En este trabajo se revisa la incidencia del contexto social en el desarrollo cognitivo del niño. En él se analiza este problema desde diferentes perspectivas teóricas inspiradas en la biología y la etología, y se alude al planteamiento ecológico de Bronfenbrenner. Se presenta especial atención a los trabajos empíricos que, partiendo de la obra de Vygotsky, analizan la relación del niño con el adulto insistiendo en cómo ésta desempeña un importante papel en el paso de la regulación de la propia conducta a partir de los otros a la autorregulación y en cómo facilita al niño, en situaciones de aprendizaje o de solución de problemas, formas adecuadas de codificación o de estructuración de las tareas.
Get full access to this article
View all access options for this article.
References
1.
AllenV. L. (1976). Children heping children: psychological process in tutoring. EnLevinJ. R.AllenV. L. (Ed.): Cognitive learning in children: theories and strategies.Nueva York: Academic Press.
2.
BanduraA. (1977). Self éfficacy: Toward a unifying theory of behavioral.Psychological Review, 84 191–215.
3.
BeaudichonJ. (1973). Nature and instrumental function of private speech in problem solving situations.Merrill-Palmer Quarterly, 19, 117–135.
4.
BerckL. E. (1985). Why children talk to themselves.Young Children, July, 46–52.
BronfenbrennerU. (1974). Developmental research, public politicy, and the ecology of childhood.Child Development, 45, 1–5.
7.
BronfenbrennerU. (1979). The Ecology of Human Development: Experiments by nature and design.Cambridge, Mass.: Harvard University Press.
8.
BronfenbrennerU.AlvarezV.HendersonC. (1982). Working and watching: maternal employment status and parents perceptions of their three-year-old children. Ithaca, N. Y.: Department of Human Development and Familie Studies, Cornell University.
9.
BronfenbrennerU.CrouterA. (1983). The evolution of environmental models in developmental research. EnMussenP. H. (Ed.): Handhook of Child Psychology (4th ed.) History, Theory, and Methods. Vol. 1. Nueva York: Wiley.
10.
BrownA. L. (1985). Mental orthopedics, the training of cognitive skills: An interview with Alfred Binet. EnChipmanS. F.SegalJ. W.GlaserR. (Ed.): Thinking and Learning Skills. Research and Open Questions. Vol. 2. Hillsdale, N. J.: LEA.
11.
BrownA. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. EnWeinertF. E.KluweH. (Ed.): Metacognition, motivation and understanding.Hillsdale, N.J.: LEA.
12.
BrownA. L.ReeveR. A. (1987). Bandwidths of competence: The role of supportive context in learning and development. EnLybenL. S. (Ed.): Development & Learning: Conflict or Congruence.Hillsdale, N. J.: LEA.
13.
BrownA. L.FrenchL. A. (1979). The zone of potential development: implications for intelligence testing in the year 2000. Intelligence, 3, 255–257.
14.
CharlesworthW. R. (1978). Ethology: understanding the other half of intelligence.Social Science Information, 7, 231–277.
15.
CharlesworthW. R. (1983). An ethological approach to cognitive development. EnBrainerdCh. J. (Ed.): Recent Advances in Cognitive Developmental Theory. Progress in Cognitive Developmental Research.Nueva York: Springer Verlag.
16.
CicirelllV. G. (1976). Sibling teach sibling. EnallenV.L. (Ed.): Children as teachers: theory and research on tutoring.Nueva York: Academic Press.
17.
CochranM. M.RobinsonJ. (1982). Day care and sex differences. EnKilmerS. (Ed.): Advances in early education and day care. Vol. 3. Greenwich, Coon.: J. A. I. Press.
18.
ColeM. (1975). An etnographic psychology of cognition. InBrislin;R.W.BochnerS.LonnerW. J. (Ed.): Cross-Cultural Perspectives on Learning.Nueva York: Halsted Press.
19.
