Muñoz Rebeca, Alonqueo Paula
Departamento de Ciencias del Lenguaje y Literatura, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4030000, Chile.
Departamento de Psicología, Facultad de Educación, Ciencias Sociales y Humanidade, Universidad de La Frontera, Temuco 4811230, Chile.
Behav Sci (Basel). 2024 Aug 8;14(8):689. doi: 10.3390/bs14080689.
This study aimed to establish differences in third-party attention through a toy-building activity among children between 9 and 11 years old from three cultural backgrounds: Rural Mapuche, Urban Mapuche and non-Indigenous Chilean. It was also examined whether third-party attention is related to learning a previously observed activity. Third-party attention involves maintaining two or more foci of interest simultaneously without losing attention and or interrupting the course of a task. It is of interest to study because it may undergo changes as a result of exposure to schooling. Given that these groups differ in cultural practices and years of formal schooling, the hypothesis was that it might be possible to identify differences in their attention patterns. The results showed that it seems like practices of Rural Mapuche families encourage third-party attention much more so than the other groups; therefore, the learning of skills arises in constellations of cultural practices that involve children's living conditions and guide their development.
本研究旨在通过一项搭建玩具活动，找出来自三种文化背景（农村马普切人、城市马普切人和非土著智利人）的9至11岁儿童在第三方注意力方面的差异。研究还考察了第三方注意力是否与学习之前观察到的活动有关。第三方注意力是指同时维持两个或更多的兴趣焦点，且不分散注意力或中断任务进程。研究此方面很有意义，因为它可能会因接受学校教育而发生变化。鉴于这些群体在文化习俗和正规学校教育年限方面存在差异，研究假设是有可能识别出他们注意力模式的差异。结果表明，农村马普切家庭的习俗似乎比其他群体更能促进第三方注意力；因此，技能学习产生于一系列涉及儿童生活条件并指导其发展的文化习俗中。
