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2. Clustering and Switching During Verbal Fluency in Typical and Atypical Development: A Systematic Review in Children and Adolescents

Author

Arán Filippetti, Vanessa, Krumm, Gabriela, and López, Mariana Beatriz

Subjects
Psychological aspects, Research, Psychological research, Child development -- Psychological aspects, Adolescent development -- Psychological aspects, Oral communication -- Research
Abstract

Author(s): Vanessa Arán Filippetti [sup.1] [sup.2] , Gabriela Krumm [sup.1] [sup.2] , Mariana Beatriz López [sup.1] [sup.2] Author Affiliations: (1) https://ror.org/03cqe8w59, grid.423606.5, 0000 0001 1945 2152, Consejo Nacional de Investigaciones [...], Empirical research studies have emphasized the importance of examining the strategic retrieval processes (i.e., clustering and switching) underlying verbal fluency (VF) performance. This systematic review aimed to summarize existing empirical studies on the development of clustering and switching strategies during VF in typically developing (TD) children and adolescents and further explore strategy use in children with atypical development (AD). A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was conducted. Most studies used the scoring method developed by Troyer et al. (1997 (See CR79)), and some used a combination of the other available approaches (e.g., Abwender et al.'s [2001 (See CR1)] method considering the distinction between cluster switching [CS] and hard switching [HS]). The main results suggest that clustering and switching are components that follow distinct developmental trajectories. Indeed, most studies found that the number of clusters and switches, but not the mean cluster size, increases with age, with no differences based on sex. Both the number of clusters and the number of switches drive word productivity. Switches are highly related to VF phonological productivity, while clusters are most related to semantic productivity. Finally, different profiles are observed in AD, with patterns that distinguish between impairment in cognitive flexibility (less switching) and in the organization of semantic and phonological representations (smaller cluster size). This evidence highlights the importance of utilizing qualitative analysis of VF output for understanding strategic retrieval processes and lexico-semantic knowledge in children. Furthermore, it provides valuable data for informing the neuropsychological assessment of executive functions in children and adolescents with typical and atypical development.

Published
2023
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4. Norms, convergent validity, test–retest reliability, and practice effects for verbal fluency overall performance, clustering, and switching in Spanish-speaking children.

Author

Arán Filippetti, Vanessa, Gutierrez, Marisel, and Krumm, Gabriela

Subjects
PEARSON correlation (Statistics), EXECUTIVE function, INTRACLASS correlation, CONFIRMATORY factor analysis, NEUROPSYCHOLOGICAL tests
Abstract

Objective: We conducted two empirical studies (in a cross-sectional and a longitudinal design) with the aim at establishing normative data (including norms for strategy use [i.e., clustering and switching strategies] and performance over time), and examining the convergent validity, the test–retest reliability (3–4 wks interval) and the changes in performance with practice (1 year interval) of the different verbal fluency (VF) quantitative and qualitative scores in Spanish-speaking children and adolescents. Method: In S1 (n = 620 6- to 15-year-old Spanish-speaking children and adolescents), MANCOVA and Pearson's correlations were employed. In S2 (n = 148 6- to 12-year-old Spanish-speaking children), intraclass correlation coefficient (ICC), paired t-tests, and Confirmatory Factor Analysis (CFA) were used. Results: S1 results showed an age effect on all VF measures (quantitative and qualitative). The number of switches/clusters was more related to total word productivity and to executive functions (EF) than the mean cluster size. In S2, a significant increase in phonological VF performance was observed on number of switches and word productivity scores from baseline (Time 1) to repeat testing at Time 2. Practice effects were observed at Time 3 on all measures except for semantic and phonological mean cluster size. Test–retest reliability coefficients at Time 2 for number of clusters and switches, but not for mean cluster size, fell in the moderate range, ranging from ICCs.61 to ICCs.81. Test–retest reliability coefficients for total word productivity were higher (ICCs above.80) and stronger when testing as a unity with CFA methods (ϕ=.94, p <.001). Conclusions: These data may be relevant for informing the neuropsychological assessment of spontaneous cognitive flexibility in children with typical development (TD) and those with developmental or acquired disorders. [ABSTRACT FROM AUTHOR]

Published
2024
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6. Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish-Speaking Population

Author

Krumm, Gabriela, Aranguren, María, Arán Filippetti, Vanessa, and Lemos, Viviana

Abstract

The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while Model 2 is integrated by three factors which correspond to each TTCT ability (i.e., Fluency, Originality, and Flexibility) and the corresponding indicators for each variable. The study was carried out with a sample consisting of 432 Spanish-speaking youngsters of both sexes aged 15-26. According to the research findings, the model which showed the most satisfactory fit identifies six correlated factors that correspond to each of the activities proposed (?[superscript 2] = 414.48; df = 116; ?[superscript 2/df] = 3.57; GFI = 0.90; NFI = 0.95; CFI = 0.96 and RMSEA = 0.077). These results are discussed according to its psychometric implications for the construct assessment in different fields.

Published
2016
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8. Validez y baremos del Test de Clasificación de Tarjetas de Wisconsin (WCST) en sus versiones computarizada y manual en niños.

Author

Krumm, Gabriela and Arán Filippetti, Vanessa

Subjects
*STROOP effect, *WISCONSIN Card Sorting Test, *PEARSON correlation (Statistics), *MULTIVARIATE analysis, *EXPLORATORY factor analysis
Abstract

The Wisconsin Card Sorting Test (WCST) was initially developed to measure problem solving and abstract reasoning. Currently, it is widely used for the neuropsychological evaluation of those cognitive processes related to frontal lobe functioning, more specifically as a measure of reactive cognitive flexibility. Although its use is widespread both in clinic and research settings, controversies remained regarding the nature of the cognitive processes that underlie WCST performance and the relationships between its diverse scores and other related cognitive measures. To date, studies have been conducted in adolescents and adults, where two- and three-factor solutions predominate, although a one-dimensional structure has also been reported. On the other hand, there are few normative studies in the Spanish-speaking population, and, to our knowledge, there are no normative studies that contemplate the two versions of the WCST. The aim of the present study was to examine the factorial and convergent validity of the WCST in its computerized and manual version in children and to establish normative values for each version indicator according to age and sex. The sample consisted of 359 children aged 7 to 12, divided as follows: (1) manual WCST: 138 children aged 7 to 12 from both sexes and (2) computerized WCST: 221 children 7 to 12 from both sexes and. The inclusion criteria were the following: (1) children with no clinical, neurological, or psychiatric history; (2) who attend their school studies regularly; (3) without school repetition. The WCST in its two versions (computerized vs manual), the Kaufman Brief Intelligence Test (K-BIT) to assess children intellectual functioning, and the working memory (WM) subtask of the WISC-IV, the Stroop Color and Word test and the semantic and phonological verbal fluency (VF) test were administered to test the WCST convergent validity. Intellectual functioning (IQ) was within the normal range expected for the age of children who completed both versions of the WCST. Exploratory Factor Analysis (EFA), Pearson's bivariate correlations and multivariate analysis of variance (MANOVA) were used. For both the computerized and the manual WCST, the parallel analysis yielded a one-dimensional solution, grouping efficient and inefficient responses, with Complete Categories (CC) being the indicator that obtained the most weight. When comparing the structure found for each version, it is observed that Total Correct (TC) weighed only in the computerized version of the WCST. Regarding the WCST convergent validity, the results with the computerized WCST indicated positive and significant relationships (r = .17 to r = .33) between Total Correct and Complete Categories of the WCST and IQ, MT, FV and Inhibition. In turn, Perseverative Responses, Perseverative Errors, and Non-Perseverative Errors, presented negative and low correlations (r = .17 to r = .29) with IQ, MT, and FV. For the manual WCST, only Complete Categories presented significant positive correlations (r = .20 to r = .39) with CI, FV, Inhibition and MT. The other indicators of the manual WCST presented negative correlations (r = .18 to r = .44) with CI, FV and MT. Regarding the factorial validity of the instrument, our results suggest that the structure of the WCST would be unidimensional in children, regardless of the type of version under analysis (i.e., manual vs. computerized). However, the relationship between WCST performance and the tasks that assess other cognitive processes differs depending on the version. Normative data is established for the first time for Argentine children for both versions. The results emphasize the importance of not considering both versions as interchangeable in child populations and interpreting each version according to its respectively norms. [ABSTRACT FROM AUTHOR]

