Estudio de las funciones cognitivas en las tres fases del acto mental para el desarrollo del pensamiento en niñas y niños que ingresan a preparatoria

Abstract

The objective of this study is to know the cognitive functions in the three phases of the mental act present in girls and boys entering high school in order to describe which is the most developed, as well as, within each of them, identify the lower function, in the framework of the theory of Cognitive Structural Modifiability. For this, a study was carried out with a nonexperimental, quantitative cross-sectional and descriptive approach. The study was conducted on 87 girls and boys in a Millenium Education Unit located in the urban area of the CuencaEcuador canton. For this purpose, the Basic Functions test is used, which is an adaptation of the ITPA for Ecuador. The results obtained show that the entry phase has a higher level of development, in it, all cognitive functions are already developed according to expectations for high school students, providing a good level of reception of information. The elaboration phase has a lower level than the entry, some difficulties in the lateral dominance that some theorists suggest can be defined after eight years. In the phase of exit whose level is also lower to the one of entrance, but that is not distinguished significantly from the elaboration, deficiency was found when emitting a pronounced anwer verbally, as well as in the visomotor coordination.