Palavras-chave
Como Citar
Resumo
The study of cognitive planning in preschool children is approached from the analysis of trajectories in the solution of the Tower of Hanoi (ToH). We worked with a sample of 50 children between 4 and 6 years old, selected from preschool educational institutions. Non-experimental cross-sectional study with a microgenetic design of repeated measures (5 attempts of resolution) in which the children solved the problem in a game session through a web application. The cognitive planning functions exhibited by boys and girls in the solution of the problem show a variable microdevelopment. The results show different planning modalities, independently of age, with variable and differentiated dynamics in the trajectories. Variability is an indicator of reorganization of cognitive planning that adjusts - moment to moment - to the demands and constraints of the task. Coexistence of different planning modalities during the solution process. The analysis of trajectories allows going beyond the success or failure in solving the task, to show global characteristics of the cognitive functioning of planning.
Referências
Atance, C. M., & Jackson, L. K. (2009). Development and coherence of future-oriented behaviors during the preschool years. Journal of Experimental Child Psychology, 102, 379-391.
Baker-Sennett, J., Matusov, E., & Rogoff, B. (2008). Children’s Planning of Classroom Plays with Adult or Child Direction. Social Development, 17(4), 998-1018. https://doi:10.1111/j.1467-9507.2007.00452.x
Ballhausen, N., Mahy, C. E. V. Hering, A., Voigt, B., Schnitzspahn, K. M., Lagner, P., Ihle, A., & Kliegel, M. (2016): Children's Planning Performance in the Zoo Map Task (BADS-C): Is It Driven by General Cognitive Ability, Executive Functioning, or Prospection? Child Applied Neuropsychology, 6(2), 138-144. https://doi:10.1080/21622965.2015.1124276
Baughman, F., & Cooper, R. (2007). Inhibition and Young children’s performance on the Tower of London Task. Cognitive Systems Research 8(3) 216-226.
Bassok, M., & Novick, L. (2012). Problem solving. In K. J. Holyoak and R.G. Morrison (Eds). Oxford Handbook of Thinking and Reasoning. Oxford University Press.
Bidell, T. R., & Fischer, K. W. (1994). Developmental transitions in children's early on-line planning. In M. M. Haith, J. B. Benson, R. J. Roberts, Jr., & B. F. Pennington, The development of future-oriented processes (pp. 141-176). University of Chicago Press.
Carlson, S., Moses, L., & Claxton, L. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87(4), 299-319. https://doi.org/10.1111/1467-8624.00333
Cepeda, M. L., Hickman, H., Arroyo, R., Moreno, D., & Plancarte, P. (2015). Índice de dificultad en la solución de la tarea Torre de Londres en niños y adultos. International Journal of Psychology and Psychological Therapy, 15(1), 117-132.
Cerchiaro-Ceballos, E., & Puche-Navarro, R. (2018). Funcionamientos inferenciales en niños caminadores: un acercamiento al microdesarrollo en una tarea de resolución de problemas. Revista Colombiana de Psicología, 27, 117-135. https://doi.org/10.15446/rcp.v27n2.66054
Cerchiaro-Ceballos, E., Barras, R., Curiel, B., & Bustamante, L. (2021). Metacognición y resolución de problemas en niños escolarizados. European Journal of Education and Psychology, 14(2), 1-23. https://doi.org/10.32457/ejep.v14i2.1570
Cerchiaro-Ceballos, E., Ossa, J. C., Cabas-Manjarrés, M. F., & Bustamante-Meza, L. (2022). Resolución de problemas, desarrollo cognitivo y educación en la primera infancia. En J. E. Sánchez & M. Guevara-Guerrero (Eds.), Desarrollo y cognición. Exploraciones para la comprensión y promoción del pensamiento en la primera infancia y la niñez (pp. 33-64). ASCOFAPSI, Universidad del Valle y Universidad Icesi.
CIOMS, OMS & OPS (2016). Pautas éticas internacionales para la investigación relacionada con la salud con seres humanos.
Congreso de la República (2006). Ley 1090 de 2006, por la cual se reglamenta el ejercicio de la profesión de Psicología, se dicta el Código Deontológico y Bioético y otras disposiciones.
Cox, R., & Smitsman, A. (2006). Action planning in young children’s tool use. Developmental Science, 9(6), 628-641.
Danesi, M. (2004). The Liar Paradox and the Towers of Hanoi. The 10 Greatest Math Puzzles of all Time. John Wiley & Sons, Inc.
Das, J. P., Kar, B. C., & Parrila, R. K. (1996). Cognitive planning: The psychological basis of intelligent behavior. Sage Publications, Inc.
Davies, S. P. (2005). Planning and problem solving in well-defined domains. In R. Morris & G. Ward (Eds.), The cognitive psychology of planning (pp. 35-52). Psychology Press.
