The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task

O objetivo deste estudo é identificar os padrões do processo de planejamento cognitivo de crianças pequenas, que acontecem no contexto de uma situação de resolução de problemas. Utilizando um enfoque de sistemas dinâmicos complexos, o presente estudo descreve as principais características do planeja...

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Autores:: Guevara-Guerrero, Marlenny
Puche-Navarro, Rebeca

Tipo de recurso:: Article of journal

Fecha de publicación:: 2015

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: eng

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dc.title.spa.fl_str_mv	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task
dc.title.translated.eng.fl_str_mv	La emergencia de la planificación cognitiva a corto plazo: desempeño de niños preescolares en una tarea de resolución de problemas A emergência do planejamento cognitivo a curto prazo: desempenho de crianças pré-escolares em uma tarefa de resolução de problemas
title	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task
spellingShingle	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task COGNITIVE DEVELOPMENT COMPUTER GAME COGNITIVE PLANNING PRESCHOOLERS STATE SPACE GRID TECHNIQUE VARIABILITY DESARROLLO COGNITIVO JUEGO DE COMPUTADOR PLANIFICACIÓN COGNITIVA PREESCOLARES TÉCNICA STATE SPACE GRID VARIABILIDAD DESENVOLVIMENTO COGNITIVO VIDEOGAME PLANEJAMENTO COGNITIVO PRÉ-ESCOLARES TÉCNICA STATE SPACE GRID VARIABILIDADE
title_short	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task
title_full	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task
title_fullStr	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task
title_full_unstemmed	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task
title_sort	The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task
dc.creator.fl_str_mv	Guevara-Guerrero, Marlenny Puche-Navarro, Rebeca
dc.contributor.author.spa.fl_str_mv	Guevara-Guerrero, Marlenny Puche-Navarro, Rebeca
dc.subject.proposal.spa.fl_str_mv	COGNITIVE DEVELOPMENT COMPUTER GAME COGNITIVE PLANNING PRESCHOOLERS STATE SPACE GRID TECHNIQUE VARIABILITY DESARROLLO COGNITIVO JUEGO DE COMPUTADOR PLANIFICACIÓN COGNITIVA PREESCOLARES TÉCNICA STATE SPACE GRID VARIABILIDAD DESENVOLVIMENTO COGNITIVO VIDEOGAME PLANEJAMENTO COGNITIVO PRÉ-ESCOLARES TÉCNICA STATE SPACE GRID VARIABILIDADE
topic	COGNITIVE DEVELOPMENT COMPUTER GAME COGNITIVE PLANNING PRESCHOOLERS STATE SPACE GRID TECHNIQUE VARIABILITY DESARROLLO COGNITIVO JUEGO DE COMPUTADOR PLANIFICACIÓN COGNITIVA PREESCOLARES TÉCNICA STATE SPACE GRID VARIABILIDAD DESENVOLVIMENTO COGNITIVO VIDEOGAME PLANEJAMENTO COGNITIVO PRÉ-ESCOLARES TÉCNICA STATE SPACE GRID VARIABILIDADE
description	O objetivo deste estudo é identificar os padrões do processo de planejamento cognitivo de crianças pequenas, que acontecem no contexto de uma situação de resolução de problemas. Utilizando um enfoque de sistemas dinâmicos complexos, o presente estudo descreve as principais características do planejamento cognitivo a curto prazo. Os participantes foram 45 crianças em idade pré-escolar (3,5 e 3,6 anos), dos quais se descrevem em detalhe dois estudos de caso. O método micro genético foi utilizado para capturar, em dois meses, o processo de planejamento em tempo real durante seis sessões de coleta de dados. Desta maneira obtiveram-se 96 pontos de medição por cada criança da mostra. Como instrumento utilizou-se uma tarefa de resolução de problemas em um formato virtual, que exige a elaboração de um plano para alcançar a meta. A primeira parte da análise consistiu em caracterizar os desempenhos de planejamento da mostra mediante a análise de conglomerados. Como resultado, dois clústers foram identificados. Posteriormente, para ilustrar os desempenhos da mostra, selecionou-se aleatoriamente uma criança de cada clúster como estudo de caso. A segunda parte da análise consistiu em descrever os dois estudos de caso. Utilizou-se a técnica State Space Grids (SSG) para mostrar o surgimento a curto prazo do planejamento cognitivo. Os resultados dos estudos de caso revelaram dois tipos de desempenho: um padrão de redução e um padrão estável de planejamento cognitivo. Estes padrões nos desempenhos indicam a capacidade das crianças para integrar as restrições da tarefa e considerar estados futuros em suas ações. Em contraste com a literatura, os resultados deste estudo revelam os recursos de habilidades de planejamento em crianças pré-escolares, tais como sua autorregulação de ações dirigidas a uma meta e a antecipação de futuros estados.
