149. CrossrefFossa P., Cortés C., Molina M. E., Barros M., Marcotti C. M., Sprovera I., Novoa J. T. (2022). Microgenetic analysis of thought trajectories: A mixed design. Integr. Psych. Behav, 56(3), 630–652. CrossrefGibbs R. W. Jr, Colston H. L. (2012). Interpreting figurative meaning. Cambridge University Press. Crossref. Ginzburg C. (1989). Indicios: Raíces de un paradigma de inferencias indiciales (pp. 138–175). Barcelona: IndiciosGedisa.Gottlieb G., Wahlsten D., Lickliter R. (1998). The significance of biology for human development: A developmental psychobiological systems view. In Damon W., Lerner R. M. (Eds), Handbook of child psychology: Theoretical models of human development (pp. 233–273).John Wiley & Sons. Groupe μ (1993). Tratado del signo visual. Ediciones Cátedra. Signo e imagen. Haynes S., Blaine D., Meyer K. (1995). Dynamical models for psychological assessment: Phase space functions. Psychological Assessment, 7(1), 17–24. CrossrefInhelder B., Céllerier G. (1992). Les cheminements de découvert de l´enfant Recherches sur la microgenèse cognitives. Paris: Delachaux & Niestlé (Suiza).Karmiloff-Smith A. (1992). Beyond modularity: A developmental perspective on cognitive science. The MIT Press. Crossref.Kullasepp K., Marsico G. (2021). Identity at the borders and between the borders. Springer. Crossref. Markman E., Wasow J., Hansen M. (2003). Use of the mutual exclusivity assumption by young word learners. Cognitive Psychology, 47(3), 241–275. Crossref PubMed.Marsico G. (2011). The “non-cuttable” space in between: Context, boundaries and their natural fluidity. Integrative Psychological and Behavioral Science, 45(2), 185–193. Crossref ISI.Marsico G. (2013). Moving between the social spaces: Conditions for boundaries crossing. In Marsico G., Komatsu K., Iannaccone A. (Eds), Crossing boundaries. Intercontextual dynamics between family and school (pp. 361–374). Information Age Publishing.Miller P., Coyle T. (1999). Developmental change: Lessons from microgenesis. In Scholnick E., Nelson K., Gelman yMillar S.P. H. (Eds), Conceptual development: Pagets legacy (pp. 209–239).Mahwah, NJ: Lawrence Erlbaum Associates. Molenaar P .C. M, Lerner R. M., Newell K.M., En P.C.M, Molenaar R. M., Lerner, Newell K. M. (2014). Developmental systems theory and methodology Handbook developmental systems theory & methodology (pp. 3–18). Guilford Press.Mounoud P. (2000). Le développement cognitif selon piaget. Structures et point de vue. En: O. Houdé, y C. Meljac (comps). Presses Universitaires de France.Ossa J. C., Cudina J. N. (2023). Farewell to variables in studies of developmental psychology. Notes on a critical and conceptual debate. In J. Valsiner (Ed), Farewell to variables (pp. 75–110). Information Age Publishing.Peirce C. S. (1903/1988). Lección VI: Tres tipos de razonamiento. Traducción castellana y notas de José Vericat. Recuperado de https://www.unav.es/gep/OnThreeTypesReasoning.htmlPuche-Navarro R. (2001). Mutaciones, metáforas y humor visual en el niño. In Rosas R. (Ed), La mente reconsiderada. En homenaje a Angel Rivière (pp. 181–202). Santiago, Chile: Psykhe.Puche-Navarro R. (2003). El niño que piensa y vuelve a pensar. Colombia: Artes Gráficas del Valle Editores. Puche-Navarro R. (2009). ¿Es La mente no lineal? Colombia: Programa Editorial Universidad del Valle. Crossref.Puche-Navarro R. (2012). Modeling iconic literacy: The dynamic models for complex cultural objects. In Valsiner J. (Ed), The oxford handbook of culture psychology (pp. 303–315). Oxford University Press. Crossref.Puche-Navarro R. (2017). Estudios de desarrollo cognitivo: Antes y después del encuentro con los sistemas dinámicos. (Eds), El desarrollo cognitivo se reorganiza. Emergencia, Cambio autorregulación y metáforas visuales. (pp. 11–31). California Edit.Puche-Navarro R. (2022). En busca del método microgenético (Sometido a publicación).Puche-Navarro R., Cerchiaro-Ceballos E., De la Rosa A., Montes J. A., Ossa J. C. (2017a). El desarrollo cognitivo se reorganiza. Emergencia, Cambio autorregulación y metáforas visuales. Editorial Bonaventuriana. Programa editorial UAO. California Edit.Puche-Navarro R., Cerchiaro-Ceballos E., Ossa J. C. (2017b). Emergencia del cambio: Dos casos ilustrativos desde los sistemas dinámicos no linealesEl desarrollo cognitivo se reorganiza. Emergencia, cambio autorregulación y metáforas visualesEditorial bonaventuriana. Programa editorial UAO (pp. 35–62). California Edit.Puche-Navarro R., Ossa J. C. (2006). ¿Qué hay de nuevo en el método microgenético? Más allá de las estrategias y más acá del funcionamiento cognitivo del sujeto. Summa Psicológica, 13(2), 117–137.Puche-Navarro R., Ossa J. C., Cerchiaro-Ceballos E. (2020). Más allá de la redescripción y más cerca de la emergencia: El caso