CAMBIOS EN LAS FUNCIONES VISO-ESPACIALES COMO EFECTO DE MÉTODO DEL DIBUJO EN PREESCOLARES MENORES DE 4 A 6 AÑOS DE EDAD / CHANGES IN VISUAL SPATIAL FUNCTIONS AS AN EFFECT OF THE DRAWING METHOD IN PRESCHOOLERS UNDER 4 TO 6 YEARS OF AGE
Abstract
El dibujo es considerado como una actividad que requiere del procesamiento de información viso-espacial compleja, se espera que un método formativo del dibujo favorezca la formación de esa habilidad. Para medir el efecto del método formativo del dibujo se utilizó un paradigma de procesamiento jerárquico de figuras viso-espaciales en las condiciones global y local. Los participantes del estudio fueron niños preescolares de 4.8 a 5.8 años de edad subdivididos en grupo control y grupo experimental. El método del dibujo fue aplicado en el grupo experimental durante un ciclo escolar (10 meses), 4 días a la semana, durante 1 hora como actividad grupal en sus salones escolares. En ambos grupos se midieron los tiempos de reacción y la precisión ante las diferentes combinaciones posibles entre condiciones local y global y estímulos coherentes e incoherentes en el inicio y fin del ciclo escolar. Se encontraron diferencias cuantitativas y cualitativas entre el grupo experimental y el grupo control en la evaluación posterior a la aplicación del método del dibujo. Estas diferencias sugieren una mejor formación de las habilidades viso-espaciales para el grupo experimental.
Drawing is considered as an activity that requires the processing of complex visuo-spatial information, it is expected that a formative method of drawing favors the formation of that ability. To measure the effect of the formative method of drawing, a hierarchical processing paradigm of visuo-spatial figures was used in global and local conditions. The study participants were pre-school children aged 4.8 a 5.8 years old subdivided into control group and experimental group. The drawing method was applied in the experimental group during a school year (10 months), 4 days a week for 1 hour as a group activity in their classrooms. In both groups, reaction times and precision were measured against the different possible combinations between local and global conditions and coherent and inconsistent stimuli at the beginning and end of the school year. Quantitative and qualitative differences were found between the experimental group and the control group in the evaluation after the application of the drawing method. These differences suggest a better formation of viso-spatial skills for the experimental group.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.1232
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