ColeM.HoodL.McdermottR. P. (1978). Ecological niche picking: Ecological invalidity as an axiom of experimental cognitive psychology. Umpublished manuscript, University of California, San Diego, y The Rockefeller University.
20.
ColeM.GriffinP. (1980). Cultural amplifiers reconsidered. EnOlsonD. (Ed.): Social Foundations of languague and thought.Nueva York: Norton.
21.
Del RíoF.AlvarezA. (1985). La influencia del entorno en la educación.Infancia y aprendizaje, 29, 3–33.
22.
DeloacheJ. S. (1980). Naturalistic studies of memory for object location in very young children.New directions for Child development, 10, 17–32.
23.
DickieJ. R. (1973). Private speech: The effect opresence of others, task and intrapersonal variables.Dissertation Abstracts International, 34, 1292.
24.
DoiseW. (1983). Apprentissage, psychologie génétique et psychologie social, une transformation de paradigmes.Archives de Psychology, 51, 17–22.
25.
DoiseW. (1985). Psychology sociale et constructivisme cognitif.Archives de psycholotie, 53, 127–140.
26.
DoiseW.MugnyG. (1981). Le développement social de l'intelligence.París: Inter Editions.
27.
EllisS.RogoffB. (1982). The strategies and efficacy of child versus adult teachers.Child Development, 53, 730–735.
28.
EllisS.RogoffB. (1986). Problem solving in children's management of instruction. EnMuellerE. C.CooperC. R. (Ed.): Process and outcome in peer relationship.Orlando: Academic Press.
29.
EtienneA. S. (1984). The meaning of object permanence at different zoological levels.Human Development, 27, 309–320.
30.
FrauenglasM. H.DíazR. M. (1985). Self-Regulatory functions of children's private speech: A critical analysis of recent challenges to Vygotsky's theory.Developmental Psychology, 21, 357–364.
31.
FusonK. C. (1985). The development of self-regulating aspects of speech: A review. EnZivinG. (Ed.): The Development of Self-Regulation Through Private Speech.Nueva York: John Wiley & Sons.
32.
GadnerW.RogoffB. (1986). The development of flexibility in children's improvisational and advance planning (documento no publicado).
GaskillM. M.DíazR. (1987). The relation between prívate speech and cognitive performance (documento no publicado).
35.
GauvainM.RogoffB. (1986). (en prensa). Collaborative problem solving and children's planning skills.
36.
GelmanR. (1978). Cognitive development.Annual Review of Psychology, 29, 297–232.
37.
GoodmanS. H. (1981). The integration of verbal and motor behavior in preschool children.Child Development, 52, 280–289.
38.
GunnarsonL. (1978). Children in day care and family care in Sweden: A follow-up.Gothenburg, Sweden: University of Gothenburg.
39.
HartupW. (1985). Relationship and their significance in cognitive development. EnHindeR.Perret ClermontA. (Ed.): Relationships and cognitive development.Oxford: Oxford University Press.
40.
Hayes-RothB.Hayes-RothF. (1979). A cognitive model of planning.Cognitive Science, 3, 275–310.
41.
HichmanM. (Ed.) (1987). Social and Functional Approaches to Language and Thought.Orlando: Academic Press.
42.
HundeR. A. (1983). Ethology and child development. EnMussenP. H. (Ed.): Handbook of Child Psychology (4th ed.) Vol. 2. MarshallM. H.camposJ.J. (Ed.): Infancy and Developmental Psychobiology, Nueva York: Wiley.
43.
HoffmanL. W. (1980). The effects of the maternal employment on the academic attitudes and performance of school-aged children.School Psychology Review, 9, 319–335.
44.
KingmaJ. (1984). The influence of task variations in seriation research: adoling irrelevant cues to stimulus material.The Journal of Genetic Psychology, 144, 241–253.
45.
KontosJ. (1983). Adult-Child interaction and the origins of metacognition.Journal of Educational Psychology, 77, 43–54.
46.
