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Cognición espacial: estudio comparativo en niños y adolescentes colombianos indígenas, rurales y urbanos
dc.rights.license | Atribución-NoComercial-SinDerivadas 4.0 Internacional |
dc.contributor.advisor | Montañés Ríos, María Patricia |
dc.contributor.author | Martínez Gallego, Melisa Alejandra |
dc.date.accessioned | 2024-06-12T19:03:55Z |
dc.date.available | 2024-06-12T19:03:55Z |
dc.date.issued | 2024-06 |
dc.identifier.uri | https://repositorio.unal.edu.co/handle/unal/86231 |
dc.description | ilustraciones, diagramas, fotografías |
dc.description.abstract | Teniendo como punto de partida el interés por el estudio de la neuropsicología de la cognición espacial en niños indígenas, tema casi inexplorado en Colombia, la presente investigación tuvo como objetivo analizar las diferencias en el desempeño en tres dominios de la cognición espacial: navegación, acciones centradas en objetos y espacialización del pensamiento, en tres poblaciones de niños y adolescentes colombianos: indígenas arhuacos, rurales no indígenas provenientes de la Sierra Nevada de Santa Marta y urbanos provenientes de la ciudad de Bogotá. Cada grupo dividido en tres grupos sucesivos de edad (6 a 8 años, 9 a 12 años y 13 a 16 años). Se aplicaron instrumentos que permitieron evaluar los tres dominios, a partir de la clasificación intrínseca/extrínseca, estática/dinámica y en el pensamiento espacial, a partir de descripciones lingüísticas en tareas espaciales. Adicionalmente, se aplicaron pruebas neuropsicológicas que evaluaron dominios cognitivos que correlacionan con el desempeño en la cognición espacial. El análisis factorial de los instrumentos aplicados permitió obtener cuatro componentes: Componente estático (CE), Componente Dinámico con Coordenadas (CDCC), Componente de Perspectiva (CP) y Componente de Tiempo (CT). Los principales resultados mostraron diferencias principalmente entre el grupo Indígena y el grupo Urbano en los componentes CE, CDCC y CT, con una gran similitud en edades de 6 a 8 años en el desempeño en todos los componentes entre el grupo Indígena y el grupo Rural. Además, se encontró predominancia del marco de referencia absoluto para el grupo Indígena, poco uso de coordenadas derecha e izquierda en todas las edades y una predominancia del marco de referencia egocéntrico o relativo en los grupos Urbano y Rural. Las diferencias encontradas en los componentes CE y CDCC sugieren estilos cognitivos más analíticos para el grupo Urbano y más holísticos o contextuales para el grupo Indígena. Los resultados sugieren que el uso diferencial de marcos de referencia espacial, el uso de coordenadas y los desempeños en los tiempos de ejecución están más relacionados con variables culturales como el colectivismo e individualismo, concepciones diferenciales del tiempo y el espacio y variables educativas y no con una concepción basada en déficit o superioridad en los desempeños. Estos resultados cuestionan los supuestos clásicos y lineales del desarrollo de la cognición espacial y el uso de instrumentos basados en supuestos de la cultura tradicional y llevan a considerar teorías corporeizadas para la interpretación de los diferentes caminos de desarrollo y las variables culturales, ecológicas y sociodemográficas que influyen en los mismos. Se plantea la importancia y necesidad de una aproximación interdisciplinaria en la discusión de los resultados y lo que ellos aportan al diálogo intercultural y a las estrategias pedagógicas y de evaluación en contextos educativos en los cuales se incluyen niños cultural y lingüísticamente diversos. (Texto tomado de la fuente). |
dc.description.abstract | Starting from an interest in studying the neuropsychology of spatial cognition in indigenous children, a nearly unexplored topic in Colombia, the present research aimed to analyze differences in performance across three domains of spatial cognition: navigation, object-centered actions, and spatialization of thinking, in three populations of Colombian children and adolescents: Arhuaco indigenous, non-indigenous rural from the Sierra Nevada de Santa Marta, and urban from the city of Bogotá. Each group was divided into three successive age groups (6 to 8 years, 9 to 12 years, and 13 to 16 years). Instruments were applied to assess the three domains based on intrinsic/extrinsic, static/dynamic classification and spatial thinking through linguistic descriptions in spatial tasks. Additionally, neuropsychological tests were administered to evaluate cognitive domains correlated with spatial cognition performance. The factorial analysis of the applied instruments provided four components: Static Component (SC), Dynamic Component with Coordinates (DCC), Perspective Component (PC), and Time Component (TC). The main results showed differences primarily between the Indigenous and Urban groups in the SC, DCC, and TC components, with great similarity in performance across all components between the Indigenous and Rural groups in the 6 to 8 years age range. Furthermore, there was a prevalence of absolute reference frame for the Indigenous group, limited use of right and left coordinates across all ages, and a predominance of an egocentric or relative reference frame in the Urban and Rural groups. Differences in the SC and DCC components suggest more analytical cognitive styles for the Urban group and more holistic or contextual cognitive style for the Indigenous group. The results suggest that the differential use of spatial reference frames, coordinate use, and performance in execution times are more related to cultural variables such as collectivism and individualism, differential conceptions of time and space, and educational variables rather than a deficit-based or superior performance-based conception. These results challenge classical and linear assumptions about development of spatial cognition and the use of instruments based on traditional culture assumptions, suggesting the need to consider embodied theories to interpret developmental paths and the need to include cultural, ecological, and sociodemographic variables influencing them. The importance of an interdisciplinary approach in discussing the results and their contributions to intercultural dialogue and pedagogical and evaluative strategies in educational contexts including culturally and linguistically diverse children is emphasized. |
dc.format.extent | 189 páginas |
dc.format.mimetype | application/pdf |
dc.language.iso | spa |
dc.publisher | Universidad Nacional de Colombia |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
dc.subject.ddc | 150 - Psicología::153 - Procesos mentales conscientes e inteligencia |
dc.title | Cognición espacial: estudio comparativo en niños y adolescentes colombianos indígenas, rurales y urbanos |
dc.type | Trabajo de grado - Doctorado |
dc.type.driver | info:eu-repo/semantics/doctoralThesis |
dc.type.version | info:eu-repo/semantics/acceptedVersion |
dc.publisher.program | Bogotá - Ciencias Humanas - Doctorado en Psicología |
dc.coverage.country | Colombia |
dc.coverage.tgn | http://vocab.getty.edu/page/tgn/1000050 |
dc.description.degreelevel | Doctorado |
dc.description.degreename | Doctor en Psicología |
dc.description.researcharea | Neuropsicología clínica y cognoscitiva |
dc.identifier.instname | Universidad Nacional de Colombia |
dc.identifier.reponame | Repositorio Institucional Universidad Nacional de Colombia |
dc.identifier.repourl | https://repositorio.unal.edu.co/ |
dc.publisher.faculty | Facultad de Ciencias Humanas |
dc.publisher.place | Bogotá, Colombia |
dc.publisher.branch | Universidad Nacional de Colombia - Sede Bogotá |
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dc.rights.accessrights | info:eu-repo/semantics/openAccess |
dc.subject.decs | Conducta Espacial |
dc.subject.decs | Spatial Behavior |
dc.subject.decs | Orientación Espacial |
dc.subject.decs | Orientation, Spatial |
dc.subject.decs | Aprendizaje Espacial |
dc.subject.decs | Spatial Learning |
dc.subject.decs | Procesamiento Espacial |
dc.subject.decs | Spatial Processing |
dc.subject.decs | Pueblos Indígenas |
dc.subject.decs | Indigenous Peoples |
dc.subject.proposal | Cognición espacial |
dc.subject.proposal | Indígenas |
dc.subject.proposal | Niños |
dc.subject.proposal | Cultura |
dc.subject.proposal | Marcos de referencia espacial |
dc.subject.proposal | Educación |
dc.subject.proposal | Spatial cognition |
dc.subject.proposal | Indigenous |
dc.subject.proposal | Children |
dc.subject.proposal | Culture |
dc.subject.proposal | Spatial frames of reference |
dc.subject.proposal | Education |
dc.title.translated | Spatial cognition: a comparative study in indigenous, rural and urban colombian children and adolescents |
dc.type.coar | http://purl.org/coar/resource_type/c_db06 |
dc.type.coarversion | http://purl.org/coar/version/c_ab4af688f83e57aa |
dc.type.content | Text |
dc.type.redcol | http://purl.org/redcol/resource_type/TD |
oaire.accessrights | http://purl.org/coar/access_right/c_abf2 |
dcterms.audience.professionaldevelopment | Estudiantes |
dcterms.audience.professionaldevelopment | Grupos comunitarios |
dcterms.audience.professionaldevelopment | Investigadores |
dcterms.audience.professionaldevelopment | Maestros |
dcterms.audience.professionaldevelopment | Personal de apoyo escolar |
dcterms.audience.professionaldevelopment | Público general |
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