Published
2024
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11. Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance across Gender

Author

Krumm, Gabriela, Lemos, Viviana, and Filippetti, Vanessa Arán

Abstract

On the basis of contradictory findings regarding the factor structure of the Torrance Tests of Creative Thinking (TTCT) Figural scale, the objective of this study was to compare, through a confirmatory factor analysis (CFA), four theoretical models that explain the operationalized creativity construct with the TTCT. We evaluated a sample of 577 Spanish-speaking school children of both genders, aged 9 to 14 years. The CFA of most satisfactory fit identified two correlated factors: (a) innovative and (b) adaptive. Besides, multigroup CFA revealed that the 2-factor solution was invariant (configural, metric, and structural) across gender. Finally, MANOVAs were conducted to analyze the differences in each factor and subscale according to gender, revealing significant group differences. The methodological and educational implications of the results are discussed.

Published
2014
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25. Avances en la medición de la creatividad en América Latina y España.

Author

JALIFI, SEBASTIÁN Y. and KRUMM, GABRIELA L.

Subjects
*CREATIVE ability, *PSYCHOMETRICS, *PSYCHOLOGICAL tests, *EVALUATION, *EMPIRICAL research
Abstract

Advances in Measuring Creativity in Latin America and Spain In more recent years, both the study of creativity, as well as its measurement have risen to prominence.The present work aims at identifying certain instruments developed in Latin America and Spain in order to assess creativity, and analyzing from which creative approach they are positioned, which dimensions they evaluate and the psychometric properties they obtain. Following the PRISMA guideline, eleven empirical studies that met the inclusion criteria were selected, extracted from the databases of ERIC, Scielo, Latindex, Science Direct, Scopus, Dialnet, Redalyc and Google Scholar. Results according to the objective of the research, it was found that the most used approaches to evaluate creativity were those of the person and of the processes. In general, the outcomes reveal that the measurement of creativity in Latin America and Spain still remains an issue. Research gaps and suggestions for future studies are discussed. [ABSTRACT FROM AUTHOR]

Published
2021

26. Personality and Creativity: A Study in Spanish-Speaking Children

Author

Krumm, Gabriela, Lemos, Viviana, and Richaud, María Cristina

Subjects
big five, children, personality, creatividad, personalidad, creativity, niños
Abstract

This work aimed at studying the relationship between personality from the Big Five Personality model and creativity through different techniques (i.e., a paper and pencil task, and scales) and informants (i.e., the child and parents). We evaluated a sample of 359 Spanish-speaking school children of both genders, aged 9 to 13 years. Personality was assessed with the Argentine Questionnaire of children's Personality (CAPI). Creativity was evaluated using the following instruments: The Torrance Test of Creative Thinking-Figural Form B; and the Creative Personality Scale (EPC). Pearson correlations and multiple linear regressions consistently showed that Neuroticism related negatively to creativity while competence has a positive relation. The results suggested that more creative children presented less vulnerability, irritability and psychological distress, eventually becoming more independent, competent and emotionally self-regulated in coping with environmental demands. Resumen Este trabajo tuvo como objetivo estudiar la relación entre la personalidad desde el modelo de los Big Five y la creatividad a través de diferentes técnica (i.e., tareas de papel y lápiz, y escalas) e informantes (i.e., niños y padres). Se evaluó una muestra de 359 escolares hispano hablantes de ambos sexos, de 9 a 13 años de edad. La personalidad fue evaluada con el Cuestionario Argentino de Personalidad Infantil (CAPI). La creatividad fue evaluada usando los siguientes instrumentos: la prueba de figuras del Test de Pensamiento Creativo de Torrance, Forma B (TTCT), y la Escala de Personalidad Creadora (EPC).Las correlaciones de Pearson y las regresiones lineales múltiples demostraron consistentemente que el Neuroticismo se relaciona negativamente con la creatividad, mientras que la faceta de la competencia lo hace positivamente. Los resultados sugieren que los niños más creativos presentarían menos vulnerabilidad, irritabilidad y angustia psicológica siendo más independientes, competentes y emocionalmente autorregulados para hacer frente a las demandas ambientales.

Published
2018

27. Personalidad y creatividad: un estudio en niños de habla hispana

Author

Krumm, Gabriela Liliana, Lemos, Viviana Noemí, and Richaud, Maria Cristina

Subjects
CIENCIAS SOCIALES, PERSONALITY, purl.org/becyt/ford/5 [https], CREATIVITY, Otras Psicología, CHILDREN, BIG FIVE, purl.org/becyt/ford/5.1 [https], Psicología
Abstract

Este trabajo tuvo como objetivo estudiar la relación entre la personalidad desde el modelo de los Big Five y la creatividad a través de diferentes técnica (i.e., tareas de papel y lápiz, y escalas) e informantes (i.e., niños y padres). Se evaluó una muestra de 359 escolares hispano hablantes de ambos sexos, de 9 a 13 a ̃nos de edad. La personalidad fue evaluada con el Cuestionario Argentino de Personalidad Infantil (CAPI). La creatividad fue evaluada usando los siguientes instrumentos: la prueba de figuras del Test de Pensamiento Creativo de Torrance, Forma B (TTCT), y la Escala de Personalidad Creadora (EPC). Las correlaciones de Pearson y las regresiones lineales múltiples demostraron consistentemente que el Neuroticismo se relaciona negativamente con la creatividad, mientras que la faceta de la competencia lo hace positivamente. Los resultados sugieren que los niños más creativos presentarían menos vulnerabilidad, irritabilidad y angustia psicológica siendo más independientes, competentes y emocionalmente autorregulados para hacer frente a las demandas ambientales. This work aimed at studying the relationship between personality from the Big Five Personality model and creativity through different techniques (i.e., a paper and pencil task, and scales) and informants (i.e., the child and parents). We evaluated a sample of 359 Spanish-speaking school children of both genders, aged 9 to 13 years. Personality was assessed with the Argentine Questionnaire of children’s Personality (CAPI). Creativity was evaluated using the following instruments: The Torrance Test of Creative Thinking-Figura l Form B; and the Creative Personality Scale (EPC). Pearson correlations and multiple linear regressions consistently showed that Neuroticism related negatively to creativity while competence has a positive relation. The results suggested that more creative children presented less vulnerability, irritability and psychological distress, eventually becoming more independent, competent and emotionally self-regulated in coping with environmental demands. Fil: Krumm, Gabriela Liliana. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina Fil: Lemos, Viviana Noemí. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina Fil: Richaud, Maria Cristina. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina

