Las posibilidades del análisis de tareas como técnica para el estudio de los procesos mentales

  1. López, María José Rodrigo
Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702 1578-4126

Año de publicación: 1982

Número: 19-20

Páginas: 159-174

Tipo: Artículo

DOI: 10.1080/02103702.1982.10821950 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

El propósito central de este artículo es presentar técnicas del análisis de tareas como una alternativa prometedora para el estudio de los procesos mentales. Para ello, hemos partido de una revisión crítica de dos procedimientos tradicionalmente utilizados con esta misma finalidad: el método introspectivo y el método clínico. Ambos presentan una serie de limitaciones e inconvenientes que hacen, al menos, cuestionable su utilidad. Por último, y a modo de ilustración de las técnicas de análisis de tareas, se incluye la aplicación de una de ellas en el marco de una investigación llevada a cabo sobre el estadio de las operaciones concretas piagetianas.

Referencias bibliográficas

  • Anderson, J. R. (1976). Language memory and Thought. Nueva Jersey: Erlbaum. [Google Scholar]
  • Baylor, G. W.; Gascon, J.; Lemoyne, G. y Pothier, N. (1973). An information processing model of some seriation task. The canadien psychologist. Vol. 14, n.o 2. [Google Scholar]
  • Bingham-Newman, A. M. y Hooper, F. H. (1975). The search for the woozle circa 1975: Commentary on Brainerd's observations. American educational Research Journal. 12, 379, 387. [Web of Science ®], [Google Scholar]
  • Braine, M. D. S. (1959). The ontogeny of certain logical operations Piaget's formulations examined by nonverbal methods. Psychological Monographs, 75 (5, whole n.o 475). [Google Scholar]
  • Brainerd, CH.J. (1973). Judgements and explanations as criteria for the presence of cognitive structures. Psychological bulletin. Vol. 79, n.o 3, 172–179. [Crossref], [Web of Science ®], [Google Scholar]
  • Brainerd, CH.J. (1974). Postmortem on judgements, explanations, and piagetian cognition structures. Psycho. Bulle, vol. 81, 1, 70–71. [Google Scholar]
  • Brainerd, CH.J. (1975). Rejoinder to Bingham-Newman and Hooper. American educational research journal, 12, 389–394. [Google Scholar]
  • Brainerd, CH.J. (1977). Response criteria in concept development research. Child Development, 48, 360–366. [Web of Science ®], [Google Scholar]
  • Case, R. (1972). Learning and development: A Neo Piagetian interpretation. Hum. Deve, 15, 339–358. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
  • Cellerier, G. (1979 a). Structures cognitives et schemes d'action I. Arch. Psychol. XLVII-180. Directeurs: Piaget, J. y Inhelder, B. Ginebra: Medecine et Hygiene. [Google Scholar]
  • Cellerier, G. (1979 b). Structures cognitives et schemes d'action II. Arch. Psychol. XL VII-181. Ginebra: Medecine et Hygiene. [Google Scholar]
  • Chase, W. G. y Simon, H. A. (1973). The mind's eye in chess. En: Chase (Ed.). Visual information processing. Nueva York: Academic Press. [Google Scholar]
  • Craik, F. I. M. y Lockhart, R. S. (1972). Levels of processing: Framework for memory research. J. of Ver. Learn, and Verb. Beh, 11, 671–684. [Crossref], [Google Scholar]
  • Craik, F. I. M. y Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal cf Experimental Psychology. General, 104, 3, 268–294. [Google Scholar]
  • Dennett, D. C. (1979). Brainstorm. Philosophical Essays on Mid and Psychology. Harvester Press, Hassocks, Sussex. [Google Scholar]
  • Donders, F. C. (1868). La vitesse des actes psychiques. Archives Néerlandaises, (reeditado en Acta Psychologica, 1969, 412–413). [Google Scholar]
  • Ericsson, K. A. y Simon, H. A. (1980). Verbal repots as date. Psychological review. Vol, 87, n.o 3, pp. 215–251. [Crossref], [Web of Science ®], [Google Scholar]
  • Evans, J. ST. B. y Wason, P. C. (1976). Rationalization in a reasoning task. Br. J. psychol. 67, 4, 479–486. [Google Scholar]
  • Gagne, R. M. (1965). The conditions cf learning. Nueva York: Holt, Rinehart y Winston. [Google Scholar]
