Significado de las mentiras piadosas en niños de cuatro a diez años de edad del colegio Nuestra Señora del Rosario Floridablanca desde la perspectiva de la teoría de la mente

Vista sencilla de ítem
dc.contributor.advisorDíaz Gordón, Patricia
dc.contributor.authorRodríguez Aredas, Soraya Carolina
dc.contributor.authorDuarte Cely, Sirley
dc.contributor.cvlacDíaz Gordón, Patricia [0000543578]spa
dc.contributor.orcidDíaz Gordón, Patricia [0000-0003-3375-5461]spa
dc.contributor.researchgateDíaz Gordón, Patricia [Patricia_Diaz_Gordon]spa
dc.coverage.campusUNAB Campus Bucaramangaspa
dc.coverage.spatialFloridablanca (Santander, Colombia)spa
dc.date.accessioned2022-04-06T13:39:36Z
dc.date.available2022-04-06T13:39:36Z
dc.date.issued2004-11
dc.degree.namePsicólogospa
dc.description.abstractEl presente es un estudio explicativo de tipo transversal descriptivo, tiene como objetivo determinar el significado de las mentiras piadosas en niños de 4.5 a 10.5 años de edad del Colegio Muestra Señora del Rosario Floridablanca por medio de una historia enmarcada en el contexto de un regalo decepcionante en la cual se juzgarla apropiado emitir una mentira piadosa. Al aplicar esta historia a los 46 participantes del estudio, se encontró que los niños de 4.5 años en adelante comprenden las consecuencias en el estado mental del otro al emitir o no una mentira piadosa. Se observó que los niños de 4.5-6.5 años aunque comprenden las consecuencias de sus respuestas aparentemente prefieren decir la verdad que proteger los sentimientos del otro; a diferencia de los niños de 6.6 años en adelante quienes apoyan mas la mentira piadosa. Los resultados confirman que los niños desde los 4.5 años de edad manejan estados mentales de segundo orden, evidenciando que esa "incapacidad" mental que se le atribuía al niño no es tal, superando así la propuesta Piagetiana (1973) del pensamiento egocéntrico y resaltando la capacidad mentalista del niño, es decir que posee una Teoría de la mente. El significado de las mentiras piadosas en los niños del estudio muestra evidencia empírica sobre la capacidad que tienen los niños para atribuir mente a otros, esta comprensión de segundo orden de los estados mentales puede ser necesaria pero no suficiente para sugerir una respuesta falsa o una verdadera. Apoyar la mentira o no depende de la etapa de desarrollo moral que atraviesa el niño.spa
dc.description.abstractenglishThe present is an explanatory study of descriptive cross-sectional type, it has as objective to determine the meaning of the white lies in children from 4.5 to 10.5 years of age of the School Shows Señora del Rosario Floridablanca through a story framed in the context of a disappointing gift. in which it would be judged appropriate to utter a white lie. Applying this story to the 46 study participants, it was found that children aged 4.5 years and older understand the consequences on the other's mental state of whether or not they utter a white lie. It was observed that children aged 4.5-6.5 years, although they understand the consequences of their answers, apparently prefer to tell the truth than protect the other's feelings; unlike children 6.6 years and older who support white lies more. The results confirm that children from 4.5 years of age handle second-order mental states, evidencing that this mental "incapacity" that was attributed to the child is not such, thus overcoming the Piagetian proposal (1973) of egocentric thought and highlighting the child's mental capacity, that is to say that he has a Theory of the mind. The meaning of white lies in children in the study shows empirical evidence on the ability of children to attribute mind to others, this second-order understanding of mental states may be necessary but not sufficient to suggest a false or true response. . Supporting the lie or not depends on the stage of moral development that the child is going through.spa
dc.description.degreelevelPregradospa
dc.description.learningmodalityModalidad Presencialspa
dc.description.tableofcontentsProblema 8 Objetivos 11 Objetivo General 11 Objetivo Especifico 11 Antecedentes de Investigación 11 Teoría de la Mente 15 Teoría de la Mente Infantil 26 Variables 54 Método 56 Diseño de Investigación 56 Tipo de Estudio 56 Muestra 56 Selección de la Muestra 57 Criterios de Inclusión 57 Criterios de Exclusión 57 Prueba Piloto 58 Instrumento 59 Historia de "Juan y el regalo Frustrante" 60 Procedimiento 63 Resultados 65 Discusión 81 Sugerencias 98 Referencias 100 Apéndices 113spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Autónoma de Bucaramanga - UNABspa
