Modelos bayesianos y funcionamientos inferenciales complejos
Los procesos inferenciales de niños de cuatro años de edad son observados utilizando una tarea de coordinación de hasta cinco criterios de clasificación. Se encontraron tres tipos de razonamientos probabilísticos: adivinanza (37,8%), transicional (22,2%) resolutorio (40%). La búsqueda tipo adivinanz...
- Autores:
-
Ossa, Julio César
Puche-Navarro, Rebeca
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2010
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- spa
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/158
- Acceso en línea:
- http://hdl.handle.net/10983/158
- Palabra clave:
- PROBABILIDAD CONDICIONAL
REDES BAYESIANAS
FUNCIONAMIENTOS INFERENCIALES
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2010
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Modelos bayesianos y funcionamientos inferenciales complejos |
| dc.title.translated.eng.fl_str_mv |
Bayes’ models and complex inferential functioning Modelos bayesianos e funcionamentos inferenciais complexos |
| title |
Modelos bayesianos y funcionamientos inferenciales complejos |
| spellingShingle |
Modelos bayesianos y funcionamientos inferenciales complejos PROBABILIDAD CONDICIONAL REDES BAYESIANAS FUNCIONAMIENTOS INFERENCIALES |
| title_short |
Modelos bayesianos y funcionamientos inferenciales complejos |
| title_full |
Modelos bayesianos y funcionamientos inferenciales complejos |
| title_fullStr |
Modelos bayesianos y funcionamientos inferenciales complejos |
| title_full_unstemmed |
Modelos bayesianos y funcionamientos inferenciales complejos |
| title_sort |
Modelos bayesianos y funcionamientos inferenciales complejos |
| dc.creator.fl_str_mv |
Ossa, Julio César Puche-Navarro, Rebeca |
| dc.contributor.author.spa.fl_str_mv |
Ossa, Julio César Puche-Navarro, Rebeca |
| dc.subject.spa.fl_str_mv |
PROBABILIDAD CONDICIONAL REDES BAYESIANAS FUNCIONAMIENTOS INFERENCIALES |
| topic |
PROBABILIDAD CONDICIONAL REDES BAYESIANAS FUNCIONAMIENTOS INFERENCIALES |
| description |
Los procesos inferenciales de niños de cuatro años de edad son observados utilizando una tarea de coordinación de hasta cinco criterios de clasificación. Se encontraron tres tipos de razonamientos probabilísticos: adivinanza (37,8%), transicional (22,2%) resolutorio (40%). La búsqueda tipo adivinanza es el esbozo de una relación entre “búsqueda espacial” y reducción del espacio muestral sobre la base de las acciones concretas (intervenciones) aplicadas directamente a la tarea. La búsqueda tipo transicional es un laboratorio de experimentación que le permite al niño observar la relación entre las intervenciones y el resultado de dichas acciones donde se agencia una probabilidad condicional intra-variable. La búsqueda tipo resolutorio cristaliza una coordinación que implica operaciones clasificatorias con niveles sofisticados de abstracción porque se demanda la intersección de dos o más variables. |
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2010 |
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2010-12 |
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2011-11-16T22:47:11Z |
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2011-11-16T22:47:11Z |
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Artículo de revista |
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Ossa, J. C., & Puche Navarro, R. (2010). Modelos bayesianos y funcionamientos inferenciales complejos. Acta Colombiana de Psicología, 13(2), 119-128. Recuperado de |
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Ossa, J. C., & Puche Navarro, R. (2010). Modelos bayesianos y funcionamientos inferenciales complejos. Acta Colombiana de Psicología, 13(2), 119-128. Recuperado de 0123-9155 |
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Acta Colombiana de Psicología, Vol. 13, no. 2 (jul.-dic. 2010); p. 119-128 |
| dc.relation.references.spa.fl_str_mv |