Published
2018

28. Conceptions about the pedagogical evaluation of university teachers with or without a teacher’s degree

Author

Lavooy, Vanina Janet, Krumm, Gabriela Liliana, Lavooy, Vanina Janet, and Krumm, Gabriela Liliana

Abstract

This work sought to learn the conceptions that the teachers in the Adventist University of La Plata (Argentina) have regarding evaluation at a higher level, and to compare them with teachers having a teacher training with those that were trained in other professional areas. Eighty one teachers answered a questionnaire made for this purpose. Once the analysis on the necessary content was performed, frequency and percentage analyses were applied to the attained answers, and Cramer’s V coefficient was used to compare the answers of the groups with or without a teacher’s degree. The conclusions arising from the results are discussed in terms of the findings from other researches., Este trabajo buscó conocer concepciones que los docentes de la Universidad Adventista delPlata tienen acerca de la evaluación en el nivel superior, y comparar las mismas con las deaquellos profesores cuya formación es docente y quienes se formaron en otras áreasprofesionales. Ochenta y un profesores respondieron un cuestionario creado para tal propósito.Realizado el análisis de contenido necesario, se aplicaron análisis de frecuencia y porcentaje de las respuestas obtenidas, y coeficiente V de Cramer para comparar las respuestas de los grupos con y sin título docente. Las conclusiones que permiten los resultados se discuten en función de lo encontrado por otras investigaciones.

Published
2019

29. Correlates between two measures to Assess Creativity in Argentine Children. CREA and TTCT

Author

Krumm, Gabriela Liliana, Arán Filippetti, Vanessa, Lemos, Viviana Noemí, Penagos Corzo, Julio César, and Padilla Vargas, María Antonia

Subjects
CIENCIAS SOCIALES, CREATIVITY INTELLIGENCE, TTCT, CREA, CREATIVITY, Otras Psicología, CHILDREN, Psicología
Abstract

This study aimed to compare two performance tests that assess creativity in school-aged children. A total of 272 children of both sexes, aged 8-13 years, from different schools of the province of Entre Rios, completed the TTCT Figural, Form A and the Creative Intelligence test, CREA. For data analysis, partial correlations controlling for age and hierarchical regression analysis were used. The results showed significant positive correlations between the CREA and the skills Fluency, Originality, Elaboration and Resistance to Premature Closure of the TTCT; a significant positive correlation between the CREA and the final score of TTCT and the Innovative and the Adaptive factors was also found. Hierarchical regression showed that only Fluency, Elaboration, and both TTCT factors predict Creative Intelligence. These data suggest that the concurrent validity between both tasks is partial; hence, the CREA could be considered an interesting tool for screening, but it should be complemented with the evaluation of other aspects of creativity, not covered by their single score Fil: Krumm, Gabriela Liliana. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina Fil: Arán Filippetti, Vanessa. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina Fil: Lemos, Viviana Noemí. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina

Published
2018

30. Torrance Test of Creative Thinking (TTCT) – Verbal Form B: normative data for argentinian adolescents and young adults

Author

Krumm, Gabriela Liliana, Lemos, Viviana Noemí, and Arán Filippetti, Vanessa

Subjects
TTCT, purl.org/becyt/ford/5 [https], Normas, Tests, Prueba verbal, Creatividad, purl.org/becyt/ford/5.1 [https]
Abstract

El TTCT Verbal es un instrumento que permite valorar la creatividad en niños y adultos a través de la fluidez, flexibilidad y originalidad, así como mediante una puntuación total. El presente trabajo tiene como objetivo establecer baremos para el TTCT Verbal en adolescentes y adultos jóvenes con el fin de poder utilizar el instrumento con propósitos diagnósticos y en ambientes educativos. La Forma B del TTCT Verbal, fue administrada a 432 sujetos (236 mujeres y 196 varones) de la provincia de Entre Ríos, Argentina, de entre 15 a 24 años de edad, de ambos sexos. Para estudiar el efecto de la edad, el sexo y su interacción se empleó MANOVA bifactorial. Los baremos, que se establecen por primera vez en Argentina, pueden ser de utilidad para la evaluación de la creatividad y la detección de las habilidades creativas en estudiantes. The Verbal TTCT is an instrument that allows assessing creativity in children and adults through the Fluency, Flexibility and Originality abilities, as well as through a total score. The present work aims to establish normative data for the Verbal TTCT in adolescents and young adults in order to be able to use the instrument for diagnostic purposes and in educational settings. The verbal TTCT, form B was administered to 432 subjects of both sexes (236 women and 196 male) aged 15-24 of Entre Ríos, Argentina. Bifactorial MANOVA was used in order to study the effect of age, sex and their interaction over creativity. The norms, which are established for the first time in Argentina, may be useful for the assessment of creativity and the recognition of creative abilities in students. Fil: Krumm, Gabriela Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina Fil: Lemos, Viviana Noemí. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina

Published
2017

32. A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement.

Author

Arán Filippetti, Vanessa and Krumm, Gabriela

Subjects
*COGNITIVE flexibility, *ACADEMIC achievement, *CONFIRMATORY factor analysis, *READING comprehension, *COMPREHENSION testing, *CREATIVE ability, *COGNITIVE structures, *SHORT-term memory
Abstract

We conducted two empirical studies to (1) explore the latent structure of cognitive flexibility in children as measured by performance-based tasks, (2) analyze the contribution of working memory (WM) and inhibition to reactive and spontaneous flexibility, and (3) examine the contribution of the different flexibility components to academic skills (i.e., reading comprehension and writing) and creativity. In S1 (n = 112 8‐ to 12‐year‐old children), confirmatory factor analysis (CFA) showed best fit for the two-factor solution with reactive flexibility (RF) and spontaneous flexibility (SF) as separate but related components. When considering the joint contribution of WM and inhibition to both cognitive flexibility components, it was found that WM and inhibition contributed to SF, whereas only inhibition contributed to RF. Besides, only SF proved to be a significant predictor of writing and reading comprehension by using a latent-variable structural equation approach (SEM). In S2 (n = 177 8‐ to 13‐year‐old children), hierarchical regressions and SEM models showed consistently that the flexibility component in relation to creativity deals with the ability to generate diverse responses driven by internal stimuli (i.e., spontaneous flexibility). Taken together, these results suggest that cognitive flexibility is not a unified construct. Besides, the close relationship between SF and creativity and academic skills raise the question whether considering SF as a higher-level form of cognitive flexibility (different from a lower-level shifting skill) could be an interesting approach for the study of cognitive flexibility in children. [ABSTRACT FROM AUTHOR]

Published
2020
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35. Personalidad evaluada desde estímulos inestructurados y creatividad en niños escolarizados argentinos

