Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP)
A escala Kansas de Reflexão-Impulsividade para Pré-escolares (KRISP) foi desenvolvida na década de setenta do século passado para avaliar os estilos cognoscitivos de reflexão-impulsividade (R-I). Estudos posteriores demonstraram que a KRISP apresentava algumas deficiências para avaliar os estilos de...
- Autores:
-
Vargas-Zúñiga, Ricardo
Solís-Cámara R., Pedro
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2013
- Institución:
- Universidad Católica de Colombia
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- http://hdl.handle.net/10983/1048
- Palabra clave:
- Estilos cognoscitivos
KRISP
KRISP-R
Preescolares
Reflexión-impulsividad
Cognitive styles
Preschoolers
Reflection-impulsivity
Pré-escolares
Reflexão-impulsividade
COGNICIÓN EN NIÑOS
PRUEBAS PSICOLÓGICAS PARA NIÑOS
CONDUCTA INFANTIL
EDUCACIÓN PREESCOLAR
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- Derechos Reservados - Universidad Católica de Colombia, 2013
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Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) Rebuilding the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP) Reconstruindo a Escala Kansas de Reflexão-Impulsividade para Pré-escolares (KRISP) |
| title |
Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) |
| spellingShingle |
Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) Estilos cognoscitivos KRISP KRISP-R Preescolares Reflexión-impulsividad Cognitive styles Preschoolers Reflection-impulsivity Pré-escolares Reflexão-impulsividade COGNICIÓN EN NIÑOS PRUEBAS PSICOLÓGICAS PARA NIÑOS CONDUCTA INFANTIL EDUCACIÓN PREESCOLAR |
| title_short |
Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) |
| title_full |
Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) |
| title_fullStr |
Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) |
| title_full_unstemmed |
Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) |
| title_sort |
Reconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) |
| dc.creator.fl_str_mv |
Vargas-Zúñiga, Ricardo Solís-Cámara R., Pedro |
| dc.contributor.author.spa.fl_str_mv |
Vargas-Zúñiga, Ricardo Solís-Cámara R., Pedro |
| dc.subject.spa.fl_str_mv |
Estilos cognoscitivos KRISP KRISP-R Preescolares Reflexión-impulsividad Cognitive styles Preschoolers Reflection-impulsivity Pré-escolares Reflexão-impulsividade |
| topic |
Estilos cognoscitivos KRISP KRISP-R Preescolares Reflexión-impulsividad Cognitive styles Preschoolers Reflection-impulsivity Pré-escolares Reflexão-impulsividade COGNICIÓN EN NIÑOS PRUEBAS PSICOLÓGICAS PARA NIÑOS CONDUCTA INFANTIL EDUCACIÓN PREESCOLAR |
| dc.subject.lemb.spa.fl_str_mv |
COGNICIÓN EN NIÑOS PRUEBAS PSICOLÓGICAS PARA NIÑOS CONDUCTA INFANTIL EDUCACIÓN PREESCOLAR |
| description |
A escala Kansas de Reflexão-Impulsividade para Pré-escolares (KRISP) foi desenvolvida na década de setenta do século passado para avaliar os estilos cognoscitivos de reflexão-impulsividade (R-I). Estudos posteriores demonstraram que a KRISP apresentava algumas deficiências para avaliar os estilos de R-I em pré-escolares; porém, por não existir outro instrumento, esta escala continua sendo utilizada internacionalmente. Este estudo teve como objetivo obter uma nova versão da escala KRISP como ferramenta confiável para o estudo dos estilos de R-I. Participaram 59 crianças com uma idade média de 3.9 anos (DE = 0.39). Várias estratégias metodológicas permitiram obter uma versão da KRISP com 10 itens. A análise desta versão indicou valores alfa de Cronbach de .83 para as latências e .67 para os erros e uma correlação latência-total de erros de -.36 (p = .002). Discute-se a importância desta nova versão, denominada KRISP-R, bem como a necessidade de estudos com mostras maiores que a deste estudo e que incluam variáveis que tradicionalmente se relacionaram com os estilos de R-I. |
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2013 |
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2013-10-31T16:09:43Z |
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2013-10-31T16:09:43Z |
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2013-06 |
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Vargas-Zúñiga, R., & Solís-Cámara R, P. (2013). Reconstruyendo la escala Kansas de Reflexión-Impulsividad Para Preescolares (KRISP). Acta Colombiana de Psicología, 16(1), 115-121. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/253 |
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0123-9155 |
