Metarrepresentación, intencionalidad y verbos de referencia mental: un estudio evolutivo

Rivière, Ángel; Sotillo, Marı́a; Sarriá, Encarnación; Núñez, María

doi:10.1174/02109399460579826

Cited by 8 publications

(24 citation statements)

References 6 publications

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“…According to Donald (1991), an essential step in the process of explicitation that made the evolution of the human mind possible was the use of representations not already in the body, but through the body, in the form of gestures or mimetic actions in which the manifested action was not completed over the object but was suspended, leaving the material consequences of these actions without effect, according to Rivière (2003). Studies on the functioning of mirror neurons seem to show that, unlike monkeys, in the case of humans these also fire in 'nontransitive actions', in other words, actions that lack a direct object and that are therefore not complete.…”

Section: Gesture As Suspended Bodily Actionmentioning

confidence: 99%

“…Una propuesta muy sugerente de cómo puede tener lugar esta construcción de nuevas actitudes representacionales, con respecto a los objetoso mejor con respecto a nuestra representación encarnada de elloses el modelo de suspensión representacional desarrollado en sus últimos trabajos por Ángel Rivière (2003). A diferencia de la supresión o inhibición completa de una representación, suspender es 'dejar algo sin efecto [.…”

Section: Naturalization Of Knowledgeunclassified

“…A very suggestive proposal as to how this construction of new representational attitudes occurs with respect to objects, or rather with regard to our embodied representation of them, is the model of representational suspension developed in the last work from Ángel Rivière (2003). Unlike suppression or complete inhibition of a representation, to suspend is 'to let something go without effect [.…”

mentioning

confidence: 99%

“…According to Dienes and Perner (1999), a new representation attitude is generated with suspension. The child who pretends that a fork is a plane, the student who predicts or anticipates the possible movement of an object through the gesture of a hand, the teacher who uses a 'planetary' metaphor to explain an atom's functioning and structure or a computational metaphor to account for the functioning of human memory, all of these are making use of different types of representational suspension mechanisms of different complexities (Rivière, 2003). The suspension of an action generates, according to Rivière (2003), 'an enactive symbol', and the suspension of the complete representation of an event (a candy bar hidden away in a box) allows the task of the 'false belief' to be resolved, along with access to what has been called 'theory of the mind'.…”

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confidence: 99%

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Learning beyond the body: from embodied representations to explicitation mediated by external representations / Aprender más allá del cuerpo: de las representaciones encarnadas a la explicitación mediada por representaciones externas

Pozo

2017

Infancia y Aprendizaje

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A prevailing dualism in our culture led the psychology of learning to conceive, for decades, the mind as an amodal, abstract and arbitrary mechanism that manipulated symbols without content, at the same time that educational systems promoted symbolic knowledge, also devoid of content, meaning, context and emotion. The embodied cognition approach involves a new cognitive revolution that criticizes those assumptions, while defending an embodied mind that is implicit in nature, but also enactive, embedded and extended through cultural mechanisms. This paper assumes this approach, which requires a new design of learning environments that are based on that bodily experience, are situated and have strong emotional content. However, it also asserts that learning from the body will be insufficient if we cannot go beyond that, promoting the explicitation of these embodied and implicit representations through representational suppression, suspension and redescription processes mediated by different types of external representations. However, explicitation also requires implicitation processes, without which the incorporation of acquired knowledge into the embodied mind would not be possible.

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Section: Gesture As Suspended Bodily Actionmentioning

confidence: 99%

Section: Naturalization Of Knowledgeunclassified

mentioning

confidence: 99%

mentioning

confidence: 99%

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Learning beyond the body: from embodied representations to explicitation mediated by external representations / Aprender más allá del cuerpo: de las representaciones encarnadas a la explicitación mediada por representaciones externas

Pozo

2017

Infancia y Aprendizaje

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“…These mental states include, but are not limited to, thoughts, beliefs, knowledge, desires, and intentions (Baron-Cohen, 2001;Premack & Woodruff, 1978;Sylwester et al, 2012). Numerous studies have indicated the existence of a cognitive subsystem of ToM composed of conceptual and inferential support that is responsible for predicting and interpreting human behavior (Happé, 2003;Juillerat et al, 2015;Morales-Bader et al, 2020;Rivière et al, 1994). Prior research indicates that ToM has at least two dimensions: first-order ToM, which is associated with the ability to infer another person's mental states ('I believe that you believe'), and second-order ToM, which is associated with the ability to infer another person's mental states in relation to a third party ('I believe that you believe that someone believes') (Duval et al, 2011;Wimmer & Perner, 1983).…”

mentioning

confidence: 99%

First and Second-Order Theory of Mind as Predictors of Cooperative Behaviors in Preschool and School Children

et al. 2022

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Prosocial behavior in childhood has been widely studied over the last decades. However, the cognitive processes underlying the development of these behaviors and how children understand each other are still not entirely clear. The concept of Theory of Mind (ToM) has become particularly relevant in the study of the development of social abilities in childhood. In this study, we hypothesize that the cognitive processes of first and second-order ToM are able to predict prosocial behaviors in a differentiated manner. A total of 40 children aged 3 to 7 years old (M = 5.075; SD = 1.248) were evaluated on different tasks to measure both ToM skills, as well as prosocial behaviors such as helping (Instrumental Help; IH) and cooperating (measured through Cooperative Problem Solving and Cooperative Gaming; CPS & CG respectively). Cooperative behavior-related tasks were performed under two conditions: Firstly, a condition of General Behavior (GB) where the task was performed normally. Then, a condition that included an Interruption Period (IP) where the task was abruptly interrupted to assess if the prosocial behavior was resumed autonomously by the child. Our findings enable us to propose a potential framework where first-order ToM predicts basic helping behaviors, while second-order ToM predicts more complex cooperative behaviors. These results also demonstrate that first and second-order ToM skills can differentially predict the complexity of children's prosocial behavior and that helping and cooperative behaviors could be regulated by differential processes.

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Children talk about learning to draw

2002

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This study investigates f our-to six-year-old children's conceptions of learning, by applying the lexicometric method to their oral responses to questions about their learning of drawing, in GIl individual interview at school. Intervi ews were videotaped and full y transcribed. Subjects were 26 children from a middle-class background attending public schools in Argentina (in a f our-year-old class, a fiv e-year-old class and fir st grade in elementary school ). Differences amon g groups are described on the basis of correspondence analysis and modal response procedures. Such differenc es are then sy ste matised into several interrelated dimensions regarding changes in children 's conceptions of learning to draw, namely: learning agency as the internalisation of social mediation , nature of both learner's and teacher' s actions and mental states, learning goals and temporal fram e of reference. Thus, three main conceptions are identified: external agency. external/internal agency and internal agency conceptions, which are associated to the three different school grade groups studied.

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Metarrepresentación, intencionalidad y verbos de referencia mental: un estudio evolutivo

Cited by 8 publications

References 6 publications

Learning beyond the body: from embodied representations to explicitation mediated by external representations / Aprender más allá del cuerpo: de las representaciones encarnadas a la explicitación mediada por representaciones externas

Learning beyond the body: from embodied representations to explicitation mediated by external representations / Aprender más allá del cuerpo: de las representaciones encarnadas a la explicitación mediada por representaciones externas

First and Second-Order Theory of Mind as Predictors of Cooperative Behaviors in Preschool and School Children

Children talk about learning to draw

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