  • Gagne, R. M. (1968). Contributions of learning to human development. Psychol. Rev. 75, 177–191. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
  • Gelman, R. (1978). Counting in the preschooler: What does and does not develop. En: Siegler, R. (Ed.). Children's thinking what develops? Nueva Jersey: Erlbaum. [Google Scholar]
  • Gelman, R. y Gallistel, C. R. (1978). The child's understanding of number. Cambridge. Harvard University Press. [Google Scholar]
  • Gruen, G. E. (1966). Note on conservation: Methodological and definitional considerations. Child development. 37, 977–983. [Crossref], [Web of Science ®], [Google Scholar]
  • Inhelder, B. (1976). New currents in genetic epistemology and developmental psychology. En Bruner, J. y Garton, A. (eds.). Human Growth and development. Oxford: Lectures Clavedon Pres. [Google Scholar]
  • Inhelder, B.; Sinclair, H. y Bovet, M. (1974). Learning and the development of cognition. Routledge y Kegan Paul. Ltd. Traduc. Orig. francés, 1974. [Google Scholar]
  • Karmiloff-Smith, A. e Inhelder, B. (1974). If you want to go ahead, get a theory. Cognition, 3, 195–212. Trad. cast, en Infancia y Aprendizaje, 1981, 13, 69–88. [Google Scholar]
  • Klahr, D. (1970). An information processing analysis of some Piagetian Experimental Tasks. Cognitive Psychology, 1, 358–387. [Google Scholar]
  • Klahr, D. y Siegler, R.S. (1978). The representation of children's Knowledge. En H. Reese y L. P. Lipsitt (eds.). Advances in child development. Vol. 12. Nueva York: Academic Press. [Google Scholar]
  • Klahr, D. y Wallace (1972). Class inclusion processes. En Farnham-Diggory, S. Information processing in children. Academic Press. [Google Scholar]
  • Klahr, D. y Wallace, J. G. (1976). Cognitive development: An information processing view. Nueva Jersey: Lawrence-Erlbaum. [Google Scholar]
  • Kosslyn, S. M. (1978). Imagery and cognitive development: A teleological approach. En Siegler (ed.). Children's thinking: what develops? Nueva Jersey: Laurence-Erlbaum. [Google Scholar]
  • Kosslyn, S. M. (1980). Image and mind. Cambridge, Massachusetts: Harvard University Press. [Google Scholar]
  • Mcclelland, J. L. (1979). On the time relations of mental processes: An examination of systems of processes in cascade. Psychological review. Vol. 86, 4, 287–330. [Google Scholar]
  • Natsoulas, T. (1967). What are perceptual reports about? Psychol Review. 67, 4, 1249–1272. [Google Scholar]
  • Natsoulas, T. (1970). Concerning Introspective «Knowledge». Psychol. Bulletin, 73, 2, 89–111. [Google Scholar]
  • Neisser, U. (1967). Cognitive Psychology. Meredith Publishing-Compagny (versión castellana: Trillas). [Google Scholar]
  • Newell, A. y Simon, H. A. (1972). Human problem solving. Nueva Jersey: Prentice Hall. [Google Scholar]
  • Nisbett, R. E. y Wilson, T.D. (1977). Telling more than we can know: verbal reports on mental processes. Psychological review. Vol. 84, 3, 231–259. [Google Scholar]
  • Pachella, R. G. (1974). The interpretation of reaction time interpretation of reaction time in information-processing research. En Kantowitz, B. H. (ed.). Human information processing: Tutorials in performance and cognition. Nueva Jersey: Lawrence Erlbaum. [Google Scholar]
  • Paige, J. M. y Simon, H. A. (1966). Cognitive processes in solving algebra word problems. En Kleinmuntz (ed.). Problem solving. Nueva York: John Wiley. [Google Scholar]
  • Paivio, A. (1971). Imagery and verbal processes. Nueva York: Holt, Rinehart and Winston. [Google Scholar]
  • Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget's developmental stages. Actapsychologica. 32, 301–45. [Google Scholar]
  • Piaget, J. (1926 a). La représentation iukdu monde chez l'enfant. Alean, París. Traducción al castellano en Espasa-Calpe. Madrid, 1933. [Google Scholar]
  • Piaget, J. (1926 b). The language and thought of the child. Nueva York: Harcourt, Brace, Jovanovich. traducción del original francés,1923. (Trad. cast, en Ed. La Lectura, S. F.) [Google Scholar]
  • Piaget, J. (1927). La causalité chez l'enfant. Paris: Alcan. (Trad. cast, en Espasa-Calpe, Madrid, 1934.) [Google Scholar]
