La modificabilidad de la percepción analítica como función del aprendizaje mediado
Palabras clave:
Percepción Analítica, Aprendizaje Mediado, Resolución de Problemas, Modificabilidad, Programa de Enriquecimiento Instrumental, Articulación respecto del campo, Prueba del Dibujo Escondido, Prueba del Diseño en Bloque
Resumen
La percepción analítica es uno de los requisitos básicos del proceso exitoso de solucionar problemas. Este modo de percepción se asocia con el mecanismo cognitivo llamado "articulación respecto del campo" (field articulation) que, se cree, tiene una correlación con medidas de aptitudes generales. En este artículo examinaremos la hipótesis que sostiene que la percepción analítica de individuos con diferencias culturales puede ser modificada. Hemos demostrado que ciento treinta horas de Enriquecimiento Instrumental aumentaron significativamente la articulación respecto del campo de las participantes, la cual fue medida en la Prueba del Dibujo Escondido (Hidden Pattern Test) y en la Prueba del Diseño en Bloque (Block Design Test).
Citas
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EKSTROM et AL. ( 1976). Manual for kit of factor referenced cognitive tasks, Princeton, N. J.: Educational Testing Service.
FEUERSTEIN,R. (1980). Instrumental Enrichment, Baltimore, MD: University Park Press.
FEUERSTEIN, R. ( 1991). Cultural difference and cultural deprivation, inN. Bleichrodt y P. J .D. Drenth (Eds.), Contemporary I ssues in Cross-Cultural Psychology, Amsterdam: Swets y Zeitlinger, pp. 21-33.
GREENBERG, K. y KANIEL, S. (1990). A thousand year transition for Ethiopian immigrants in Israel. International Journal of Cognitive Education and M edited Learning, 1, pp. 137~142.
INBAL, A. ( 1985 ). Difficulties in diagnosing learning abilities in Ethiopian immigrants and attempts to overcome them. Paper presented at the Conference on Counseling in Academic Study and Vocational Guidance toEthiopian/mmigrants. Jerusalem: Hebrew University.
KANIEL, S., TZURIEL, D., FEUERSTEIN, R., BEN-SCHACHAR, N. y BITAN, T. ( 1991). Dynamic Assessment: Learning and transfer abilities of Ethiopian immigrants to Israel. In Feuerstein, R., Klein, P. y Tannenbaum, A. (Eds.), M ediated Learning Experience, London: Freund, pp. 179-209.
KOZULIN, A. ( 1993). Media red Learning Experience and acculturation process, Paper printed at the First Conference of the European Association for M edited Learning and Cognitive M odification, Antwerp.
RAND, Y., T ANNENBAUM, A. y FEUERSTEIN, R. ( 1979). Effects of lnstrumental Enrichment on the psychoeducational development oflower functioning adolescents. Journal of Educational Psychology, 71, pp. 751-763.
SKUY,M. y MENTIS,M. (1992). ApplicationandadaptationofFeuerstein's Instrumental Enrichment program in South Africa, Advances in Cognition and Educational Practice, lB, pp. 105-127.
VYGOTSKY, L. (1978). Mind in Society, Cambridge, MA: Harvard University Press.
VYGOTSKY, L. yLURIAA. (1993). Studiesonthehistoryofbehavior,Hillsdale, N.J.: Lawrence Erlbaum Associates.
WITKIN,H.,DYK,R.,FATERSON,H:yKARP,S. (1974).PsychologicalDifferentiation, Patomak, MD: Lawrence Erlbaum.