Laboratory of Comparative Human Cognition. (1983). Culture and cognitive development. EnMussenP. H. (Ed.): Handbook of child Psychology. Vol. 1. KessenW. (Ed.): History, theory, and methods.Nueva York: Wiley.
47.
LacasaP. (1984). Equilibrio y equilibración en la epistemología genética.Estudios de Psicología, 93–115.
48.
LeontievA. (1981). The problem of activity in psychology. EnWertschJ. (Ed.) (1981). The concept of activity in soviet psychology.Nueva York: M. E. Sharpe, Inc. Publisher.
49.
LeontievA. (1983). El desarrollo del psiquismo.Madrid: Akal Universitaria.
LorenzK. (1981). The Foundations of Ethology.Nueva York: Springer Verlag.
52.
LuriaA. R. (1961). The role of speech in the regulation of normal and abnormal behavior.Oxford: Pergamon Press.
53.
LuriaA. R. (1982). Language and cognition.Nueva York: John Wiley & Sons.
54.
LuriaA. R. (1984). Conciencia y lenguaje.Madrid: Visor Libros.
55.
McdermottR. P.RothD. R. (1978). The social organization of behavior: Interactional approache.Annual Review of Antropology, 7, 321–345.
56.
MclaneJ. B. (1987). Interaction, context and the zone of proximal development. EnHichmanM. (Ed.) (1987). Social and Functional Approaches to Language and Thought.Orlando: Academic Press.
57.
MurrayF. B. (1983). Learning and development through social interaction and conflict: A challenge to social learning theory. EnLiebenL. S. (Ed.): Piaget and the foundations of knowledge. Hillsdale, LEA.
58.
Perret ClermontA. N. (1984). La construcción de la inteligencia en la interacción social.Madrid: Aprendizaje Visor.
59.
PiagetJ. (1967). Biologie et connaissance.París: Gallimard.
60.
RadziszewskaB.RogoffB. (1988). Influence of adult and peer collaborators on children's planning skills.Developmental Psychology, en prensa.
61.
RobertM.CharbonneauC. (1977a). Extintion of liquid conservation by observation: Effects of models, age and presence.Child Development, 48, 648–652.
62.
RobertM.CharbonneauC. (1977b). Extintion of liquid conservation by observation: Three indicators of its artificiality.Child Development, 49, 194–200.
63.
RobertM. (1983). Observational learning of conservation. The independence from social influence.British Journal of Psychology, 74, 1–10.
64.
RogoffB. (1981). Adults and peers as agents of socialization: A highland guatemalan profile.Ethos, spring, 18–36.
65.
RogoffB. (1982). Integrating context and cognitive development. EnLambM. E.BrownA. L. (Ed.): Advances in Developmental Psychology. Vol. 2. Hillsdale, N.J.: LEA.
66.
RogoffB. (1984). Adult guidance of cognitive development. EnRogoffB.LaveJ. (Ed.): Everyday Cognition: Its Development in Social Context.Cambridge, M.: Harvard University Press.
67.
RogoffB. (1986). Adult assistance of children's learning. EnRaphaelT. E. (Ed.): The Context of School-based literacy.Nueva York: Random House.
68.
RogoffB. (1987). The joint socialization of development by young children and adults. EnLewisM.FeinmanS. (Ed.): Social influences and behavior.Nueva York: Plenum.
69.
RogoffB.EllisS.GadnerM. (1984). Ajustment of adult-child instruction according to child's age and task.Developmental Psychology, 20, 192–199.
70.
RogoffB.GauvainM.GardnerW. (1987). Children's adjustment of plans to circumstances. EnFriedmanS. L.ScholnickE. K.CockingR. R. (Ed.): Blueprints for Thinking. The role of Planning in Cognitive Development.Cambridge: Cambridge University Press.
71.
RogoffB.MalkinC.GilbridgeK. (1984). Interaction with babies as guidance in development. EnRogoffB.WertschJ. (Ed.): Children's learning in the «zone of proximal development». San Francisco: Jossey Bass.