dc.identifier.reponamereponame:Repositorio Institucional UNABspa
dc.identifier.repourlrepourl:https://repository.unab.edu.cospa
dc.identifier.urihttp://hdl.handle.net/20.500.12749/16184
dc.language.isospaspa
dc.publisher.facultyFacultad Ciencias de la Saludspa
dc.publisher.grantorUniversidad Autónoma de Bucaramanga UNABspa
dc.publisher.programPregrado Psicologíaspa
dc.relation.referencesAstington, J.W. (1996). El descubrimiento infantil de la mente. Ed. Morata, Madrid, España. (1998).spa
dc.relation.referencesAstington, J.W. & Gopnik, A. (1991) . Theoretical explanations of children’s understanding of mind. British Journal of Developmental Psychology, 9, 7-31.spa
dc.relation.referencesAstington, J., P. Harria and D. Olson (eds.) (1988). Developing Theories of Mind. Cambridge University Pressspa
dc.relation.referencesBanerjee, R. & Yuill, M. (1999). Children's understanding of self-Presentational display rules: Associations with mental-state understanding. British Journal of Developmental Psychology.spa
dc.relation.referencesBartsch & Estes. (1996). Metacognitive ability from a theory-of-mind perspectiva: a cross-cultural study of students with and without hearing loss. College of Education, Department of Educational Psychology, Kuwait Universityspa
dc.relation.referencesBavelas, J.B., Black, A., Chovil, N., & Mullett, J. (1990). Equivocal cornmunication. Sage Series in Interpersonal Cornmunication Sagespa
dc.relation.referencesBermúdez, M. (2000) ¿"Bebes con capacidad de lectura de , mente"?. Marata, Madrid Editoresspa
dc.relation.referencesBok, S. (1978). Lying: Moral choice in public and private Ufe. London: Quartet Books.spa
dc.relation.referencesBretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18(6), 906- 921spa
dc.relation.referencesBroomfield, K.A., Robinson, E.J. &• Robinson, W.P. (2002). Children's Understanding about white lies. British Journal of Developmental Psychology, Vbl.20, p.p.47- 65.spa
dc.relation.referencesBrown, J.R. (1978). Why talk about mental states?. The significance of children's conversation with friends, siblings and mothers. Child Development. 67, 836-849spa
dc.relation.referencesByrne, R.W., & Whiten, A. (1988). Machiavellian intelligence: Social expertise and the evolution of intellect in monkeys, apes and humana. Oxford: Clarendon Pressspa
dc.relation.referencesBussey, K. (1999). Children’s categorization and evaluation of different types of lies and truths. Child Development, 70, 1338-1347spa
dc.relation.referencesCarnden, C., Mothey, M.T., & Wilson, A. (1984). White lies in interpersonal communication. Western Journal of Speech Communication, 48, 309-332.spa
dc.relation.referencesDennett, D.C. (1987). The Intentional Stance. Cambridge, MA: MIT Presa. A Bradford book (trad. Cast.:La * actitud intencional, Barcelona, Gedisa, 1991spa
dc.relation.referencesDe Villiers, J. (2000) Language and theory of mind: what are the developmental relationships? En: Barón Cohén, Tager-Flusberg y Cohén (ed) Op. Citspa
dc.relation.referencesDunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352-1366spa
dc.relation.referencesEstes, D. (1998). Children’s awareness of their mental activity: The case of mental rotation. Child Development, 69, 1345-1360spa
dc.relation.referencesFlavell, J.H. (1971). First duscussant’s comments: What is mernory development the development of? Human Development, 14, 272-278.spa
dc.relation.referencesFlavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911spa
dc.relation.referencesFlavell, J.H., Flavell, R.R., & Groen, F.L. (1989). Transitional period in the Development of the appearance-reality distinction. International Journal of Behavioral Development, 12, p.509-526spa
dc.relation.referencesFlórez, M., Jácome, R, & Lizarazo, A. (2004). Apreciación de vida mental en los niños de 2 a 4 años de edad del Hogar Infantil Domingo Savio del I.C.B.F. de Bucaramanga. Proyecto de grado, UNABspa
dc.relation.referencesFrye, D., & Moore, C. (eds.) (1991). Theories of Mind: Mental States and Social Understanding. Lawrence Erlbaum.spa
