Maria Isabel da Silva Leme

Resolução de conflitos interpessoais: interações entre cognição e afetividade na cultura

Two studies were conducted in order to assess some issues involved into interpersonal violence, and also to achieve more understanding about the cognitive and affective interrelationships on psychological functioning. In Study 1, the complete version of The Childrens Action Tendency Scale (CATS) was used to assess conflict resolution tendencies in a sample of 779 2nd to 7th grade students. The main tendencies of conflict resolution, assertiveness, submissiveness and aggression found among Brazilian students were the same found for the American sample, but some significant differences regarding submissiveness and assertiveness were also found. In Study 2, the short version of the scale was administered to a sample of 320 5th to 7th graders, in which the main tendencies identified in this study were submissiveness, aggressiveness and assertiveness, as well as a mixture of the first two tendencies. These results are discussed as being influenced by interrelations of research context, age, sex, and culture.

A relação entre a interação mãe-criança no desenvolvimento da linguagem oral de recém-nascidos prematuros

PURPOSE: To verify relations between the oral language development of preterm children and the quality of mother-child interaction. METHODS: The subjects of this research were 20 mother and child dyads. An interview was conducted with the mother to obtain data about birth and life conditions. The development of oral language of the children was assessed using a test that evaluates phonology, fluency, vocabulary and pragmatics. RESULTS: It was observed that the most part of mothers considered themselves the main caretaker and behavior´s control and care are more important the stimulus in dyadic relation. All children scored bellow the expected for their age in the tests performed. CONCLUSION: Besides the contribution of biological factors associated to prematureness, these results can be attributed to the quantity and quality of mother-child interaction, since mothers informed to prioritize obedience and good behavior more than stimulation of the development.

Aprendizagem Implícita e Explícita: Uma Visão Integradora

O artigo tem por objetivo discutir uma perspectiva mais integrada da aprendizagem. Para tanto, e discutida a proposta da aprendizagem como um continuum de processos e conhecimentos implicitos, baseados na associacao e extracao de regulari- dades do ambiente, que se explicitam gracas a intervencao de processos deliberados de mudanca de representacao e reestru- turacao. Busca-se ainda discutir a questao no âmbito da escolarizacao formal.

O papel do diretor escolar na implantação de uma cultura educacional inclusiva

The present work investigates the school principal’s role in the construction of an inclusive schooling culture. The approach is theoretically based on Vigotski´s cultural-historical psychology. The research aims to establish relationships between the school democratization process and the implantation of an inclusive school culture, through the school principal’s action. It was considered the hypothesis that the principal exerts decisive influence on the way the school culture is constituted, what can facilitate or not the school inclusion. The research includes the concepts of school culture, inclusive education and inclusive environment as a way of establishing the school’s context relevance to the school inclusion of students with special needs. The research was conducted as a case study, and procedures as the researcher’s report, paper analysis and an interview with the principal of the school were used. Bardin’s method of content analysis was employed to analyze the data collected. Results favored the conclusion that the managing democratization process and the inclusive education are related in a very important way, suggesting that an inclusive school is, above all, a democratic school.

As especificidades humanas e a aprendizagem: relações entre cognição, afeto e cultura

O artigo tem por objetivo discutir questoes que periodicamente provocam polemica na Psicologia da Aprendizagem, que sao as relacoes entre cognicao, cultura e afeto e as especificidades humanas nesses processos. Assim, a aprendizagem e discutida em termos de processos partilhados com outras especies, como a associacao e a recursividade, e outros que sao especificamente humanos, como a abstracao e a metacognicao. Sao examinadas algumas hipoteses sobre como a mente humana pode ter evoluido em direcao a essas diferencas. Na conclusao, e explicitado o posicionamento sobre as relacoes entre cognicao, cultura e afeto, em dois niveis de funcionamento psicologico e da influencia decisiva da cultura e seu principal instrumento, a linguagem, na promocao das especificidades humanas.The article aims to discuss issues related to frequent controversy in the Psychology of Learning, which consists on the relationships between cognition, culture and affect, and human specificity on these processes. Thus, learning is discussed in terms of shared processes with other species such as association and recursion, and others that are specifically human, such as abstraction and metacognition. We examine some hypotheses about how the human mind may have evolved to develop these differences. At the conclusion, it is specified the position about the links between cognition, affect and culture in two levels of psychological functioning, and the decisive role of culture and its main instrument, language, in favoring the development of human specificity.