Baker, C. L. Tenenbaum, J. B. y Saxe R. (2006). Bayesian models of human action understanding. Advances in Neural Information Processing Systems 18 (pp. 99-106). Baratgin, J. y Politzer, G. (2006). "Is the mind bayesian? The Case for agnosticism" Mind y Society: Cognitive Studies in Economics and Social Sciences 5 (pp. 1-38) Cheng, P. W. (1997). From covariation to causation: A causal power theory. Psychological Review, 104, 367 405. Cheng, P. W., y Novick, L. R. (1992). Covariation in natural causal induction. Psychological Review, 99, 365-382. Galán, S. F., Arroyo-Figueroa, G., Díez, F. G. y Sucar L. E. (2007). Comparison of Two Types of Event Bayesian Networks: A Case Study. Applied Artificial Intelligence 21: 185-209 (2007) Applied Artificial Intelligence, 21:185 209 Gigerenzer, G., y Todd, P. M. (Eds.). (1999). Simple heuristics that make us smart. Oxford University Press. Glymour, C. (2001). The mind's arrows: Bayes nets and graphical causal models in psychology. Cambridge, MA: MIT Press. Glymour, C. (2003). Learning, prediction and causal bayes nets. Trends in Cognitive Sciences, 7, 43- 49. Gopnik, A. y Sobel, D. (2000). Detecting Blickets: How young children use information about Novel Causal powers in Categorization and Induction Child Development, 71. 1205-1222. Gopnik, A. y Schulz, L. (2004). Mechanisms of theory formation in young children. TRENDS in Cognitive Sciences, 8(8), 371-377. Gopnik, A. y Glymour, C (2006). A brand new ball game: Bayes net and neural net learning mechanisms in young children. In Processes of change in brain and cognitive development: Attention and performance xxi. Attention and Performance. 349-372. Gopnik, A., Glymour, C., Sobel, D.M., Schulz, L. E., Kushnir, T, y Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes Nets. Psychological Review, 111, 3-32. Inhelder, B. y Piaget, J. (1955): De la logique de l'enfant a la logique de l'adolescence: essai sur la construction des structures operatioires formelles. Paris: P.U.F. Trad. cast. de M.T. Cevasco: De la lógica del niño a la lógica del adolescente. Buenos Aires: Paidos, 1972. Kushnir T. y Gopnik A. (2005). Young children infer causal strength from probabilities and interventions. Psychological Science. 16 (9), 678-683 Kushnir, T., Gopnik, A., Schulz, L. E., y Danks, D. (2003). Inferring hidden causes. Proceedings of the 25th Annual Meeting of the Cognitive Science Society. Klahr, D. (2000). Exploring science. The cognition and development of discovery processes. Cambridge: MA: MIT press. Klayman, J., y Ha, Y. (1987). Confirmation, disconfirmation and information in hypothesis testing. Psychological Review, 94, 211-228. Kuhn, D. (2001). Why development does (and does not) occur: Evidence from the domain of inductive reasoning. In J. L. McClelland y R. Siegler (Eds.), Mechanisms of cognitive development: Behavioral and neural perspectives (pp. 221-249). Mahwah, NJ: Erlbaum Kuhn, D., Amsel, E., y O'Loughlin, M. (1988). The development of scientific thinking skills. Orlando, FA: Academic Press. Kuhn, D. y Pearsall, S. (2000). Developmental Origin of Scientific Thinking, Journal of Cognition and Development, vol.1, 113-129. Kuhn, D. y Dean, D. (2004) Connecting Scientific Reasoning and Causal Inference, Journal of cognition and development, 5(2) 261-288. Markman, A. B., y Gentner, D. (2001). Thinking. Annual Review of Psychology, 52, 223 247. Orozco-Hormaza, M. (2000). El análisis de tareas: cómo utilizarlo en la enseñanza de la matemática en primaria. Revista EMA, 5(2), 139-151. Pascual-Leone, J. y Johnson, J. (1991). The psychological unit and its role in task analysis. A reinterpretation of object permanence. In M. Chapman (Eds.), Criteria for competence: Controversies in the assessment of children's abilities (pp 153-187). Hillsdale, NJ: Eribaum. Pearl, J. (1988). Probabilistic Reasoning in Intelligent Systems: Networks of Plausible Inference. Palo Alto: Morgan Kaufmann Publishers. Pearl, J. (2000). Causality: Models, reasoning, and inference. Cambridge University Press. Piaget, J., y García, R. (1971). Les explications causales. Paris: Presses Universitaires de France. Puche -Navarro, R. y 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 Vol 13, 2. 