publishDate	2015
dc.date.issued.spa.fl_str_mv	2015-12
dc.date.accessioned.spa.fl_str_mv	2018-07-25T00:20:35Z
dc.date.available.spa.fl_str_mv	2018-07-25T00:20:35Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.type.coarversion.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
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dc.type.content.spa.fl_str_mv	Text
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dc.identifier.citation.spa.fl_str_mv	Guevara Guerrero, M., & Puche-Navarro, R. (2015). The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving tasK. Acta Colombiana de Psicología, 18(2), 13-27. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/111
dc.identifier.issn.spa.fl_str_mv	0123-9155
dc.identifier.uri.spa.fl_str_mv	http://hdl.handle.net/10983/16187
identifier_str_mv	Guevara Guerrero, M., & Puche-Navarro, R. (2015). The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving tasK. Acta Colombiana de Psicología, 18(2), 13-27. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/111 0123-9155
url	http://hdl.handle.net/10983/16187
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.ispartof.spa.fl_str_mv	Acta Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 13-27
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H. (2001). Differences in Cognitive Planning on the Tower of Hanoi Task: Neuropsychological Maturity or Measurement Error? Journal of Child Psychology and Psychiatric, 42(4), 551-556. Bull, R., Espy, K. A., & Senn, T. E. (2004). A comparison of performance on the Towers of London and Hanoi in young children. Journal of Child Psychology and Psychiatry, 45,(4), 743-754. Cazzato, V., Basso, D., Cutini, S., & Bisiacchi, P. S. (2010). Gender differences in visuospatial planning: An eye movements study. Behavioral Brain Research, 206(2), 177-183. Chen, Y., & Keen, R. (2010). Movement planning reflects skill level and age changes in toddlers. Child Development, 81(6), 1846-1858. Claxton, L., McCarty, M., & Keen, R. (2009). Self-directed action affects planning in tool-use task with toddlers. Infant Behavior & Development, 32, 230-233. Colunga, E., & Smith, L. (2008). Flexibility and variability: Essential to human cognition and the study of human cognition. New Ideas in Psychology, 26 174-192. Combariza, E., Puche-Navarro, R. (2009). ¿Entonces, es multifractal la variabilidad? El uso de la wavelet para el estudio de los funcionamientos inferenciales en niños pequeños. En R., Puche-Navarro (comp.), ¿Es la mente no lineal? [Is the mind not lineal?](pp. 111-135). Fondo Editorial de la Universidad del Valle. Cox, R., & Smitsman, A. (2006). Action planning in young children's tool use. Developmental Science, 9(6), 628-641. Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action, thought and emotion. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development. Handbook of child psychology (6th ed., Vol. 1, pp. 313-399). New York: Wiley. Granott, N., Fischer, K.W., & Parziale, J. (in press). Bridging to the unknown: A fundamental mechanism in learning and problem-solving. In N. Granott & J. Parziale (Eds.), Microdevelopment. Cambridge, U.K.: Cambridge University Press. Guevara, M., van Dijk, M., & van Geert, P. (2014, May). Building knowledge together: How communication and interaction in dyads supports scientific reasoning skills. Presented at the symposium 'Peer interaction and Development'. 44th Annual Meeting of Jean Piaget Society, San Francisco, CA Guevara, M. & Puche-Navarro, R. (2009). ¿Avanza y cambia la psicología del desarrollo hacia los sistemas dinámicos no lineales? [Is developmental psychology advancing and changing towards the nonlinear dynamic systems?] Revista Avances en Psicología Latinoamericana, 27(2), 327-340. Hollenstein, T. (2007). State space grids: Analyzing dynamics across development. International Journal of Behavioral Development, 31, 384-396. Hollenstein, T., Granic, I., Stoolmiller, M., & Snyder, J. (2004). Rigidity in parent-child interactions and the development of externalizing and internalizing behavior in early childhood. Journal of Abnormal Child Psychology, 32, 595-607 Howe, M.L. & Lewis, M.D. (2005). The importance of dynamic systems approaches for understanding development. Developmental Review, 25(3-4), 247-251. Hudson, J. A., Mayhew, E. M. Y., & Prabhakar, J. (2011). The development of episodic foresight: Emerging concepts and methods. Advances in Child Development and Behavior, 40, 95-137. Kagan, J. (2008). In defense of qualitative changes in development, Child Development, 79, 1606-1624. Kaller, C. P., Rahm, B., Spreer, J., Mader, I., & Unterrainer, J. M. (2008). Thinking around the corner: The development of planning abilities. Brain and Cognition, 67, 360-370. Kelso, J. A. S. (2000). Principles of dynamic pattern formation and change for a science of human behavior. In L. R. Bergman, R. B. Cairns, L. Nilsson, & L. Nystedt (Eds.), Developmental science and the holistic approach (pp. 63-83). Mahwah, NJ: Lawrence Erlbaum Associates. Kuhn, D. & Dean, D. (2004) Connecting scientific reasoning and causal inference Journal of cognition and development 5(2) 261-288. Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674- 689. Kunnen, S. & van Geert, P (2011). A Dynamic Systems Approach of Adolescent Development. In Kunnen, E.S. (Ed.), A dynamic systems approach to adolescent development. London-New York: Psychology Press (pp. 3-14) Lamey, A., Hollenstein, T., Lewis, M.D., & Granic, I. (2004). GridWare (Version 1.1). [Computer software]. http://statespacegrids.org Lewis, M. D., Lamey, A. V., & Douglas, L. (1999). A new dynamic systems method for the analysis of early socioemotional development. Developmental Science, 2(4), 457-475. http://dx.doi.org/10.1111/1467-7687.00090 Matute, E., Chamorro, Y., Inozemtseva, O., Barrios, O., Rosselli, M., & Ardila A. (2008). Efecto de la edad en una tarea de planificación y organización en escolares [Effect of age on task planning and school organization]. Rev Neurol, 47, 61-70. McCormack, T., & Atance (2011). Planning in young children: A review. Developmental Review, 31(1), 1-31. Meindertsma, H. B., van Dijk, M. W., Steenbeek, H. W., & van Geert, P. L. (2013). Assessment of Preschooler's Scientific Reasoning in Adult-Child Interactions: What Is the Optimal Context? Research in Science Education, 1-23. Miller, P. H. & Coyle, T. R. (1999). Developmental change: Lessons from microgenesis. En E. K. Scholnick, K. Nelson, S. A. Gelman & P. H. Miller (Eds.), Conceptual development. Piaget's legacy. Morganti F., Carassa A., Geminiani G. (2007) Planning optimal paths: A simple assessment of survey spatial knowledge in virtual environments. Computers in Human Behavior, 23(4), 1982P-1996 Newman, S.D., Greco, J.A., Lee, D. (2009). An fMRI study of the Tower of London: A look at problem structure differences. Brain Research, 1286, 123-132. Pea, R. D. (1982). What is planning development the development of? New Directions for Child Development: Children's Planning Strategies, 18, 5-27. Phillips, L.H., Wynn, V.E., McPherson, S. & Gilhooly, K.J. (2001). 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Cognitive Science, 25, 941-975. doi: 10.1207/s15516709cog2506_3 Rojas, T. (2006). Planificación cognitiva en la primera infancia: Una revisión bibliográfica [Cognitive planning in early childhood: a literature review]. Acta Colombiana de Psicología, 9(2), 101-114. Rose, L. T. & Fischer, K. W. (2009) Dynamic Development: a neo-Piagetian perspective. En: J. I. M.Carpendale & U.Mueller (eds), The Cambridge Companion to Piaget (Cambridge, Cambridge University Press), pp. 400-421. Siegler, R. S. (2002). Variability and infant development. Infant Behavior & Development 25, 550-557. Siegler, R. S. (2006). Microgenetic analyses of learning. En W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 464-510). Hoboken, NJ: Wiley. Siegler, R.S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620. Spencer, J.P. & Perone, S. (2008). Defending qualitative change: The view from dynamical systems theory. Child Development, 79, 1639-1647. Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge (MA): Bradford Books/MIT Press van Dijk, M. & van Geert, P. (2015). The nature and meaning of intraindividual variability in development in the early life span. In D. Manfred, K. Hooker, & M.J. Sliwinkski (Eds.), Handbook of Intraindividual Variability across the Life Span. (pp. 37-58). Routledge. Taylor and Francis group. van Dijk, M. & van Geert, P. (2011). Heuristic techniques for the analysis of variability as a dynamic aspect of change. Infancia y Aprendizaje, 34(2), 151-168. van Dijk, M. & van Geert, P. (2007). Wobbles, humps and sudden jumps: A case study of continuity, discontinuity and variability in early language development. Infant and Child Development, 16, 7-33. van Geert, P. (2003). Dynamic systems approaches and modeling of developmental processes. In J. Valsiner and K. J. Conolly (Eds.), Handbook of developmental Psychology. London: Sage. pp. 640-672. van Geert, P., & van Dijk, M. (2002). Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior and Development, 25(4), 340-374. Yan, Z., & Fischer, K. (2002). Paper human development. Always under construction, dynamic variations in adult cognitive microdevelopment. Human Development, 45, 141-160. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.
