Loading...
Please wait, while we are loading the content...
Facilitar La Teoría De La Mente En Niños Con Alteraciones Del Lenguaje
| Content Provider | Semantic Scholar |
|---|---|
| Author | Codony, Anna Amadó Ortiz, Jessica S. Caballero, Francesc Sidera Feijóo, Sara |
| Copyright Year | 2011 |
| Abstract | espanolLa habilidad para reconocer los estados mentales propios y ajenos, o teoria de la mente, ha sido un tema ampliamente estudiado en los ultimos anos. Tradicionalmente, los estudios sobre teoria de la mente se han centrado en la comprension de la falsa creencia, uno de los hitos mas importantes en su desarrollo. Los estudios con ninos con dificultades linguisticas sugieren que estos experimentan un desarrollo tardio de esta comprension. Por otro lado, numerosos estudios establecen una relacion entre las habilidades linguisticas y la comprension de la falsa creencia. En particular, se ha sugerido que el entrenamiento en denominacion con objetos enganosos facilita esta comprension. El objetivo del presente trabajo consiste en probar el efecto del grado de estructuracion del entrenamiento en denominacion en un grupo de ninos con dificultades en el desarrollo del lenguaje. Un total de 14 ninos, con edades comprendidas entre los 58 y los 107 meses, fueron entrenados en 3 sesiones y evaluados en un pre-test y un post-test para analizar los efectos del entrenamiento. Los resultados corroboran una comprension tardia de la falsa creencia, y sugieren que el entrenamiento en denominacion estructurada es eficaz para mejorar esta comprension en ninos con dificultades en el desarrollo linguistico. EnglishThe ability to recognize mental states in oneself and others, or the theory of mind, has been a widely studied topic in last years. Traditionally, these studies have focused on the understanding of false belief, one of the most important milestones in its development. Studies conducted with children with language difficulties suggest that they have a delay in false belief acquisition. On the other hand, numerous studies have established a relationship between the understanding of false belief and language skills. In particular, it has been suggested that training based in labelling objects with double perspective facilitates the understanding of false belief. The aim of the present study is to test the effect of the structuration level of labelling training in a group of children with difficulties in language development. A total of 14 children, aged between 58 and 107 months, were trained in 3 sessions, and a pre-test and a post-test were administered to evaluate the effects of the training. The results confirm a delay in false belief understanding in children with developmental language difficulties, and suggest that the structured labelling training is effective to improve this understanding |
| Starting Page | 403 |
| Ending Page | 412 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| Volume Number | 4 |
| Alternate Webpage(s) | https://dugi-doc.udg.edu/bitstream/handle/10256/9727/FacilitarTeoriaMente.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