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Vargas-Zúñiga, R., & Solís-Cámara R, P. (2013). Reconstruyendo la escala Kansas de Reflexión-Impulsividad Para Preescolares (KRISP). Acta Colombiana de Psicología, 16(1), 115-121. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/253 0123-9155 |
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Acta Colombiana de Psicología, Vol. 16, no 1. (ene.-jun. 2013); p. 115-121 |
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Arce, E. & Santiseban, C. (2006). Impulsivity: A review. Psicothema, 18 (2), 213-220. Banta, T. J. (1970). Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery. En J. Hellmuth (Ed.), Cognitive Studies (pp. 424-290). New York: Bruner/Mazel. Bornas, A. X., Servera, B. M., & Montaño, M. J. J. (1998). La medición de la impulsividad en preescolares: análisis psicométrico de la escala KRISP. Psicothema, 10 (3), 597-608. Buela-Casal, G., Carretero-Dios, H., & Santos-Roig, M. (2001). Análisis del constructo reflexividad-impulsividad: Del Matching Familar Figures Test (MFFT) al MFFT20. Análisis y Modificación de Conducta, 27, 29-70. Cairns, E. D. & Cammock, J. (1978). Development of a more reliable version of the Matching Familiar Figures Test. Developmental Psychology, 5, 555-560. Cohen, L., Nesci, C., Steinfeld, M., Haeri, S., & Galynker, I. (2010). Investigating the relationship between sexual and chemical addictions by comparing executive function in pedophiles, opiate addicts and healthy controls. Journal of Psychiatric Practice, 16(6), 405-412. Doob, I. (1990). Hesitation: impulsivity and reflection. New York: Greenwood Jones, B. & Duffy, J. (1982). An analysis of performance by pre-school children on the KRISP and on a length discrimination task. Acta Psychologica, 52 (3), 197-211. Kagan, J. & Messer, S. B. (1975). A reply to "Some misgivings about the Matching Familiar Figures Test as a measure of reflection-impulsivity". Developmental Psychology, 11, 244-248. Kagan, J. (1965a). Individual differences in the resolution of response uncertainty. Journal of Personality and Social Psychology, 2 (2), 154-160. Kagan, J. (1965b). Matching Familiar Figures Test. Cambridge: Harvard University. Kagan, J. (1965c). Reflection-impulsivity and reading ability in primary grade children. Child Development, 36, 609-628. Kagan, J., Rossman, B. L., Day, D., Albert, J., & Phillips, W. (1964). Information processing in the child: significance of analytic and reflective attitudes. Psychological Monographs, 78 (1, Whole No. 578). Messer, S. B. (1976). Reflection-impulsivity: A review. Psychological Bulletin, 83 (6), 1026-1052. Rigbi, A., Yakir, A., Sarner-Kanyas, K., Pollak, Y. & Lerer, B. (2011). Why do young women smoke? A controlled study of nicotine effects on attention: pharmacogenetic interactions. The Pharmacogenomics Journal, 11 (1), 45-52. Salkind, N. J. & Wright, J. C. (1977). The development of reflection-impulsivity and cognitive efficiency. Human Development, 20, 377-387. Seçer, Z., Sari, H., Celiköz, N. & Ure, O. (2009). Okul Öncesi Dönemdeki Çocuklarin Bilissel Stillerinin Bazi Degiskenler Açisindan Incelenmesi (An analysis of cognitive styles of preschool children in terms of some variables). SelçukÜniversitesi Sosyal Bilimler Enstitüsü, 21, 407-420. Servera, M., Cardo, E., Tortella-Feliu, M., & Buela-Casal, G. (2009). Propiedades psicométricas de la Escala Magallanes de Impulsividad Computarizada. Revista Mexicana de Psicología, 26 (1), 71-77. Solís-Cámara R. P. & Servera, M. (2003). Los efectos del modelo probabilístico sobre el estilo cognoscitivo reflexividad-impulsividad. Psicothema, 15, 545-549. Solís-Cámara R. P. & Solís-Cámara V.P. (1987a). Efectos a largo plazo en la modificación de la impulsividad: su relevancia para la comprensión de los estilos. Revista Interamericana de Psicología, 21 (1-2), 41-55. Solís-Cámara, R. P. & Solís-Cámara V., P. (1987b). Is the Matching Familiar Figures Test a measure of cognitive impulsivity? A warning for users. Perceptual and Motor Skills, 64, 59-74. Solís-Cámara, R. P. (1982). La reflexión y la impulsividad como estilos cognoscitivos de la personalidad. Enseñanza e Investigación en Psicología, 8 (2-16), 219-228. Solís-Cámara, R. P. (1996). Random and cognitive responders on the Matching Familiar Figures Test: Alternatives for users. Perceptual and Motor Skills, 83, 543-562. Weijers, H. G., Wiesbeck, G. A. & Boning, J. (2001) Reflection-Impulsivity, personality and performance: A psychometric and validity study of the Matching Familiar Figures Test in detoxified alcoholics. Personality and individual differences, 31 (5), 731-754. Wright, J. C. (1971). Kansas Reflection Impulsivity Scale for Preschoolers (KRISP). Kansas: University of Kansas. Wright, J. C. (1978). The KRISP: A normative evaluation. Kansas: University of Kansas. |