dc.rights.spa.fl_str_mv	Derechos Reservados - Universidad Católica de Colombia, 2015
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spelling	Guevara-Guerrero, Marlenny91f76229-7a48-42ad-8a94-eb81f3d85a94Puche-Navarro, Rebecaa7ad43ae-5220-42b7-ab38-29a359456627-12018-07-25T00:20:35Z2018-07-25T00:20:35Z2015-12O objetivo deste estudo é identificar os padrões do processo de planejamento cognitivo de crianças pequenas, que acontecem no contexto de uma situação de resolução de problemas. Utilizando um enfoque de sistemas dinâmicos complexos, o presente estudo descreve as principais características do planejamento cognitivo a curto prazo. Os participantes foram 45 crianças em idade pré-escolar (3,5 e 3,6 anos), dos quais se descrevem em detalhe dois estudos de caso. O método micro genético foi utilizado para capturar, em dois meses, o processo de planejamento em tempo real durante seis sessões de coleta de dados. Desta maneira obtiveram-se 96 pontos de medição por cada criança da mostra. Como instrumento utilizou-se uma tarefa de resolução de problemas em um formato virtual, que exige a elaboração de um plano para alcançar a meta. A primeira parte da análise consistiu em caracterizar os desempenhos de planejamento da mostra mediante a análise de conglomerados. Como resultado, dois clústers foram identificados. Posteriormente, para ilustrar os desempenhos da mostra, selecionou-se aleatoriamente uma criança de cada clúster como estudo de caso. A segunda parte da análise consistiu em descrever os dois estudos de caso. Utilizou-se a técnica State Space Grids (SSG) para mostrar o surgimento a curto prazo do planejamento cognitivo. Os resultados dos estudos de caso revelaram dois tipos de desempenho: um padrão de redução e um padrão estável de planejamento cognitivo. Estes padrões nos desempenhos indicam a capacidade das crianças para integrar as restrições da tarefa e considerar estados futuros em suas ações. Em contraste com a literatura, os resultados deste estudo revelam os recursos de habilidades de planejamento em crianças pré-escolares, tais como sua autorregulação de ações dirigidas a uma meta e a antecipação de futuros estados.El objetivo del presente estudio es identificar los patrones del proceso de planificación cognitiva de niños pequeños que tienen lugar en el contexto de una situación de resolución de problemas. Utilizando un enfoque de sistemas dinámicos complejos, el presente estudio describe las principales características de la planificación cognitiva a corto plazo. Los participantes fueron 45 niños en edad preescolar (3,5 y 3,6 años), de los cuales se describen en detalle dos estudios de caso. El método microgenético fue utilizado para capturar, en dos meses, el proceso de planificación en tiempo real durante seis sesiones de recogida de datos. De esta manera se obtuvieron 96 puntos de medición por cada niño de la muestra. Como instrumento se utilizó una tarea de resolución de problemas en un formato virtual, que exige la elaboración de un plan para alcanzar la meta. La primera parte del análisis consistió en caracterizar los desempeños de planificación de la muestra mediante el análisis de conglomerados. Como resultado, dos clústers fueron identificados. Posteriormente, para ilustrar los desempeños de la muestra, se seleccionó al azar un niño de cada clúster como estudio de caso. La segunda parte del análisis consistió en describir los dos estudios de caso. Se utilizó la técnica State Space Grids (SSG) para mostrar el surgimiento a corto plazo de la planificación cognitiva. Los resultados de los estudios de caso revelaron dos tipos de desempeño: un patrón de reducción y un patrón estable de planificación cognitiva. Estos patrones en los desempeños indican la capacidad de los niños para integrar las restricciones de la tarea y considerar estados futuros en sus acciones. En contraste con la literatura, los resultados de este estudio revelan los recursos de habilidades de planificación en niños preescolares, tales como su auto-regulación de acciones dirigidas a una meta y la anticipación de futuros estados.The aim of this study is to identify patterns of the cognitive planning process of young children emerging in the context of a problem solving task. Using a complex dynamic systems approach, this paper depicts the main features of cognitive planning in the short term. Participants were 45 preschool children (aged 3.5 and 3.6 years) of which two case studies are described in detail. The