117-137 Restrepo, L. Gonzáles, J. (2003) La Historia de la Probabilidad Revista Colombiana de Ciencias Pecuarias Vol. 16: 1 Sobel, D.M., Tenenbaum, J.B., y Gopnik, A (2004) children's causal inferences from indirect evidence: backwards blocking and Bayesian reasoning in preschoolers Cognitive Science 28, 303-333. Spirtes, P., Glymour, C., and Schienes, R. (1993). Causation prediction and search. Springer-Verlag, NY. Steyvers, M., Tenenbaum, J. B., Wagenmakers, E., y Blum, B. (2003). Inferring causal networks from observations and interventions. Cognitive Science 27. 453 489 Tenenbaum, J. B., Kemp, C., y Shafto, P. (2007). Theory-based Bayesian models of inductive reasoning. In Feeney, A. y Heit, E. (eds.), Inductive reasoning. Cambridge University Press. Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99 149. Zimmerman, C. (2006). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27. |
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Ossa, Julio César104b1e4c-6cb2-4330-a2ce-aa783bc85bf6-1Puche-Navarro, Rebecaa7ad43ae-5220-42b7-ab38-29a3594566272011-11-16T22:47:11Z2011-11-16T22:47:11Z2010-12Los procesos inferenciales de niños de cuatro años de edad son observados utilizando una tarea de coordinación de hasta cinco criterios de clasificación. Se encontraron tres tipos de razonamientos probabilísticos: adivinanza (37,8%), transicional (22,2%) resolutorio (40%). La búsqueda tipo adivinanza es el esbozo de una relación entre “búsqueda espacial” y reducción del espacio muestral sobre la base de las acciones concretas (intervenciones) aplicadas directamente a la tarea. La búsqueda tipo transicional es un laboratorio de experimentación que le permite al niño observar la relación entre las intervenciones y el resultado de dichas acciones donde se agencia una probabilidad condicional intra-variable. La búsqueda tipo resolutorio cristaliza una coordinación que implica operaciones clasificatorias con niveles sofisticados de abstracción porque se demanda la intersección de dos o más variables.application/pdfOssa, J. C., & Puche Navarro, R. (2010). Modelos bayesianos y funcionamientos inferenciales complejos. Acta Colombiana de Psicología, 13(2), 119-128. Recuperado de0123-9155http://hdl.handle.net/10983/158spaFacultad de Psicología. Universidad Católica de ColombiaActa Colombiana de Psicología, Vol. 13, no. 2 (jul.-dic. 2010); p. 119-128Baker, C. L. Tenenbaum, J. B. y Saxe R. (2006). Bayesian models of human action understanding. Advances in Neural Information Processing Systems 18 (pp. 99-106).Baratgin, J. y Politzer, G. (2006). "Is the mind bayesian? The Case for agnosticism" Mind y Society: Cognitive Studies in Economics and Social Sciences 5 (pp. 1-38)Cheng, P. W. (1997). From covariation to causation: A causal power theory. Psychological Review, 104, 367 405.Cheng, P. W., y Novick, L. R. (1992). Covariation in natural causal induction. Psychological Review, 99, 365-382.Galán, S. F., Arroyo-Figueroa, G., Díez, F. G. y Sucar L. E. (2007). Comparison of Two Types of Event Bayesian Networks: A Case Study. Applied Artificial Intelligence 21: 185-209 (2007) Applied Artificial Intelligence, 21:185 209Gigerenzer, G., y Todd, P. M. (Eds.). (1999). Simple heuristics that make us smart. Oxford University Press.Glymour, C. (2001). The mind's arrows: Bayes nets and graphical causal models in psychology. Cambridge, MA: MIT Press.Glymour, C. (2003). Learning, prediction and causal bayes nets. Trends in Cognitive Sciences, 7, 43- 49.Gopnik, A. y Sobel, D. (2000). Detecting Blickets: How young children use information about Novel Causal powers in Categorization and Induction Child Development, 71. 1205-1222.Gopnik, A. y Schulz, L. (2004). Mechanisms of theory formation in young children. TRENDS in Cognitive Sciences, 8(8), 371-377.Gopnik, A. y Glymour, C (2006). A brand new ball game: Bayes net and neural net learning mechanisms in young children. In Processes of change in brain and cognitive development: Attention and performance xxi. Attention and Performance. 