Author

Krumm, Gabriela, Richaud de Minzi, María Cristina, Lemos, Viviana, Krumm, Gabriela, Richaud de Minzi, María Cristina, and Lemos, Viviana

Abstract

The present study analyzed the relationship between personality assessed from unstructured stimuli and creativity, as well as the existence of a documented personality profile of creative children. The sample consists of 146 children and adolescents from 9 to 12 years of age. Personality was studied through the abridged version of the Holtzman Inkblot Technique (HIT), Form A, whereas creativity was assessed by means of the Figural Test of Creative Thinking of Torrance, Form B. The correlation analysis showed a significant positive association between creativity and Form Definiteness, Form Appropriateness, Movement, Integration, and Barrier, as well as a significant negative relationship between creativity and Rejection. In terms of the profile, statistically significant differences were found in personality according to creativity. Specifically, creative children showed minor Rejection and greater values in the variables Form Definiteness, Form Appropriateness, Movement, Pathognomonic Verbalization, Integration, and Barrier. These results would suggest that creative children are marked by a more productive, efficient, original and including cognitive pattern, being generally not different from non-creative children in terms of affection., El presente estudio examina la relación entre la personalidad, evaluada desde estímulos inestructurados y la creatividad, así como la existencia de un perfil de personalidad característico en niños creativos. La muestra quedó constituida por 146 niños y adolescentes de 9 a 12 años. La personalidad se estudió por medio de la versión abreviada de la técnica de Manchas de Tinta de Holtzman (HIT), Forma A, y la creatividad a través de la prueba de figuras del Test de Pensamiento Creativo de Torrance (TTCT), Forma B. El análisis de correlación mostró una asociación positiva y significativa entre la creatividad y Forma Definida, Forma Apropiada, Movimiento, Integración y Barrera, así como una asociación negativa y significativa entre creatividad y Rechazo. En relación con el perfil, se encontraron diferencias estadísticamente significativas en la personalidad según la creatividad. Específicamente, los niños creativos presentaron menor Rechazo y valores más elevados en las variables Forma Definida, Forma Apropiada, Movimiento, Verbalización Patognomónica, Integración y Barrera. Estos resultados indicarían que lo que caracteriza a los niños creativos es un patrón cognitivo más productivo, eficiente, original e integrador, no diferenciándose en general de los no creativos en el aspecto afectivo.

Published
2018

36. Desarrollo de una escala para evaluar recursos de personalidad asociados a la resiliencia infantil

Author

Lemos, Viviana, Krumm, Gabriela, Gutierrez, Marisel, and Arán-Filippetti, Vanessa

Subjects
resiliencia, infancia, personality, personalidad, recursos psicológicos, psychological assessment, evaluación psicológica, resilience, psychological resources, childhood
Abstract

Resumen El estudio de la resiliencia, capacidad humana para sobreponerse a las adversidades, construir sobre ellas y salir fortalecido, posee una gran relevancia, dadas las implicancias que tiene en la prevención y promoción positiva del desarrollo humano. En este sentido, el objetivo de este trabajo fue evaluar de manera válida y confiable algunos de los recursos de personalidad asociados comúnmente por la literatura a la resiliencia infantil: autocontrol, empatía, prosocialidad, autoeficacia y creatividad. Se realizaron dos estudios para analizar diferentes aspectos complementarios de las propiedades psicométricas del instrumento. El primer estudio (E1) se desarrolló con una muestra intencional de 216 niños de ambos sexos, de 9 a 12 años, de tres provincias de la República Argentina. El segundo estudio (E2), con una muestra de 479 niños de características semejantes al E1. Se realizó un Análisis Factorial Exploratorio y uno Confirmatorio, se estudió el poder discriminativo de los ítems, la consistencia interna del instrumento y diferentes análisis de validez de constructo convergente y discriminante. Los resultados de ambos estudios permiten indicar que la versión final del instrumento cumple con los criterios esperados de validez y confiabilidad. La escala desarrollada permite obtener, a partir de una prueba psicológica breve y de sencilla aplicación, un perfil de recursos de personalidad asociados a la resiliencia infantil. Teniendo en cuenta que dichos recursos constituyen sólo un aspecto a considerar en la evaluación de este importante constructo, se sugiere complementar esta información con la evaluación de los riesgos y las competencias en otros ámbitos del desarrollo psicológico. Abstract The study of resilience in terms of the human capacity to overcome adversities, build on them and emerge strengthened, has a great significance given its implication for the prevention and the positive promotion of human development. The present study aimed at assessing with a valid and reliable measure some of those personality resources frequently associated in literature with child resilience -self-control, empathy, prosociality, self-efficacy and creativity. Two different studies were carried out in order to analyze different complementary aspects regarding the psychometric properties of the instruments. The first study (E1) was conducted with an intentional sample of 216 children of both sexes, aged 9 to 12 years from three Argentine provinces. The second study (E2) was carried out with a sample of 479 children with similar characteristics to those of E1. Exploratory and Confirmatory Factor Analysis were performed and the discriminative power of the items, the internal consistency of the instrument and different analysis of discriminant and convergent construct validity were studied. Results of both studies indicated that the final version of the instrument meets the expected criteria for validity and reliability. From a brief psychological test of easy administration, the scale developed enables to obtain a profile of personality resources associated with the child resilience. Bearing in mind that such resources are just one of those aspects to be considered in the assessment of this significant construct, it is suggested to further supplement this information with the assessment of the risks and the competences in other areas of psychological development.

Published
2016

38. Perception of Creativity in Children, Parents and Peers: Effects on Children’s Creative Production

Author

Krumm, Gabriela Liliana, Vargas Rubilar, Jael Alejandra, Lemos, Viviana Noemí, and Oros, Laura Beatriz

Subjects
CIENCIAS SOCIALES, Pares, Padres, Percepción, Creatividad, Psicología
Abstract