Díaz, A., Martín, R., Jiménez, J. E., García, E., Hernández, S., & Rodríguez, C. (2012). Torre de Hanoi: datos normativos y desarrollo evolutivo de la planificación. European Journal of Education and Psychology, 5(1), 79-91. https://doi:10.1989/ejep.v5i1.92
Ellis, S., & Siegler, R. S. (2014). Planning as a Strategy Choice, or Why Don't Children Plan When They Should?. In S. L. Friedman and E. K. Scholnick (Ed.) The Developmental Psychology of Planning. Why, How, and When Do We Plan? (pp. 183-208). Psychology Press.
Fireman, G. (1996). Developing a plan for solving a problem: A representational shift. Cognitive Development, 11(1), 107-122.
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). Wiley.
Flores, J., Ostrosky, F., & Lozano, A. (2014). BANFE-2, Batería Neuropsicológica de Funciones Ejecutivas y Lóbulos Frontales, 2a Edición. Manual Moderno.
Friedman, S. L., & Scholnick, E. K. (2014). An Evolving "Blueprint" for Planning: Psychological Requirements, Task Characteristics, and Social-Cultural Influences. In S.L. Friedman and E. K. Scholnick, (Ed.). The Developmental Psychology of Planning. Why, How, and When Do We Plan? (pp. 3-22). Psychology Press.
Friedman, S. L., Scholnick, E. K., & Cocking, R. R. (Eds.) (1987). Blueprints for thinking: The role of planning in cognitive development. Cambridge University Press.
Gardner, M. (2008). Hexaflexagons, Probability Paradoxes, and the Tower of Hanoi: Martin Gardner’s First Book of Mathematical Puzzles and Games. Cambridge University Press.
Guevara, 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. doi:10.14718/ACP.2015.18.2.2
Hayes-Roth, B., & Hayes-Roth, F. (1979). A Cognitive Model of Planning. Cognitive Science, 3, 275-310.
Henderson, E. L., Vallée-Tourangeau, G., & Vallée-Tourangeau, F. (2017). Planning in action: Interactivity improves planning performance. In Proceedings of the 39th Annual Conference of the Cognitive Science Society London.
Hinz, A. M., Klavzar, S., Milutinovic, U., & Petr, C. (2018). The Tower of Hanoi - Myths and Maths. Birkhauser.
IAAP & IUPsyS (2008). Universal Declaration of Ethical Principles for Psychologists.
Inhelder, B., & De Caprona, D. (1996). Hacia el constructivismo psicológico: ¿estructuras? ¿procedimientos? Los dos indisociables. En: B. Inhelder & G. Cellérier (Comp.). Los senderos de los descubrimientos del niño. Investigaciones sobre las microgénesis cognitivas (pp. 25-55). Paidós.
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(3), 360-370. https://doi.org/10.1016/j.bandc.2008.02.003
Klahr, D. (1978/2013). Goal formation, planning, and learning by pre-school problem solvers or: "My socks are in the dryer." In R. S. Siegler (Ed.), Children's thinking: What develops? (pp. 181-212). Lawrence Erlbaum Associates, Inc.
Klahr, D. (1985). Solving Problems with Ambiguous Subgoal Ordering: Preschoolers’ Performance. Child Development, 56(4), 940-952. https://doi.org/10.2307/1130106
Klahr, D. (1994). Discovering the present by predicting the future. In M. M. Haith, J. B. Benson, R. J. Roberts, Jr., and B. F. Pennington, The development of future-oriented processes (pp. 177-218). University of Chicago Press.
Klahr, D., & Robinson, M. (1981). Formal assessment of problem solving and planning processes in preschool children. Cognitive Psychology, 13, 113-148.
Kopp, C. B. (2014). Young Children: Emotion Management, Instrumental Control, and Plans. In S. L. Friedman and E.K. Scholnick, The Developmental Psychology of Planning (pp. 103-124). Psychology Press.
León Carrión, J., & Barroso Martín, J. M. (2001). La Torre de Hanoi/Sevilla: una prueba para evaluar las funciones ejecutivas, la capacidad para resolver problemas y los recursos cognitivos. Revista española de neuropsicología, 3(4), 63-72.
Mancini, N. A., Segretin, S., Lipina, S. J., Lopez-Rosenfeld, M., & Ruetti, E. (2019). Diferencias en el desempeño en una tarea de planificación según la motivación de niñas y niños preescolares. Cuadernos de Neuropsicología/Panamerican Journal of Neuropsychology, 13(2), 123-133.
Matute, E., Chamorro, Y., Inozemtseva, O., Barrios, O., Rosselli, M., & Ardila, A. (2008). Efecto de la edad en una tarea de planificación y organización (‘pirámide de México’) en escolares. Revista de Neurología, 47(2), 61-70.
McCormack, T., & Atance, C. M. (2011). Planning in young children: A review and synthesis. Developmental Review, 31, 1-31. https://doi:10.1016/j.dr.2011.02.002
Moffett, L., Moll, H., & FitzGibbon, L. (2018). Future planning in preschool children. Developmental Psychology, 54(5), 866 874. https://doi.org/10.1037/dev0000484
Moreno, A. (1995) Autorregulación y solución de problemas: un punto de vista psicogenético. Infancia y Aprendizaje, 18(72), 51-70.