del descubrimiento de mecanismos en dispositivos en niños pequeños. En: R. Puche-navarro (Comp.). La certeza de la emergencia. Reflexiones sobre una ciencia del desarrollo (pp. 75–121). Editorial Bonaventuriana. California-Edit. Crossref.Ricoeur P. (1980). La metáfora viva. Trad. por Agustín Neira. Madrid: Ediciones Europa. Salvatore S., Valsiner J. (2010). Idiographic opposition between the general and the unique : Overcoming the nomothetic versus 20: 817. Theory Psychology Aprendizaje, 27(2), 147–155.Siegler R. S. (2006). Microgenetic analyses of learning. In Damon W., Lerner R. M., Series, Kuhn D., Siegler R. S. (Eds), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed. pp. 464–510). Hoboken, NJ: Wiley.Siegler R. S. (2007). Cognitive variability. Developmental Science, 10(1), 104–109. Crossref PubMed.Tateo L., Marsico G., Min H., Machado-Dazzan M. V. (2022). Integr. psych. behav. University without Borders. CrossrefUrban J. B., Osgood N., Okamoto J., Mabry P., Lich K. H., En P. C. M, Molenaar R. M., Lerner, Newell K. M. (2014). Developmental systems science: Extending developmental science with systems science methodologies. In Handbook developmental systems theory & methodology (pp. 95–125). Guilford Press.Valsiner J. (1999). I create you to control me: A glimpse into basic processes of semiotic mediation. Human Development, 42(1), 26–30. Crossref ISI.Valsiner J. (2002). Irreversibility of time and ontopotentiality of signs. Estudios de Psicologia, 23(1), 49–59. Crossref Valsiner J. (2014). An invitation to cultural psychology. London: Sage. Crossref.Valsiner J. (2017). From Methodology to Methods in human psychology. Springer. Crossref.Velicer W. F., Babbin S. F., Palumbo B. (2014). Idiographic applications: Issues of ergodicity and generalizability. In Molenaar P., Lerner R., Newell K. (Eds), Handbook of relational developmental systems theory and methodology (pp. 425–441). New York: Guilford Publications.Witherington D. C., Boom J. (2019). Conceptualizing the dynamics of development in the 21st century: Process, (inter) action, and complexity. Human Development, 63(63), 147–152. CrossrefZagaria A., Ando A., Zennaro A. (2020). Psychology: A giant with feet of clay. Integrative Psychological and Behavioral Science, 54(3), 521–562. CrossrefZgonnikov A., Lubashevsky I. (2014). Extended phase space description of human-controlled systems dynamics. Progress of Theoretical and Experimental Physics, 2014(3), 033J02. CrossrefZittoun T. (2021). Thinking with the rain. The trajectory of a metaphor in vygotsky’s theoretical development. Integr. Psych. Behav, 55(4), 749–768. CrossrefZittoun T. (2022). The wind of thinking. Culture & Psychology, 28(2), 166–187. CrossrefFalkum I. L., Köder F. (2020). The acquisition of figurative meanings. Journal of Pragmatics, 164, 18–24. Crossref Fischer K. W., Bidell T. R. (2006). Dynamic development of action, thought, and emotion. In Lerner R. M., Damon W. (Series Ed.), Handbook of child psychology: (6th ed.). Wiley.CulturalMetaphorsIdiographicMicrogenesisChild developmentDynamic systemsPhase spacesPost-piagetianMicrogenetic approachNon-ergodicComunidad generalPublication30397933-b466-4db0-8861-fd80f52f67f8virtual::5712-130397933-b466-4db0-8861-fd80f52f67f8virtual::5712-10000-0002-3196-3665virtual::5712-1ORIGINALCultural_and_idiographic_approach_to_the_microgenesis_of_visual_metaphors.pdfCultural_and_idiographic_approach_to_the_microgenesis_of_visual_metaphors.pdfArchivo texto completo del artículo de revista, PDFapplication/pdf1230734https://red.uao.edu.co/bitstreams/95e246b4-ba1c-49e3-9c2d-a388c21fd1db/download104432a9a0f3652b7131a19f06ef4002MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81672https://red.uao.edu.co/bitstreams/e3f6a6c5-31a5-4ca8-8bec-606089c18d64/download6987b791264a2b5525252450f99b10d1MD52TEXTCultural_and_idiographic_approach_to_the_microgenesis_of_visual_metaphors.pdf.txtCultural_and_idiographic_approach_to_the_microgenesis_of_visual_metaphors.pdf.txtExtracted texttext/plain79414https://red.uao.edu.co/bitstreams/2c96d5e2-a4cd-40ac-a20a-b0974ca3edd3/downloadffec576160cbf9a05bdd063b5395fd4cMD53THUMBNAILCultural_and_idiographic_approach_to_the_microgenesis_of_visual_metaphors.pdf.jpgCultural_and_idiographic_approach_to_the_microgenesis_of_visual_metaphors.pdf.jpgGenerated Thumbnailimage/jpeg11656https://red.uao.edu.co/bitstreams/410e0057-6d6e-4b91-8cbd-faa8477109f9/download80ba556a77827d47350c838105a769bfMD5410614/15849oai:red.uao.edu.co:10614/158492024-10-08 03:02:16.065https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos reservados - Sage Publications, 2023open.accesshttps://red.uao.edu.coRepositorio Digital Universidad Autonoma de Occidenterepositorio@uao.edu.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 |