Objetivo. El presente estudio tuvo como objetivo evaluar la percepción de la creatividad en niños, padres ypares, y el efecto de estas percepciones sobre la producción creativa de los niños en actividades de papel ylápiz. Método. Participaron 359 alumnos de 9 a 13 años de diferentes escuelas y colegios de la provincia deEntre Ríos de la República Argentina. Para conocer la producción creativa, los niños completaron la pruebade figuras del Test de Pensamiento Creativo de Torrance Forma B. Para estudiar la valoración de los pares,padres y niños sobre la creatividad se aplicó el Sociograma ?Compañero creativo?, la Escala de PersonalidadCreadora (versión heteroevaluación a los padres o tutores) y la versión autoevaluación a los niños de 11 a 13años. Resultados. Los resultados mostraron que tanto la percepción parental (F (2, 356) = 6.55, p = 0.002),así como la evaluación que realizan los pares (F (2, 356) = 4.90, p = 0.008) sobre la creatividad mejoran laproducción creativa del niño en las tareas de papel y lápiz. No se encontraron diferencias significativas en laproducción creativa según la evaluación del niño sobre su propia creatividad. Conclusión. Los datos muestranla importancia cardinal de los factores contextuales, particularmente, la percepción de los padres y de lospares en los procesos de formación del yo en cuanto a las competencias y habilidades que son necesarias pararealizar una actividad creadora. Objective. The present study aimed at assessing the perception of creativity in children, parents and peers, as well as the effect of these perceptions on the child’s creative output in paper-and-pencil activities. Method. The study involved 359 students aged 9-13 years from different schools and colleges of the province of Entre Ríos, Argentina. To know the creative production, children completed the Figural Torrance Test of Creative Thinking (TTCT; Torrance, Ball y Safter, 1992), Form B. To study the valuation of peers, parents and the own child on creativity, the Sociogram “Creative peer” for all children, the Creative Personality Scale (CPS; 2004, in its hetero-evaluation version for parents or guardians) and the Self-evaluation version for children aged 11- 13 years were administered. Results. The results showed that both parental perception (F (2, 356) = 6.55, p = 0.002) and peers’ evaluation (F (2, 356) = 4.90, p = 0.008) on creativity improve the child’s creative production in paper-and-pencil activities. No significant differences were found in the creative production according to the child’s self-perception of his/her creativity. Conclusion. Data demonstrate the fundamental importance of contextual factors, mainly the perception of parents and peers in the process of the formation of the self, in terms of competencies and skills that are necessary to carry out a creative task. Escopo. O presente estudo teve como objetivo avaliar a percepção da criatividade em crianças, pais e pares, e o efeito de estas percepções sobre a produção criativa das crianças em atividade de papel e lápis. Metodologia. Participaram 359 alunos de 9 a 13 anos de idade de diferentes escolas e colégios da província de Entre Ríos da República Argentina. Para conhecer a produção criativa, as crianças completaram a prova de figuras do Test de Pensamento Criativo de Torrence Forma B. Para estudar a valoração dos pares, pais e crianças sobre criatividade foi aplicado o Sociograma “Companheiro criativo”, a Escala de Personalidade Criadora (versão heteroavaliação aos pais ou tutores) e a versão auto-avaliação às crianças de 11 a 13 anos de idade. Resultados. Os resultados mostraram que tanto a percepção parental (F(2,356) = 6.55, p = 0.002), assim como a avalição que foi feita pelos pares (F(2,356) = 4.90, p= 0.008) sobre a criatividade melhoram a produção criativa da criança em tarefas de papel e lápis. Não foram achadas diferenças significativas na produção criativa segundo a avalição da criança sobre sua própria criatividade. Conclusão. Os dados mostram a importância cardinal dos fatores contextuais, particularmente, a percepção dos pais e dos pares nos processos de formação do Eu em quanto às competências e habilidades que são necessárias para fazer uma atividade criadora. Fil: Krumm, Gabriela Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina Fil: Vargas Rubilar, Jael Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina Fil: Lemos, Viviana Noemí. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina Fil: Oros, Laura Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Nordeste; Argentina

Published
2015

39. Percepção da criatividade em crianças, pais e pares: efeitos na produção criativa

Author

Krumm, Gabriela, Vargas Rubilar, Jael, Lemos, Viviana, and Oros, Laura

Subjects
pares, pais, infancia, criatividade, parents, padres, Percepción, peers, Percepção, creatividad, Perception, infancy, infância, creativity
Abstract

Objetivo. El presente estudio tuvo como objetivo evaluar la percepción de la creatividad en niños, padres y pares, y el efecto de estas percepciones sobre la producción creativa de los niños en actividades de papel y lápiz. Método. Participaron 359 alumnos de 9 a 13 años de diferentes escuelas y colegios de la provincia de Entre Ríos de la República Argentina. Para conocer la producción creativa, los niños completaron la prueba de figuras del Test de Pensamiento Creativo de Torrance Forma B. Para estudiar la valoración de los pares, padres y niños sobre la creatividad se aplicó el Sociograma "Compañero creativo", la Escala de Personalidad Creadora (versión heteroevaluación a los padres o tutores) y la versión autoevaluación a los niños de 11 a 13 años. Resultados. Los resultados mostraron que tanto la percepción parental (F (2, 356) = 6.55, p = 0.002), así como la evaluación que realizan los pares (F (2, 356) = 4.90, p = 0.008) sobre la creatividad mejoran la producción creativa del niño en las tareas de papel y lápiz. No se encontraron diferencias significativas en la producción creativa según la evaluación del niño sobre su propia creatividad. Conclusión. Los datos muestran la importancia cardinal de los factores contextuales, particularmente, la percepción de los padres y de los pares en los procesos de formación del yo en cuanto a las competencias y habilidades que son necesarias para realizar una actividad creadora. Objective. The present study aimed at assessing the perception of creativity in children, parents and peers, as well as the effect of these perceptions on the child's creative output in paper-and-pencil activities. Method. The study involved 359 students aged 9-13 years from different schools and colleges of the province of Entre Ríos, Argentina. To know the creative production, children completed the Figural Torrance Test of Creative Thinking (TTCT; Torrance, Ball y Safter, 1992), Form B. To study the valuation of peers, parents and the own child on creativity, the Sociogram "Creative peer" for all children, the Creative Personality Scale (CPS; 2004, in its hetero-evaluation version for parents or guardians) and the Self-evaluation version for children aged 1113 years were administered. Results. The results showed that both parental perception (F (2, 356) = 6.55, p = 0.002) and peers' evaluation (F (2, 356) = 4.90, p = 0.008) on creativity improve the child's creative production in paper-and-pencil activities. No significant differences were found in the creative production according to the child's self-perception of his/her creativity. Conclusion. Data demonstrate the fundamental importance of contextual factors, mainly the perception of parents and peers in the process of the formation of the self, in terms of competencies and skills that are necessary to carry out a creative task. Escopo. O presente estudo teve como objetivo avaliar a percepção da criatividade em crianças, pais e pares, e o efeito de estas percepções sobre a produção criativa das crianças em atividade de papel e lápis. Metodologia. Participaram 359 alunos de 9 a 13 anos de idade de diferentes escolas e colégios da província de Entre Ríos da República Argentina. Para conhecer a produção criativa, as crianças completaram a prova de figuras do Test de Pensamento Criativo de Torrence Forma B. Para estudar a valoração dos pares, pais e crianças sobre criatividade foi aplicado o Sociograma "Companheiro criativo", a Escala de Personalidade Criadora (versão heteroavaliação aos pais ou tutores) e a versão auto-avaliação às crianças de 11 a 13 anos de idade. Resultados. Os resultados mostraram que tanto a percepção parental (F(2,356) = 6.55, p = 0.002), assim como a avalição que foi feita pelos pares (F(2,356) = 4.90, p= 0.008) sobre a criatividade melhoram a produção criativa da criança em tarefas de papel e lápis. Não foram achadas diferenças significativas na produção criativa segundo a avalição da criança sobre sua própria criatividade. Conclusão. Os dados mostram a importância cardinal dos fatores contextuais, particularmente, a percepção dos pais e dos pares nos processos de formação do Eu em quanto às competências e habilidades que são necessárias para fazer uma atividade criadora.