  • Piaget, J. (1936). La Naissance de l'intelligence chez l'enfant. Neuchâtel y París: Delachaux y Niestlé. (Trad, cast, en Aguilar, Madrid, 1969.) [Google Scholar]
  • Piaget, J. (1973). La construction du réel chez l'enfant. Neuchâtel y París: Delachaux y Niestlé. (Trad. cast, én Proteo; Buenos Aires, 1965.) [Google Scholar]
  • Piaget, J.; Inhelder, B. y Szeminska, A. (1960). The child's conception of geometry. Nueva York: Basic Books. (Traducido del original francés, PUF,. 1948) [Google Scholar]
  • Resnick, L. B. (1976). Task analysis in instructional design: Some cases from mathematics. En Klahr. Cognition and instruction, 51–80. Nueva Jersey, Erlbaum. [Google Scholar]
  • Resnick, L. B. (1981). Instructional psychology. Annual review of psychology, 32, 659–704. [Crossref], [Web of Science ®], [Google Scholar]
  • Rodrigo López, M. J. (1981). La importancia de las variables de tarea en el estadio de las operaciones concretas: una nueva alternativa metodológica y conceptual. Tesis doctoral sin publicar. Universidad de Salamanca. [Google Scholar]
  • Scardamalia, M. (1977). Information processing capacity and the problem of horizontal decalage: A demostration using combinatorial reasoning task. Child development. 48, 28–37. [Web of Science ®], [Google Scholar]
  • Siegler, R. S. (1976). Three asperts of cognitive development. Cognitive psychology, 4, 481–520. [Crossref], [Web of Science ®], [Google Scholar]
  • Siegler, R. (ed.) (1978). Children's thinking: What develops? Nueva Jersey: Lawrence Erlbaum. [Google Scholar]
  • Siegler, R. S. (1980). Recent trends in the study of cognitive development: Variations on a task-analytic theme. Human development, 23, 278–285. [Google Scholar]
  • Simon, H. A. (1947). Administrative behavior. Nueva York: Mcmillan. [Google Scholar]
  • Simon, H. A. (1956). Rational choice and the structure of the environment. Psychological Review, 63, 129–138. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
  • Simon, H. A. (1979). Models of Thought. Yale University Press. [Google Scholar]
  • Simon, D. P. y Simon, H. A. (1973). Alternative uses of phonemic information in spelling. Rev. of educational Research, 43, 115–137. [Crossref], [Web of Science ®], [Google Scholar]
  • Simon, D. P. y Simon, H. A. (1978). Individual differences in solving physics problem. En: Siegler (Ed.). Children's thinking: What develops? Nueva Jersey: Lawrence Erlbaum. [Google Scholar]
  • Smedslund, J. (1963). Development of concrete transitivity of length in children. Child development, 34, 389–405. [PubMed], [Web of Science ®], [Google Scholar]
  • Smedslund, J. (1969). Psychological diagnostics. Pyschological Bulletin, 71, 234–248. [Crossref], [Google Scholar]
  • Sternberg, R.J. (1977 a). Component processes in analogical reasoning. Psychological Rev., 84, 353–378. [Crossref], [Web of Science ®], [Google Scholar]
  • Sternberg, R. J. (197 b)). Intelligence, information processing and analogical reasoning: The componential alaysis of human abilities. Nueva Jersey: Lawrence Erlbaum. [Google Scholar]
  • Sternberg, R.J. y Rifkin, B. (1979). The development of analogical reasoning processes. Journal of Experimental Child Pyschology, 27, 195–232. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
  • Sternberg, R.J. (1980). Representation and process in linear syllogistic Reasoning. Journal of Experimental Psychology, 109, 2, 119–159. [Google Scholar]
  • Tourangeau, R. y Sternberg, R.J. (1981). Aptness in metaphor. Cognitive Psychology. Vol. 13, 27–55. [Crossref], [Web of Science ®], [Google Scholar]
  • Wason, P. C. y Evans, J. ST. B. (1975). Dual proceses in reasoning? Cognition, 3, 141–154. [Crossref], [Web of Science ®], [Google Scholar]
  • Wertheimer, M. (1945). Productive Thinking. Nueva York: Harper and Row. [Google Scholar]
  • White, P. (1980). Limitations on verbal reports of internal events: A refutation of Nisbett and Wilson and of Bem. Psychological Review. Vol. 87, 1, 105–112. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]