Moreno, M., & Guidetti, M. (2018). Do we Plan through Gestures? Evidence from Children, Adolescents and Adults in Solving of Tower of Hanoï Task. Universitas Psychologica, 17(2), 1-13. https://doi.org/10.11144/Javeriana.upsy17-2.pgec
Montes, J. (2017). Más allá del control central: una aproximación a la autorregulación en la experimentación desde los sistemas dinámicos. En: R. Puche-Navarro (Comp.). El desarrollo cognitivo se reorganiza. Emergencia, cambio, autorregulación y metáforas visuales (pp. 105-129). Editorial Bonaventuriana.
Ormerod, T. C., Macgregor, J. N., Chronicle, E. P., Dewald, A. D., & Chu, Y. (2013). Act first, think later: the presence and absence of inferential planning in problem solving. Memory & cognition, 41(7), 1096-1108. https://doi.org/10.3758/s13421-013-0318-5
Ossa, J. C. (2013). Matrices de transición y patrones de variabilidad cognitiva. Universitas Psychologica, 12(2), 559-570. https://doi:10.11144/Javeriana.UPSY12-2.mtpv
Ossa, J. C., De la Rosa, A., & Puche-Navarro, R. (2023). Cultural and idiographic approach to the microgenesis of visual metaphors. Culture & Psychology, On-line, 1-26. https://doi.org/10.1177/1354067X231154003
Ossmy, O., Han, D., Cheng, M., Kaplan, B., & Adolph, K. (2020). Look before you fit: The real-time planning cascade in children and adults. Journal of Experimental Child Psychology, 189, 1-16.
Otálora, Y. (2019). El análisis cognitivo de tareas como estrategia metodológica para comprender y explicar la cognición humana. Universitas Psychologica, 18(3), 1-12. https://doi.org/10.11144/Javeriana.upsy18-3.acte
Pea, R. D. (1982). What is planning development the development of? New Directions for Child and Adolescent Development, 18, 5-27.
Piaget, J. (1976). La toma de conciencia. Primera edición. Ediciones Morata.
Puche-Navarro, R., & Marti, E. (2011) Metodologías del cambio. Infancia y Aprendizaje, 34(2), 131-139.
Puche-Navarro, R., Cerchiaro-Ceballos, E., & Ossa, J. C. (2017). Emergencia del cambio: dos casos ilustrativos desde los sistemas dinámicos no lineales. In R. Puche-Navarro (Ed.), El desarrollo cognitivo se reorganiza. Emergencia, cambio, autorregulación y metáforas visuales (pp. 35-62). Editorial Bonaventuriana.
Scholnick, E. K., Friedman, S. L., & Wallner-Allen, K. E. (2014). What do they really measure? A comparative analysis of planning tasks. In S.L. Friedman and E. K. Scholnick, (Ed.). The Developmental Psychology of Planning. Why, How, and When Do We Plan? (pp. 127-156). Psychology Press.
Simon H. A. (1975). The functional equivalence of problem solving skills. Cognitive Psychology, 7, 268-288.
SIP (2008). Consideraciones Éticas de la SIP.
Stelzer, F., Andrés, M., Canet-Juric, L., & Introzzi, I. (2016). Predictores cognitivos de la capacidad de planificación en niños de 6 y 7 años de edad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 347-358.
Tecwyn, E.C., Thorpe, S, & Chappell, J. (2014). Development of planning in 4- to 10-year-old children: Reducing inhibitory demands does not improve performance. Journal of Experimental Child Psychology, 125, 85-101 https://doi.org/10.1016/j.jecp.2014.02.006
Valsiner, J. (2004) The development of theories of development: Hollywoodization of science and its impact. Journal for the Study of Education and Development, 27(2), 147-154. https://doi:10.1174/021037004323038806
Ward, G., & Morris, R. (2005). Introduction to the psychology of planning. In: R. Morris and G. Ward (Eds), The cognitive psychology of planning (pp. 1-34). Psychology Press.
Welsh, M. C. (1991). Rule-guided behavior and self-monitoring on the Tower of Hanoi disk-transfer task. Cognitive Development, 6(1), 59-76.
Yan, Z., & Fischer, K. (2002). Always Under Construction. Dynamic Variations in Adult Cognitive Microdevelopment. Human Development 45, 141-160.
Yan, Z., & Fischer, K. (2007). Pattern Emergence and Pattern Transition in Microdevelopmental Variation: Evidence of Complex Dynamics of Developmental Processes. The Journal of Developmental Processes. 2(2), 39-62.
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2023 Elda Cerchiaro-Ceballos, Julio César Ossa, María Fernanda Cabas-Manjarréz, Lucía Bustamante-Meza