Reconciliando divergências: conhecimento implícito e explícito na aprendizagem

O trabalho busca integrar, com base em propostas recentes de varios autores, perspectivas acerca da aprendizagem concebidas como mutuamente excludentes. Essa reflexao se justifica em vista da importância de nao se introduzir descontinuidade filogenetica em um processo concebido como adaptativo, mas que e tambem cultural. Assim, sao examinadas propostas acerca da coevolucao da mente humana e da cultura que apoiariam tal perspectiva, propondo-se uma visao integrada da aprendizagem como um conjunto de processos organizados em um continuum implicito-explicito.The work aims to discuss different perspectives about learning, in order to examine how they can be reconciled. This objective is justified on learning’s adaptive and cultural role. Thus, we examine some proposals of mind and culture co-evolution, that provide a new theoretical basis for the explanation of learning, and also to reconcile different learning processes, organized in a implicit-explicit continuum.

Revisitando a Crítica de Bruner: O Desvio da Proposta Cognitivista nos Estudos de Solução de Problemas

Bruners claim that cognitivism has become fractionated and technicalized was examined by a review of the research on problem solving transfer. Objectives, methodology and results were analyzed leading to the conclusion that the claim is justified. The cognitivist investigations examined were methodologically very controlled in their experimental conditions, but the same rigor was not observed in theoretical matters, such as a precise definition of transfer, producing dispersed data. Also, a strong emphasis in investigating transfer as a result of stimulus manipulations was found evaluated in single session investigations, and considered only as performance of undergraduates, revealing an empiricist view of the process.

Using HMD-Based Immersive Virtual Environments in Primary/K-12 Education

Head-mounted displays (HMD) are becoming more affordable and immersive content more available. Consequently, the home-use of fully immersive virtual environments (IVE) has the potential for increasing significantly in the years to come. Studies suggest that primary/K-12 education can largely benefit from IVE. The existing literature reviews about this topic are almost a decade old, when access to virtual reality was restricted or did not specifically focus on this education level and setting. In this context, this article presents a literature review about learning outcomes from using fully HMD-based IVE in primary/K-12 education. It highlights relevant studies, identifies gaps, and provides insights for future research.

Motivação de alunos dos cursos superiores de tecnologia

This study aimed to characterize the motivational orientation of Technological higher education students towards their learning process. The research involved 288 students from public and private higher education institutions. The questionnaire used as a tool for this research was the Scale for Evaluation of Motivation to Learn for Higher Education Students (SML (Boruchovitch & Neves, 2005). This tool evaluates the motivational orientation of the higher education student considering intrinsic and extrinsic levels of motivation related to learning. It was also applied a Brazilian adaptation of the Social Desirability Scale of Marlowe-Crowne (Ribas Jr., Hutz, & Moura, 2004). The main theoretical bases for this study are the sociocognitive, self-fulfillment and achievement goals theories. It was found that students Intrinsic Motivation means was (IM) 45.23, indicating autonomy and interest in learning. The Extrinsic Motivation mean was (EM) 28.5, which indicates need for external recognition.

Contributions from Gallese's neurophysiology and Bruner's psychology to the understanding of social learning

O artigo propoe algumas articulacoes que se podem estabelecer entre novos achados da neurofisiologia - no caso, a atuacao dos neuronios-espelho e a plasticidade neural - e outros oriundos da psicologia, visando uma melhor compreensao da aprendizagem social. Varios desses achados recentes fornecem apoio para conceitos da psicologia como a importância essencial da intersubjetividade, da linguagem e da cultura para o desenvolvimento psicologico, nao so do individuo, mas tambem da especie humana. Mais especificamente, evidenciam um aspecto ate o momento menos considerado no que se refere a cognicao social - o papel do entendimento direto e implicito das acoes, emocoes e sensacoes para a compreensao do outro, para o estabelecimento e desenvolvimento das relacoes sociais. Nesse sentido, sao tracadas relacoes entre elementos dos âmbitos biologico e cultural. Gallese e Bruner sao os autores tomados como referencia para a presente reflexao.