dc.relation.referencesGoodall, J. (1968).The Behavior of free-living chimpanzees in Combe Stream Reserve. Animal Behavior Monographs, 1, p.161-311spa
dc.relation.referencesGopnik, Av. & Wellman, H.M. (1994) . La teoría de la teoría. En:Hirschfeld, L.A. & Gelman, S.A. (cornp) (2002) . Cartografía de la mente. Vol. II. Barcelona, Paidos, Cáp. 10spa
dc.relation.referencesFlavell, J.H. (1988). The development of Children's knowledge about the mind: From cognitive connections to mental representations. EN J. Astington, P. Harris & D. Olson.(comps), Developing theories of mind. New York, Cambridge University Press, p.p. 244-267.spa
dc.relation.referencesFlavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21-45.spa
dc.relation.referencesFlavell, J.H., Everett, B.A., Croft, K., & Flavell, E.R. (1981). Young children's Knowledge about visual perception: Further evidence for the level 1-Level 2 distinction. Developmental psychology, 17, p.99-103.spa
dc.relation.referencesFlavell, J.H., Flavell, E.R., & Creen, F.L. (1983) . Development of the Appearance-reality distinction. Cognitive Psychology, 15, p. 95-120.spa
dc.relation.referencesFlavell, J.H., Flavell, R.R., & Green, F.L. (1989). Transitional period in the Development of the appearance-reality distinction. International Journal of Behavioral Development, 12, p.509-526spa
dc.relation.referencesForguson, L. & Gopnik, A. (1988) . The ontogeny of comrnon sense. EN: J. Astington, P. Harris & D, Olson (comps.), Developing theories of mind. New York, Cambridge University Press, p.p. 226-243spa
dc.relation.referencesFrye, D., Moore, C. (1991). The acquisition and utility of theories of mind. En D. Frye y C. Moore (1991) . Children’s theories of mind. Hillsdale: Erlbaum.spa
dc.relation.referencesWellman H.M., & Woolley JD. (1990). From simple desires to ordinary beliefs: the earlv development of everyday psychology. Cognition; 35: 245-75.spa
dc.relation.referencesWellman, H.M., & Woolley, J.D (1993). Origin and truth: Young children' s Understanding of imaginary mental representations. Child Development, 64, p.p.1-17spa
dc.relation.referencesWhiten, A. (1991). Natural theories of mind. Oxford, Basil Blackwell.spa
dc.relation.referencesWhiten, A. & Byrne, R. W. (1988). Tactical deception in primates. Behavioral and Brain Sciences 11:233-273.spa
dc.relation.referencesWhiten, A., & Byrne, R. W (Eds.) (1997). Machiavellian intelligence II: Extensions and evaluations. New York: Cambridge University Press.spa
dc.relation.referencesWimmer, H. & Perner, J. (1983). Belief about belief: Representation and constraining function of ’wrong beliefs in young children's understanding of deception. Cognition, 13, p.p.103-128.spa
dc.relation.referencesWinner, E. & Leekam, S. (1991). Distinguishing irony from deception: Understanding the speaker’s second-order intention. British Journal of Developmental Psychology, 9, 257-270. Received 4 October 2000, revisad versión received 16 May 2001.spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.subject.keywordsPsychologyspa
dc.subject.keywordsWhite liesspa
dc.subject.keywordsChildrenspa
dc.subject.keywordsTheory of mindspa
dc.subject.keywordsConductspa
dc.subject.keywordsSelf-delusionspa
dc.subject.keywordsMental healthspa
dc.subject.keywordsChild psychologyspa
dc.subject.lembPsicologíaspa
dc.subject.lembConductaspa
dc.subject.lembAutoengañospa
dc.subject.lembSalud mentalspa
dc.subject.lembPsicología infantilspa
dc.subject.proposalMentiras piadosasspa
dc.subject.proposalNiñosspa
dc.subject.proposalTeoría de la mentespa
dc.titleSignificado de las mentiras piadosas en niños de cuatro a diez años de edad del colegio Nuestra Señora del Rosario Floridablanca desde la perspectiva de la teoría de la mentespa
dc.title.translatedMeaning of pious lies in children from four to ten years of age at Nuestra Señora del Rosario Floridablanca school from the perspective of theory of mindspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTrabajo de Gradospa
dc.type.redcolhttp://purl.org/redcol/resource_type/TP

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
2004_Tesis_Sirley_Cely_Duarte.pdf
Tamaño:
24.34 MB
Formato:
Adobe Portable Document Format
Descripción:
Tesis
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Miniatura
Nombre:
license.txt
Tamaño:
829 B
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Pregrado Psicología