Published
2015

40. Effects of Gender and Age on Verbal Creativity in Speaking Spanish Adolescents and Young Adults

Author

Krumm, Gabriela Liliana, Arán Filippetti, Vanessa, and Aranguren, María

Subjects
FLUIDEZ, CIENCIAS SOCIALES, ORIGINALIDAD, JÓVENES, Otras Psicología, GENERO, GÉNERO, FLEXIBILIDAD, ADOLESCENTES, Psicología
Abstract

La creatividad es un constructo complejo en el que interactúan diferentes variables interpersonales e intrapersonales. El objetivo en este trabajo fue estudiar cómo inciden la edad y el género en la creatividad verbal. Se evaluaron 432 adolescentes y jóvenes adultos de 15 a 26 años de ambos sexos de diferentes establecimientos educativos de la provincia de Entre Ríos, República Argentina. La creatividad se valoró a través de la prueba verbal del Test de Pensamiento Creativo de Torrance, en su forma B. Los resultados mostraron diferencias significativas en la creatividad según la edad, F de Hotelling (3, 426) = 18.60; p< .001, p² = .12 y el sexo, F de Hotelling (3, 426) = 9.81; p< .001, p² = .07, pero no según la interacción edad x sexo, F de Hotelling (3, 426) = 2.48; p = .061, ?p² = .02. Se discuten los resultados en función de las investigaciones previas en el área. Las implicancias de la investigación, tanto para la educación como para la psicología, desafían a seguir profundizando sobre el tema. Creativity is a complex construct in which different interpersonal and intrapersonal variables interact. The aim of this work was to analize the effects of age and gender on verbal creativity. 432 adolescents and young adults aged 15 to 26 of both genders from different educational establishments in the province of Entre Rios, Argentina, were evaluated. Creativity was assessed by the Verbal Torrence Test of Creative Thinking, Form B. The results showed significant differences in creativity according to age, Hotelling F (3, 426) = 18.60; p

Published
2015

41. Executive Functions and its Correlates with Crystallized and Fluid Intelligence: A Study in Children and Adolescents

Author

Arán Filippetti, Vanessa, Krumm, Gabriela Liliana, and Raimondi, Waldina

Subjects
CIENCIAS SOCIALES, purl.org/becyt/ford/5 [https], FUNCIONES EJECUTIVAS, ADOLESCENCIA, HABILIDADES INTELECTUALES, Otras Psicología, purl.org/becyt/ford/5.1 [https], Psicología, NIÑEZ
Abstract

El presente estudio examina la relación entre las habilidades intelectuales (i.e., Gc = inteligencia cristalizada y Gf = inteligencia fluida) y las funciones ejecutivas (FE) (i.e., memoria de trabajo, inhibición, flexibilidad cognitiva, planificación y fluidez verbal y no verbal) en una muestra de 214 niños y adolescentes divididos en dos grupos según la edad: (a) 7 a 10 años y (b) 11 a 15 años. Asimismo, se analizan las diferencias de rendimiento en tareas ejecutivas según el nivel de Inteligencia General (IG) (i.e., MB: medio bajo, M: medio y MA: medio alto). En la muestra de niños, los resultados revelaron bajas correlaciones en el rango de .22 a .39, entre las habilidades intelectuales y algunas FE. En cambio, en la muestra de adolescentes, se hallaron bajas y moderadas correlaciones entre las habilidades intelectuales con todas las FE analizadas. Además, los resultados del MANOVA revelaron diferencias significativas según el nivel de IG de los adolescentes, en la mayoría de las FE analizadas. Los resultados apoyan la hipótesis que sostiene que tanto Gf como Gc se asocian a los diferentes componentes del constructo de FE, aunque selectivamente y con diferencias según la etapa del desarrollo evolutivo. O presente estudo examina a relação entre as habilidades intelectuais (i.e., Gc= inteligência cristalizada e Gf= inteligência fluída) e as funções executivas (FE) (i.e., memória de trabalho, inibição, flexibilidade cognitiva, planejamento e fluência verbal e não verbal). Com uma amostra de 214 crianças e adolescentes divididos em dois grupos etários: (a) 7 a 10 anos e (b) 11 a 15 anos. Também, foram analisadas as diferenças de rendimento entre as tarefas executivas segundo o nível de inteligência geral (IG) (i.e., MI= médio inferior, M= médio e MS= médio superior). Na amostra de crianças os resultados demonstraram baixas correlações entre as habilidades intelectuais e alguns componentes cognitivos. Já na amostra de adolescentes, foram encontrados correlações baixas e moderadas entre as habilidades intelectuais com todas as FE analisadas. Os resultados da MANOVA revelaram diferenças significativas segundo o nível de IG dos adolescentes, na maioria dos componentes FE analisados. Os resultados apoiam as hipóteses que sustentam que tanto a Gf como a Gc se associam a diferentes componentes do construto de FE, ainda que de forma seletiva e com diferenças dependendo do estágio do desenvolvimento. Cette étude examine la relation entre les compétences intellectuelles (Gc = intelligence cristallisée et Gf = intelligence fluide) et des fonctions exécutives (FE) (la mémoire, l'inhibition, la flexibilité cognitive, la planification et la fluidité verbale et non-verbale de travail) dans un échantillon de 214 enfants et adolescents répartis en deux groupes en fonction de l'âge: (a) de 7 à 10 ans, et (b) 11 à 15 ans. En outre, les différences de performance dans les fonctions exécutives sont analysés en fonction du niveau d'intelligence générale (IG) (MB: moyen à faible, M: moyen et MA: moyenne haute). Dans l'échantillon des enfants, les résultats ont révélé de faibles corrélations, à la gamme de 22-39, y compris les capacités intellectuelles et certains FE. En revanche, dans l'échantillon d'adolescents, faible à modérée des corrélations entre les capacités intellectuelles avec tous les FE analysé été trouvé. En outre, les résultats de MANOVA révélé des différences significatives selon le niveau d'adolescents de GI, la plupart des analyses FE. Les résultats soutiennent l'hypothèse que les deux Gf et Gc pour construire différents composants associés FE, bien que de manière sélective et différemment selon le stade de développement évolutif. The present study examines the relationship between intellectual abilities (i.e., Gc = crystallized intelligence and Gf = fluid intelligence) and Executive Functions (EF) (i.e., working memory, inhibition, cognitive flexibility, planning, and verbal and nonverbal fluency) in a sample of 214 children and adolescents divided into two groups according to age: (a) 7 to 10 years old and (b) 11 to 15 years old. In addition, the differences in EF task performance according to the level of General Intelligence (GI) (i.e., MB: medium low, M: medium, MA: medium high) are analyzed. In the children's sample, the results revealed low correlations in the range from .22 to .39, between intellectual skills and some EF. However, in the sample of adolescents, low to moderate correlations between intellectual abilities and all the EF analyzed were found. Likewise, MANOVA results revealed significant differences according to the GI's level of the adolescents, in most of the EF analyzed. The results support the hypothesis that sustains that both, Gf and Gc, are associated with the different components of the EF construct, although this association would be selective and with differences according to the stage of the evolutionary development. Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina Fil: Krumm, Gabriela Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina Fil: Raimondi, Waldina. Universidad Adventista del Plata. Facultad de Humanidades, Educacion y Ciencias Sociales; Argentina

Published
2015

46. Executive functions and attention in school-age children according to the behavioral profile rated by their teachers

Author

Arán-Filippetti, Vanessa and Krumm, Gabriela L

Subjects
Atención, Neuropsicología Infantil, Hiperactividad, Neuropsychology, Executive Functions, Funciones Ejecutivas, Attention, Child, Hyperactivity
Abstract