349-372.Gopnik, A., Glymour, C., Sobel, D.M., Schulz, L. E., Kushnir, T, y Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes Nets. Psychological Review, 111, 3-32.Inhelder, B. y Piaget, J. (1955): De la logique de l'enfant a la logique de l'adolescence: essai sur la construction des structures operatioires formelles. Paris: P.U.F. Trad. cast. de M.T. Cevasco: De la lógica del niño a la lógica del adolescente. Buenos Aires: Paidos, 1972.Kushnir T. y Gopnik A. (2005). Young children infer causal strength from probabilities and interventions. Psychological Science. 16 (9), 678-683Kushnir, T., Gopnik, A., Schulz, L. E., y Danks, D. (2003). Inferring hidden causes. Proceedings of the 25th Annual Meeting of the Cognitive Science Society.Klahr, D. (2000). Exploring science. The cognition and development of discovery processes. Cambridge: MA: MIT press.Klayman, J., y Ha, Y. (1987). Confirmation, disconfirmation and information in hypothesis testing. Psychological Review, 94, 211-228.Kuhn, D. (2001). Why development does (and does not) occur: Evidence from the domain of inductive reasoning. In J. L. McClelland y R. Siegler (Eds.), Mechanisms of cognitive development: Behavioral and neural perspectives (pp. 221-249). Mahwah, NJ: ErlbaumKuhn, D., Amsel, E., y O'Loughlin, M. (1988). The development of scientific thinking skills. Orlando, FA: Academic Press.Kuhn, D. y Pearsall, S. (2000). Developmental Origin of Scientific Thinking, Journal of Cognition and Development, vol.1, 113-129.Kuhn, D. y Dean, D. (2004) Connecting Scientific Reasoning and Causal Inference, Journal of cognition and development, 5(2) 261-288.Markman, A. B., y Gentner, D. (2001). Thinking. Annual Review of Psychology, 52, 223 247.Orozco-Hormaza, M. (2000). El análisis de tareas: cómo utilizarlo en la enseñanza de la matemática en primaria. Revista EMA, 5(2), 139-151.Pascual-Leone, J. y Johnson, J. (1991). The psychological unit and its role in task analysis. A reinterpretation of object permanence. In M. Chapman (Eds.), Criteria for competence: Controversies in the assessment of children's abilities (pp 153-187). Hillsdale, NJ: Eribaum.Pearl, J. (1988). Probabilistic Reasoning in Intelligent Systems: Networks of Plausible Inference. Palo Alto: Morgan Kaufmann Publishers.Pearl, J. (2000). Causality: Models, reasoning, and inference. Cambridge University Press.Piaget, J., y García, R. (1971). Les explications causales. Paris: Presses Universitaires de France.Puche -Navarro, R. y 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 Vol 13, 2. 117-137Restrepo, L. Gonzáles, J. (2003) La Historia de la Probabilidad Revista Colombiana de Ciencias Pecuarias Vol. 16: 1Sobel, D.M., Tenenbaum, J.B., y Gopnik, A (2004) children's causal inferences from indirect evidence: backwards blocking and Bayesian reasoning in preschoolers Cognitive Science 28, 303-333.Spirtes, P., Glymour, C., and Schienes, R. (1993). Causation prediction and search. Springer-Verlag, NY.Steyvers, M., Tenenbaum, J. B., Wagenmakers, E., y Blum, B. (2003). Inferring causal networks from observations and interventions. Cognitive Science 27. 453 489Tenenbaum, J. B., Kemp, C., y Shafto, P. (2007). Theory-based Bayesian models of inductive reasoning. In Feeney, A. y Heit, E. (eds.), Inductive reasoning. Cambridge University Press.Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99 149.Zimmerman, C. (2006). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27.Derechos Reservados - Universidad Católica de Colombia, 2010info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)https://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2PROBABILIDAD CONDICIONALREDES BAYESIANASFUNCIONAMIENTOS INFERENCIALESModelos bayesianos y funcionamientos inferenciales complejosBayes’ models and complex inferential functioningModelos bayesianos e funcionamentos inferenciais complexosArtículo 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_970fb48d4fbd8a85PublicationORIGINALv13n2a11.pdfv13n2a11.pdfArtículo 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