Resumen de Interacción entre iguales, medio social y desarrollo cognitivo
- español
En este trabajo se estudia la utilidad de la interacción entre iguales para el desarrollo cognitivo; 874 sujetos de 11-14 años de edad, de dos medios sociales diferentes, resuelven individualmente dos tests de inteligencia (el TIG-I, y los tests de factor g, de Cattell). El tratamiento consiste en el estudio de una de las dos pruebas en grupos formados según medio social y agrupación para la tarea (díadas, individual). Los resultados de la evaluación de los rendimientos diferenciales, pre-postests en ambas pruebas según el MS y el agrupamiento (Anovas 2 x 2), indican una clara incidencia de ambas variables, en especial en las pruebas de �generalización�. Los mayores progresos corresponden a los sujetos de medio social desfavorecido, a las agrupaciones diádicas y al tratamiento con el test Cattell. Se discute, a la luz de las teorías del conflicto sociocognitivo, el interés de este tipo de intervención, particularmente en sujetos de medios socioculturales deprivados.
- English
The present study investigated the effect of peer interaction on cognitive development (pre-posttest differences on two intelligence test). The study sample were 874 children aged 11-14 years, from two different social classes: high and low. Initially subjects were asked to solve individually two intelligence tests (Cattell�s G factor test and the TIG-1). The children were then grouped according to their social class. They then received a training session in which one of the two tests was studied either individually or in dyads. The results from the assessment of the subjects� differential performance (2x2 ANOVA were calculated using pre- and posttest measures on the two tests: social class and grouping during training) indicate a clear influence of both variables, in particular in �generalization� tests. The greatest improvements were achieved by subjects from low social class, trained in dyads, and who received treatment using Cattell�s intelligence test. In view of cognitive conflict theories, the interest of this type of intervention work is discussed, particularly with respect to children from poor socio-cultural environments.