The present study aimed at analyzing the link between school-age children's performance in neuropsychological tests that examine the executive function (EF) and attention, and their behavioral profiles (i.e., Attention Deficit (AD) and Hyperactivity (HA), as rated by their teachers. For the assessment of EF and attentional mechanisms, different tasks were administered to a sample consisting of 124 children from 3rd to 6th grade. In addition, teachers from each grade completed a behavior rating scale for every child. Bifactorial MANCOVA was used in order to analyze the effect of both AD and HA factors, controlling for the intelligence, over the child's cognitive performance. Results demonstrated significant differences according to AD level in tasks that assess (i) selective attention, (ii) working memory, (iii) reactive cognitive flexibility (iv) verbal fluency and (v) reflexivity-impulsivity. Conversely, regarding the HA level, results showed significant differences only in terms of the number of errors made in the MFFT20. This work provides evidence on the relationship between children's behavior within the school setting and their cognitive performance. RESUMEN El objetivo del presente estudio fue analizar la correspondencia entre el desempeño en pruebas neuropsicológicas que exploran las funciones ejecutivas (FE) y atención y el perfil conductual (i.e., Déficit de Atención (DA) e Hiperactividad (HA)) valorado por docentes, en niños en edad escolar. Para esto, se administraron diferentes tareas para valorar las FE y los mecanismos atencionales a una muestra de 124 niños de 3ro. a 6to. año de escolaridad primaria. Además, los docentes de cada grado completaron una escala comportamental para cada niño. Para analizar el efecto del factor DA y del factor HA, controlando la inteligencia, sobre el desempeño cognitivo del niño se empleó MANCOVA bifactorial. Los resultados revelaron diferencias significativas, según el nivel de DA, en las tareas que valoran (i) atención selectiva, (ii) memoria de trabajo, (iii) flexibilidad cognitiva reactiva, (iv) fluidez verbal y (v) reflexividad-impulsividad. En cambio, respecto al nivel de HA, los resultados revelaron diferencias significativas sólo en cuanto al número de errores cometidos en el MFFT20. Este trabajo aporta evidencia sobre la relación entre las conductas del niño en el ámbito escolar y su rendimiento cognitivo.

Published
2013

47. Invariancia de Medidas de la prueba de figuras del Test de Pensamiento Creativo de Torrance según la edad: Un estudio en niños y adolescentes de habla hispana

Author

Krumm, Gabriela Liliana, Arán Filippetti, Vanessa, Lemos, Viviana Noemí, Aranguren, María, and Vargas Rubilar, Jael Alejandra

Subjects
CIENCIAS SOCIALES, purl.org/becyt/ford/5 [https], MEDIDAS DE INVARIANCIA, TEST DE PENSAMIENTO CREATIVO DE TORRANCE, Otras Psicología, EDAD, CREATIVIDAD, purl.org/becyt/ford/5.1 [https], Psicología, TTCT-FIGURAS
Abstract

En base a un estudio previo que indica que el constructo creatividad operacionalizado con el Test de Pensamiento Creativo de Torrance (TTCT) de Figuras está compuesto por dos factores Innovación y Adaptación, en niños de habla hispana (Krumm, Lemos & Arán Filippetti, en prensa), el objetivo de este trabajo fue comprobar si esta estructura es invariante según la edad de los sujetos. Se trabajó con una muestra de 652 niños y adolescentes de 9 a 17 años de ambos sexos de habla hispana divididos en tres grupos: (a) 9-10 años, (b) 11-13 años y (c) 16-17 años. El Análisis Factorial Confirmatorio (AFC) mostró que la estructura del TTCT está integrada por dos factores correlacionados, Innovación y Adaptación en las tres muestras de estudio. Además, los resultados del AFC multigrupo revelaron que la estructura de dos factores es invariante (configural y métrica) a través del edad, lo que significa que los niños y adolescentes conceptualizan el constructo Creatividad de la misma manera. Finalmente, el análisis multivariado de varianza (MANOVA) reveló un efecto significativo de la edad en todas las subescalas. Estos datos muestran la importancia de la edad como un factor a tener en cuenta en el estudio del potencial creativo a través del TTCT-Figuras. On the basis of a previous study carried out with Spanish-speaking children which indicates that the Creativity construct, operationalized by means of the Torrance Tests of Creative Thinking (TTCT)-Figural, consists of two factors –Innovation and Adaptation– (Krumm, Lemos & Arán Filippetti, in press), the objective of the present work was to prove whether this structure is invariant across age. A sample of 652 Spanish-speaking children and adolescents aged 9-17 years of both sexes was tested. It was in turn divided into three age groups: (a) 9-10, (b) 11-13 and (c) 16 -17 years. Confirmatory Factor Analysis (CFA) showed that in each group of the sample, the structure of the TTCT is composed of two correlated factors, namely Innovation and Adaptation. In addition, Multigroup CFA demonstrated that the two-factor solution was actually invariant (configural and metric) across age, meaning that children and adolescents equally conceptualize the Creativity construct. Finally, MANOVA showed a significant age effect on every subscale. These data suggest the relevance of considering the age factor when assessing the creative potential through the TTCT-Figural. Fil: Krumm, Gabriela Liliana. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina. Universidad Adventista del Plata; Argentina Fil: Lemos, Viviana Noemí. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina. Universidad Adventista del Plata; Argentina Fil: Aranguren, María. Pont. Universidad Catolica Arg."sta.maria de Los Bs.as.". Facultad de Psicologia y Psicopedagogia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Vargas Rubilar, Jael Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina

Published
2013

48. Estilos Parentales y Creatividad en Niños Escolarizados

Author

Krumm, Gabriela, Vargas-Rubilar, Jael, and Gullón, Silvana

Subjects
pensamiento creativo, creativity thinking, children, parental styles, creatividad, estilos parentales, niños, creativity
Abstract

El siguiente trabajo tuvo como objetivo analizar si los estilos parentales predicen la creatividad en tareas de papel y lápiz, y la percepción que tiene el niño de sí mismo sobre su creatividad. Se trabajó con una muestra de 219 niños de 9 a 12 años de edad de diferentes centros educativos de la provincia de Entre Ríos, Argentina. Se administró una adaptación de la Escala Argentina de Percepción de la Relación con los Padres para niños de Richaud de Minzi basada en el modelo Schaefer, la prueba de figuras del Test de Pensamiento Creativo de Torrance Forma B y la Escala de Personalidad Creadora heteroevaluación de Garaigordobil. Los resultados mostraron que la aceptación parental es un predictor positivo de la creatividad. Además, la disciplina laxa es un factor inhibidor del proceso creativo del niño. Finalmente, el control patológico desde los estilos parentales se relacionó negativamente con la creatividad. The aim of this paper was to analyze whether parenting styles are predictors of creativity in paper and pencil activities, and the child’s own perception regarding his/her own creativity. The work was carried out with a sample of 219 children aged 9-12 years, from the province of Entre Ríos, Argentina. The Argentine Scale of Perception of Relationships with Parents for children created by Richaud de Minzi (2007a) based on the Schaefer’s model, the Figural Torrance Tests of Creative Thinking (TTCT), Form B, and the Garaigordobil’s Creative Personality Scale, in its hetero-evaluation version (2004), were administered. Overall, the results show that parental acceptance would be a positive predictor of creativity. Additionally, lax discipline would be an inhibiting factor of the child’s creative process. Finally, the pathological control from the father’s parenting style, was negatively associated with creativity.