microgenetic method was used to capture, in two months, the planning process in real time during six sessions of data collection. Thus, 96 measuring points were obtained for each child of the sample. The instrument used was a problem solving task in a virtual format, which requires the development of a plan to attain the goal. The first part of the analysis characterizes the children's planning performance by means of cluster analysis. Two clusters were identified as a result of this analysis. In order to illustrate the performance of the sample, one child from each cluster was randomly selected as a case study. The second part of the analysis describes the two case studies. The State Space Grids (SSG) technique was used to show the short-term emergence of cognitive planning. Results of the case studies revealed two types of performance: a reduction pattern and a stable pattern of cognitive planning. These patterns indicate the ability of children to integrate the constraints of the task and consider future states in their actions. In contrast to the literature, the findings of this study reveal the resources in planning skills of preschoolers, such as self-regulation of actions aimed at attaining a goal and anticipation of future states.application/pdfGuevara Guerrero, M., & Puche-Navarro, R. (2015). The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving tasK. Acta Colombiana de Psicología, 18(2), 13-27. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1110123-9155http://hdl.handle.net/10983/16187engUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 13-27Adolph, K, Robinson S., Young, J, Gil Álvarez, F. (2008). What is the shape of developmental Change, Psychological Review 115(3), 527-543.Atance, C. M. (2008). Current Directions in Psychological Science, 17 (4), 295-298.Atance, C. M., & Meltzoff, A. N. (2005). My future self: Young children's ability to anticipate and explain future states. Cognitive Development, 20, 341-361.Baker-Sennett, J., Matusov, E., & Rogoff, B. (2008). Children's planning of classroom plays with Adult or child Direction. 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Infant Behavior and Development, 25(4), 340-374.Yan, Z., & Fischer, K. (2002). Paper human development. Always under construction, dynamic variations in adult cognitive microdevelopment. Human Development, 45, 141-160.Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.Derechos Reservados - Universidad Católica de Colombia, 2015info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2COGNITIVE DEVELOPMENTCOMPUTER GAMECOGNITIVE PLANNINGPRESCHOOLERSSTATE SPACE GRID TECHNIQUEVARIABILITYDESARROLLO COGNITIVOJUEGO DE COMPUTADORPLANIFICACIÓN COGNITIVAPREESCOLARESTÉCNICA STATE SPACE GRIDVARIABILIDADDESENVOLVIMENTO COGNITIVOVIDEOGAMEPLANEJAMENTO COGNITIVOPRÉ-ESCOLARESTÉCNICA STATE SPACE GRIDVARIABILIDADEThe emergence of cognitive short-term planning: performance of preschoolers in a problem-solving taskLa emergencia de la planificación cognitiva a corto plazo: desempeño de niños preescolares en una tarea de resolución de problemasA emergência do planejamento cognitivo a curto prazo: desempenho de crianças pré-escolares em uma tarefa de resolução de problemasArtículo 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_970fb48d4fbd8a85PublicationORIGINALTHE EMERGENCE OF COGNITIVE SHORT-TERM PLANNING.pdfTHE EMERGENCE OF COGNITIVE SHORT-TERM PLANNING.pdfArtículo en inglesapplication/pdf1387000https://repository.ucatolica.edu.co/bitstreams/cec32b2a-a78a-44e6-af8b-599f2ed88d7e/download2e37086b9e44c2c9d8997a8c2b2f0ef0MD51TEXTTHE EMERGENCE OF COGNITIVE SHORT-TERM PLANNING.pdf.txtTHE EMERGENCE OF COGNITIVE SHORT-TERM PLANNING.pdf.txtExtracted texttext/plain57049https://repository.ucatolica.edu.co/bitstreams/ad93979a-e2d9-4ca0-a27e-a38501620aef/download0f1bb87637b1034f8d9028d0b4b794afMD52THUMBNAILTHE EMERGENCE OF COGNITIVE SHORT-TERM PLANNING.pdf.jpgTHE EMERGENCE OF COGNITIVE SHORT-TERM PLANNING.pdf.jpgRIUCACimage/jpeg25287https://repository.ucatolica.edu.co/bitstreams/21e1a077-1033-4e73-ba07-103aa798dd20/download68f42c426fc55d63bdc46805e096cf26MD5310983/16187oai:repository.ucatolica.edu.co:10983/161872023-03-24 14:29:27.966https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2015https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

The emergence of cognitive short-term planning: performance of preschoolers in a problem-solving task

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