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Vargas-Zúñiga, Ricardo269c488e-2b81-4a02-9462-04db711a386c-1Solís-Cámara R., Pedro4a1b57bc-d2c3-4da7-8d4e-4cc629488813-12013-10-31T16:09:43Z2013-10-31T16:09:43Z2013-06A escala Kansas de Reflexão-Impulsividade para Pré-escolares (KRISP) foi desenvolvida na década de setenta do século passado para avaliar os estilos cognoscitivos de reflexão-impulsividade (R-I). Estudos posteriores demonstraram que a KRISP apresentava algumas deficiências para avaliar os estilos de R-I em pré-escolares; porém, por não existir outro instrumento, esta escala continua sendo utilizada internacionalmente. Este estudo teve como objetivo obter uma nova versão da escala KRISP como ferramenta confiável para o estudo dos estilos de R-I. Participaram 59 crianças com uma idade média de 3.9 anos (DE = 0.39). Várias estratégias metodológicas permitiram obter uma versão da KRISP com 10 itens. A análise desta versão indicou valores alfa de Cronbach de .83 para as latências e .67 para os erros e uma correlação latência-total de erros de -.36 (p = .002). Discute-se a importância desta nova versão, denominada KRISP-R, bem como a necessidade de estudos com mostras maiores que a deste estudo e que incluam variáveis que tradicionalmente se relacionaram com os estilos de R-I.The Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP) was developed in the 70's of the last century for testing the cognitive styles of reflection-impulsivity (R-I). Later, research studies pointed out some deficiencies of the KRISP as a measure of R-I styles; however, researchers are still using the KRISP, probably because it is the sole scale available to test preschoolers' styles. The aim of the present study was to develop an improved version of the scale for the assessment of R-I in preschoolers. Participants were 59 preschoolers with a mean age of 3.4 years (SD = 0.39). Several methodological strategies allowed the authors to develop a 10-itemversion of the scale. Analyses with this new version indicated alpha Cronbach coefficients of .82 for latencies and of .67 for total errors. The obtained correlation between latency and errors was -.36 (p = .002). Based on these analyses a new version of the scale, called KRISP-R, is proposed. The importance of carrying out research studies of the new scale but with bigger samples and variables that have been traditionally related with the R-I styles is also discussed.La escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP) fue desarrollada en la década de los setentas del siglo pasado para evaluar los estilos cognoscitivos de reflexión-impulsividad (R-I). Estudios posteriores demostraron que la KRISP presentaba algunas deficiencias para evaluar los estilos de R-I en preescolares; sin embargo, al no existir otro instrumento, esta escala se ha seguido utilizando a nivel internacional. Este estudio tuvo como objetivo lograr una nueva versión de la escala KRISP como herramienta confiable para el estudio de los estilos de R-I. Participaron 59 niños con una edad promedio de 3.9 años (DE = 0.39). Varias estrategias metodológicas permitieron obtener una versión de la KRISP con 10 ítems. El análisis de esta versión indicó valores alfa de Cronbach de .83 para las latencias y .67 para los errores y una correlación latencia-total de errores de -.36 (p = .002). Se discute la importancia de esta nueva versión, denominada KRISP-R, así como la necesidad de estudios con muestras mayores que la de este estudio y que incluyan variables que tradicionalmente se han relacionado con los estilos de R-I.application/pdfVargas-Zúñiga, R., & Solís-Cámara R, P. (2013). Reconstruyendo la escala Kansas de Reflexión-Impulsividad Para Preescolares (KRISP). Acta Colombiana de Psicología, 16(1), 115-121. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/2530123-9155http://hdl.handle.net/10983/1048spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 16, no 1. (ene.-jun. 2013); p. 115-121Arce, E. & Santiseban, C. (2006). Impulsivity: A review. Psicothema, 18 (2), 213-220.Banta, T. J. (1970). Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery. En J. Hellmuth (Ed.), Cognitive Studies (pp. 424-290). New York: Bruner/Mazel.Bornas, A. X., Servera, B. M., & Montaño, M. J. J. (1998). La medición de la impulsividad en preescolares: análisis psicométrico de la escala KRISP. Psicothema, 10 (3), 597-608.Buela-Casal, G., Carretero-Dios, H., & Santos-Roig, M. (2001). Análisis del constructo reflexividad-impulsividad: Del Matching Familar Figures Test (MFFT) al MFFT20. Análisis y Modificación de Conducta, 27, 29-70.Cairns, E. D. & Cammock, J. (1978). Development of a more reliable version of the Matching Familiar Figures Test. Developmental Psychology, 5, 555-560.Cohen, L., Nesci, C., Steinfeld, M., Haeri, S., & Galynker, I. (2010). Investigating the relationship between sexual and chemical addictions by comparing executive function in pedophiles, opiate addicts and healthy controls. Journal of Psychiatric Practice, 16(6), 405-412.Doob, I. (1990). Hesitation: impulsivity and reflection. New York: GreenwoodJones, B. & Duffy, J. (1982). An analysis of performance by pre-school children on the KRISP and on a length discrimination task. Acta Psychologica, 52 (3), 197-211.Kagan, J. & Messer, S. B. (1975). A reply to "Some misgivings about the Matching Familiar Figures Test as a measure of reflection-impulsivity". Developmental Psychology, 11, 244-248.Kagan, J. (1965a). Individual differences in the resolution of response uncertainty. Journal of Personality and Social Psychology, 2 (2), 154-160.Kagan, J. (1965b). Matching Familiar Figures Test. Cambridge: Harvard University.Kagan, J. (1965c). Reflection-impulsivity and reading ability in primary grade children. Child Development, 36, 609-628.Kagan, J., Rossman, B. L., Day, D., Albert, J., & Phillips, W. (1964). Information processing in the child: significance of analytic and reflective attitudes. Psychological Monographs, 78 (1, Whole No. 578).Messer, S. B. (1976). Reflection-impulsivity: A review. Psychological Bulletin, 83 (6), 1026-1052.Rigbi, A., Yakir, A., Sarner-Kanyas, K., Pollak, Y. & Lerer, B. (2011). Why do young women smoke? A controlled study of nicotine effects on attention: pharmacogenetic interactions. The Pharmacogenomics Journal, 11 (1), 45-52.Salkind, N. J. & Wright, J. C. (1977). The development of reflection-impulsivity and cognitive efficiency. Human Development, 20, 377-387.Seçer, Z., Sari, H., Celiköz, N. & Ure, O. (2009). Okul Öncesi Dönemdeki Çocuklarin Bilissel Stillerinin Bazi Degiskenler Açisindan Incelenmesi (An analysis of cognitive styles of preschool children in terms of some variables). SelçukÜniversitesi Sosyal Bilimler Enstitüsü, 21, 407-420.Servera, M., Cardo, E., Tortella-Feliu, M., & Buela-Casal, G. (2009). Propiedades psicométricas de la Escala Magallanes de Impulsividad Computarizada. Revista Mexicana de Psicología, 26 (1), 71-77.Solís-Cámara R. P. & Servera, M. (2003). Los efectos del modelo probabilístico sobre el estilo cognoscitivo reflexividad-impulsividad. Psicothema, 15, 545-549.Solís-Cámara R. P. & Solís-Cámara V.P. (1987a). Efectos a largo plazo en la modificación de la impulsividad: su relevancia para la comprensión de los estilos. Revista Interamericana de Psicología, 21 (1-2), 41-55.Solís-Cámara, R. P. & Solís-Cámara V., P. (1987b). Is the Matching Familiar Figures Test a measure of cognitive impulsivity? A warning for users. Perceptual and Motor Skills, 64, 59-74.Solís-Cámara, R. P. (1982). La reflexión y la impulsividad como estilos cognoscitivos de la personalidad. Enseñanza e Investigación en Psicología, 8 (2-16), 219-228.Solís-Cámara, R. P. (1996). Random and cognitive responders on the Matching Familiar Figures Test: Alternatives for users. Perceptual and Motor Skills, 83, 543-562.Weijers, H. G., Wiesbeck, G. A. & Boning, J. (2001) Reflection-Impulsivity, personality and performance: A psychometric and validity study of the Matching Familiar Figures Test in detoxified alcoholics. Personality and individual differences, 31 (5), 731-754.Wright, J. C. (1971). Kansas Reflection Impulsivity Scale for Preschoolers (KRISP). Kansas: University of Kansas.Wright, J. C. (1978). The KRISP: A normative evaluation. Kansas: University of Kansas.Derechos Reservados - Universidad Católica de Colombia, 2013info: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_abf2Estilos cognoscitivosKRISPKRISP-RPreescolaresReflexión-impulsividadCognitive stylesPreschoolersReflection-impulsivityPré-escolaresReflexão-impulsividadeCOGNICIÓN EN NIÑOSPRUEBAS PSICOLÓGICAS PARA NIÑOSCONDUCTA INFANTILEDUCACIÓN PREESCOLARReconstruyendo la Escala Kansas de Reflexión-Impulsividad para Preescolares (KRISP)Rebuilding the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP)Reconstruindo a Escala Kansas de Reflexão-Impulsividade para Pré-escolares (KRISP)Artículo de 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