72.
RussellJ. (1981). Why sociocognitive conflict may be imposible: The status of egocentric errors in the dyadic performance of a spend task.Educational Psychology, 1, 159–160.
73.
RussellJ. (1982). Cognitive conflicts transmission and justification: Conservation attainment through dyadic interaction.The Journal of genetic Pchology, 140, 283–297.
74.
SameroffA. J. (1982). Development an the dialectic: the need for a systems approach. EnCollinsW. A. (Ed.): Minnea Symposium on Child Psychology. Vol. 15. Hillsdale, N.J.: LEA.
75.
SameroffA. J. (1983). Developmental systems: contexts and evolution. EnMussenP. H. (Ed.): Handbook of Child Psychology (4th ed.) History, Theory, and Methods. Vol. 1. Nueva York: Wiley.
76.
SaxeG. B.GearhartM.GubermanS. R. (1984). The social organization of early y number of development. EnRogoffB.WertschJ. (Ed.): Children's learning in the «zone of proximal development». San Francisco: Jossey Bass.
77.
ScholnickE. K.FriedmanS. L. (1987). The planning construct in the psychological literature. EnFriedmanS. L.ScholnickE. K.CockingR. R. (Eds.): Blueprints for thinking. The role of planning cognitive development.Cambridge: Cambridge University Press.
78.
SinhaC. (1988). Language and Representation. A Socio-Naturalistic Approach to Human Development.Nueva York: Harvester-Weatsheaf.
79.
SmithM. B. (1968). School and home: Focus on achievement. EnPassowA. H. (Ed.): Developing programs for the educacional disadvantaged.Nueva York: Teachers College Press.
80.
StewardM.StewardD. (1974). Parents and siblings as teachers. EnMashJ.HandyL. C.HamerlychL. A. (Ed.): Behavior modification approaches to parenting.Nueva York: Brunner/Mazel.
81.
TinbergenN. (1972). The animal and his world.Londres: G. Allen and Unwin.
82.
VygotskyL. S. (1978). Mind in Society. The Development of Higher Psychological Processes.Cambridge, M.: Harvard University Press.
83.
VygotskyL. S. (1986). Thought and Language.Cambridge, M.: The MIT Press.
84.
WaddingtonC. H. (1976). Las ideas básicas de la biología. EnWaddingtonC. H.Hacia una biología teórica.Madrid: Alianza Universidad.
85.
WertschJ. (1978). Adult-Child interaction and the roots of metacognition.Quarterly Newsletter of the Institute for Comparative Human Development, 2, 15–18.
86.
WertschJ. (1979). The regulation of human action and the given new organization of private speech. EnZivinG. (Ed.): The Development of Slef-Regulation Through Private Speech.Nueva York: John Wiley & Sons.
87.
WertschJ. (Ed.) (1981). The concept of activity in soviet psychology.Nueva York: M. E. Sharpe, Inc. Publisher.
88.
WertschJ. (Ed.) (1985). Culture, communication, and cognition: Vygotskian perctives.Cambridge: Cambridge University Press.
89.
WertschJ.HickmanM. (1987). Problem solving in social interaction: A micogenetic analysis. EnHickmanM. (Ed.): Social and Fuctional Approaches to Language and Thought.Orlando: Academic Press.
90.
WilenskyR. (1983). Planning and Understanding. A Computational Approach to Human Reasoning.Massachusetts: Addison-Wesley Publishing Company.
91.
YaegerJ. A. (1968). Self directing speech and puzzle-solving in children. Unpublished doctoral dissertation, University of Chicago.
92.
ZimmermanB. J. (1983). Social learning theory: A contextualist account of cognitive functioning. EnBrainerdCH. J. (Ed.): Recent advances in cognitive-developmental theory. Progress in cognitive development research.Nueva York: John Wiley & Sons.
93.
ZivinG. L. (1972). Functions of private speech during problem solving in preschool children.Dissertation Abstracts International, 33, 1834.