Published
2013

49. Artistic activities and creativity in argentinian school-age children

Author

Krumm, Gabriela Liliana and Lemos, Viviana Noemí

Subjects
CIENCIAS SOCIALES, Personalidad creadora, Educación artística, purl.org/becyt/ford/5 [https], Pensamiento creativo, Creatividad, Niños, purl.org/becyt/ford/5.1 [https], Psicología
Abstract

Este trabajo pretendió evaluar si la realización de actividades artísticas influye en la creatividad. Se evaluó a 301 niños de 8 a 14 años de edad. Se estudió la creatividad desde una evaluación multicomponente, utilizando diversas técnicas (sociograma, test y escalas) y diferentes informantes (pares, padres y el propio niño). Los resultados encontrados indican consistentemente que los niños que realizan actividades artísticas obtuvieron puntuaciones más elevadas en la creatividad evaluada desde: la producción de dibujos (prueba de figuras del Test de Pensamiento Creativo de Torrance), la valoración parental y la autoevaluación de la personalidad creadora del niño (Escala de Personalidad Creadora hetero y autoevaluación de Garaigordobil, 2004), y la evaluación realizada por sus pares (Sociograma “Compañero Creativo” de Garaigordobil, 2004). This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004). Fil: Krumm, Gabriela Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina. Universidad Adventista del Plata. Facultad de Humanidades, Educacion y Ciencias Sociales; Argentina Fil: Lemos, Viviana Noemí. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina. Universidad Adventista del Plata. Facultad de Humanidades, Educacion y Ciencias Sociales; Argentina

Published
2012

50. Adaptation and validation of the Sternberg's Thinking Styles Inventory (TSI) in the province of the Entre Ríos - Argentina

Author

Gutierrez Saez, Marisel Luisa and Krumm, Gabriela Liliana

Subjects
CIENCIAS SOCIALES, CONFIABILIDAD, ESTUDIANTES UNIVERSITARIOS, purl.org/becyt/ford/5 [https], Otras Psicología, EVALUACIÓN PSICOLÓGICA, ESTILOS DE PENSAMIENTO, Psicología, VALIDEZ, purl.org/becyt/ford/5.1 [https]
Abstract

Teniendo en cuenta el escaso material de estudios realizados en Argentina sobre los estilos de pensamiento desde la propuesta de Sternberg, así como los resultados de algunas investigaciones que ponen de manifiesto que el Inventario de Estilos de Pensamiento mide una estructura diferente a la propuesta por el autor, el objetivo de este trabajo fue adaptar y validar el Inventario de Estilos de Pensamiento de Sternberg (1999) en estudiantes universitarios de la provincia de Entre Ríos.Después de realizar la traducción del Inventario y un estudio piloto, se seleccionaron 350 jóvenes universitarios por medio de un muestreo no probabilístico intencional. En primer lugar se analizó el poder discriminativo de los ítemes por medio de la prueba t de Student. Para estudiar la validez, se realizó un Análisis Factorial con el método de Ejes principales, rotación oblicua (Oblimin). A partir de la matriz anti imagen se evaluó la correlación múltiple de cada ítem con el resto del test. Por último, se exploró la estructura subyacente del instrumento analizando los factores obtenidos.Se observó una redistribución de los ítemes dando lugar a una estructura factorial diferente a la propuesta por el autor. El inventario evaluaría el estilo de pensamiento a través de tres factores: (1) Estilo Creativo (2) Estilo Conservador y (3) Estilo Social-Individual. En relación a la confiabilidad se estudió la consistencia interna mediante el coeficiente Alpha de Cronbach y se obtuvo un valor general de .93. También se calculó la confiabilidad de cada factor por separado, obteniendo resultados aceptables.El Inventario final de Estilos de Pensamiento resultante de esta investigación es un instrumento confiable y válido para la muestra estudiada, quedando conformado por 92 ítemes, que evalúan los estilos de pensamiento por medio de tres factores. The thinking style is defined as a preferred way of thinking, or using and applying intellectual abilities. The model of mental self-government proposed by Sternberg (1999) identifies 13 intellectual styles that are grouped in five dimensions: function, form, level, setting, and tendency. Bearing in mind that there is insufficient material in Spanish related to thinking styles as well as little research carried out in Argentina, and that psychological assessments should not be used outside the context for which they were created (Richaud de Minzi, Lemos & Oros, 2004), the aim of this research was to study the psychometric properties of the instrument and adapt it, if necessary, to a population of young university adults in the Province of Entre Ríos (República Argentina). Additionally, some researches indifferent countries have shown results that do not coincide with the original model proposed by the author, showing two, three or four factors that group thinking styles. This research used the 104-item Thinking Styles Inventory of Sternberg and Wagner (1991), which was created to assess self-government styles in students through 13 scales: legislative, judicial, executive, monarchic, hierarchical, oligarchic, anarchic, global, local, internal, external, liberal, and conservative. After translating the inventory and having it evaluated by referees to study the items that were ambiguous to understand, the TSI was firstly applied to a pilot sample of 50, with informed consent. Since no understanding problem was observed, the instrument was administered to 350 selected university students in the Province of Entre Ríos. To evaluate the discriminative power of the items, the criteria of contrasting groups was used, analyzing with a Student's t test of difference in mean, if students with higher scores in each thinking style (25% of the students) showed significant differences in the way they responded to each item in comparison to those with lower scores (bottom 25% of the students). Of the total of 104 items, 101 were discriminated (p = .000). Secondly, a factorial analysis was carried out using the principal axis method, oblique rotation (Oblimin). Based on the anti-image matrix, multiple correlations of each items in relation to the rest of the test was assessed. A redistribution of the items was observed, creating a factor structure different from the one proposed by the authors of the original scale. The resulting instrument would evaluate thinking style through three factors and two facets: (1) Creative Style, (2) Conservative Style, and (3) Social - Individual Style. People with Creative Style are characterized by doing things their way; they establish their own rules and decide by themselves what they will do and how they will do it. They prefer problems which are not structured or planned beforehand; they minimize changes; they are flexible and open when facing different situations. People with Conservative Style follow existing procedures and rules; they minimize changes, avoid ambiguous situations and prefer structured, concrete, specific and relatively predicable situations. People with Social - Individual Style seem to include two facets: one individual and another social. The social aspect is characterized by people who are extroverted, social and oriented to others; they tend to look for relationships with others and or team work. On the other hand, the individual aspect is characterized by people who prefer to work alone without having to consult with others; they center on a task. Similarly, the reliability of the test was analyzed, from the point of view of the internal consistency, through Cronbach's alpha coefficient, with a general result of .93. The reliability of each subscale was calculated separately, the Creative Style scored .90, the Conservative Style scored .88 and the Social -Individual Style scored .69. The final Inventory of Thinking Styles resulting from this research is a reliable and valid instrument for the studied sample, consisting of 92 items which evaluate thinking styles from three factors. Fil: Gutierrez Saez, Marisel Luisa. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Krumm, Gabriela Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina

Published
2012

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