Urraca-Martínez MᵃLuz, Sastre-Riba Sylvia
Department of Educational Sciences, University of La Rioja, Logroño, Spain.
Front Psychol. 2021 Jan 13;11:624922. doi: 10.3389/fpsyg.2020.624922. eCollection 2020.
Neuroconstructivism postulates the progressive complexity of mental representation over the course of cognitive development and the role of the graphic representation of movement in the transformation of mental schemas, cognitive flexibility, and representational complexity. This study aims to: (1) understand children's resources in the drawing of movement (5-8 years); and (2) verify whether there are differences in the graphic representation of movement as an indicator of cognitive flexibility. The participants were = 240 children aged 5-8 years; 1,440 drawings were collected representing 2,880 characters (both animate and inanimate) from six stories. The analysis consisted: (1) data quality control, using the kappa coefficient, and Generalizability Theory to test the instrument's validity and reliability; (2) Multivariate General Analysis and Mixed Linear Analysis of the factors (age and stories); (3) Multivariate General Analysis of the graphic components: categories and microcategories, as well as the elements that make up the macrocategories: "Static," "Indication," and "Movement"; and (4) calculation of the generalizability coefficient (G-coefficient). The results show that: (a) age best explains variability, with a high effect size (η = 0.732) across all components ( = 153.445; < 0.001), thus increasing its complexity and (b) at ages 6 and 7, "Indication" appears as a modulator of "Static" (age 5) toward "Movement" (age 8). The generalizability coefficient is optimal (0.995). It is concluded that changes in the initial graphic representation of movement may interactively transform mental representation, thus increasing cognitive flexibility and prompting teaching applications to optimize such changes.
神经建构主义假定在认知发展过程中心理表征的渐进复杂性，以及运动的图形表征在心理图式转变、认知灵活性和表征复杂性方面的作用。本研究旨在：（1）了解儿童在绘制运动（5 - 8岁）方面的能力；（2）验证作为认知灵活性指标的运动图形表征是否存在差异。参与者为240名5 - 8岁的儿童；收集了1440幅绘画作品，这些作品描绘了六个故事中的2880个角色（包括有生命的和无生命的）。分析包括：（1）使用卡帕系数进行数据质量控制，并运用概化理论来检验工具的有效性和可靠性；（2）对因素（年龄和故事）进行多变量一般分析和混合线性分析；（3）对图形成分进行多变量一般分析：类别和子类别，以及构成宏观类别的元素：“静态”、“指示”和“运动”；（4）计算概化系数（G系数）。结果表明：（a）年龄最能解释变异性，在所有成分上具有较高的效应量（η = 0.732）（F = 153.445；p < 0.001），从而增加了其复杂性；（b）在6岁和7岁时，“指示”表现为从“静态”（5岁）向“运动”（8岁）的调节因素。概化系数是最优的（0.995）。研究得出结论：运动初始图形表征的变化可能会交互地转变心理表征，从而提高认知灵活性，并促使教学应用优化此类变化。
