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En este trabajo se indagó, desde una aproximación psicológica no representacional, y a partir de dos experimentos, por el efecto de la estructura textual en la comprensión y abstracción de textos. En el primer experimento, quince estudiantes universitarios leyeron tres textos históricos distintos con una de tres estructuras —secuencial, jerárquica o circunstancial—, y se midió si interpretaron, subinterpretaron o sobreinterpretaron los textos en tres pruebas propias de cada estructura, y si realizaban la abstracción de un hecho común a los tres textos. En el segundo, se replicó sistemáticamente el primer experimento, pero con otros quince estudiantes, que se asignaron según su conocimiento conceptual del dominio histórico-político. Los resultados sugieren mayor subinterpretación con la estructura secuencial, y mayor sobreinterpretación con la jerárquica y la circunstancial; el conocimiento conceptual explicó los hallazgos mejor que la estructura textual, pero no dio cuenta de toda la variabilidad. Al final se discuten los resultados en términos de la mediación lingüística como una competencia subordinante tanto del conocimiento conceptual como de la estructura textual. Asimismo, se resaltan las ventajas del registro evolutivo de la comprensión de cada lector, se anticipan algunas fuentes de control adicional para futuros estudios, y se culmina proponiendo algunas implicaciones educativas de los hallazgos., In two experiments, the effect of textual structure on the comprehension and abstraction of texts from a non-representational psychological approach was investigated. In the first experiment, fifteen college students read three different historical texts with one of three structures: -sequential, hierarchical, and circumstantial- and t was measured whether they interpreted, under-interpreted or over-interpreted the texts in three tests specific to each structure, and whether they abstracted a fact common to the three texts. In the second, the first experiment was systematically replicated but with another fifteen students, who were assigned according to their conceptual knowledge of the historical-political domain. The results suggest greater under-interpretation with the sequential structure, and greater over-interpretation with the hierarchical and circumstantial. Conceptual knowledge explained the findings better than the textual structure but did not account for all variability. The results are discussed in terms of linguistic mediation as a subordinating competence of both conceptual knowledge and textual structure. It also highlights the advantages of the evolving record of each reader’s comprehension, anticipates some sources of additional control for future studies, and concludes by proposing some educational implications of the findings.

The argument scheme defended by the invited authors to this issue is reconstructed, extracting their thesis, arguments, contra-arguments, and replies. Subsequently, some highlighted topics in the debate were selected for reflection because it is considered that their discussion could contribute to the progress of non-mediational approaches in psychology. These topics are essentialism and the problem of the proper subject matter; the necessity and possibility of a mediating analysis scheme; dualisms and the alternative based on a strictly relational unit of analysis; and the role played by regularities and their relational parameters in the development of a non-mediational approach. The article ends by pointing out some virtues of the debate format used as well as its tone, and is suggested a procedure of comprehension, criticism, and proposal to promote the advancement of this tradition., Se reconstruye el esquema argumentativo que sostuvieron los tres autores invitados a este número monográfico, extrayendo la tesis de cada uno, sus argumentos, los contrargumentos que recibió y sus réplicas. Posteriormente, se reflexiona sobre algunos tópicos que relucieron en el debate y cuya discusión se considera podría aportar al desarrollo de las aproximaciones no mediacionales en psicología. Estos son: el esencialismo y el problema del objeto de estudio propio; la necesidad y posibilidad de un tipo de esquema analítico mediador; los diferentes dualismos y la alternativa a partir de una unidad de análisis estrictamente relacional; y el rol que juegan las regularidades y sus parámetros relacionales enel desarrollo de una aproximación no mediacional.Se cierra el artículo señalando algunas virtudes del formato de debate empleado, así como su tono, y se sugiere un procedimiento de comprensión, crítica y propuesta, que promueva el desarrollo de esta tradición.

The article aims to introduce non-mediational approaches in psychology and serve as a context to understand the debate to which Josep Roca i Balasch, José Enrique Burgos Triano and Pablo Covarrubias were invited in this monographic issue. It begins by characterizing what is central to mediational psychologies to understand what non-mediational psychologies are opposed to. Subsequently, it offers a genealogical map of this family of approaches, which serves to understand the network of influences among various authors, including those invited to this issue. Next, it presents the main arguments put forward by non-mediational psychologies, highlighting that not all authors necessarily accept all arguments. Finally, a brief biographical review of the invited authors and the structure of the monographic issue are presented., El artículo tiene el objetivo de introducir a las aproximaciones no mediacionales en psicología y servir de contexto para comprender el debate al que fueron invitados Josep Roca i Balasch, José Enrique Burgos Triano y Pablo Covarrubias en este número monográfico. Comienza caracterizando lo central de las psicologías mediacionales, para comprender a lo que se oponen las psicologías no mediacionales. Posteriormente, ofrece un mapa genealógico de esta familia de aproximaciones, que a su vez sirve para comprender las redes de influencia teórica entre varios autores y para ubicar a los autores invitados. Enseguida, presenta los principales argumentos que esgrimen las psicologías no mediacionales, resaltando que no necesariamente todas las modalidades acogen todos los argumentos. Finalmente, se hace una breve reseña biográfica de los invitados y se presenta la estructura del monográfico.

In two experiments, the effect of textual structure on the comprehension and abstraction of texts from a non-representational psychological approach was investigated. In the first experiment, fifteen college students read three different historical texts with one of three structures: -sequential, hierarchical, and circumstantial- and t was measured whether they interpreted, under-intetpreted or over-interpreted the texts in three tests specific to each structure, and whether they abstracted a fact common to the three texts. In the second, the first experiment was systematically replicated but with another fifteen students, who were assigned according to their conceptual knowledge of the historical-political domain. The results suggest greater under-intetpretation with the sequential structure, and greater over-interpretation with the hierarchical and circumstantial. Conceptual knowledge explained the findings better than the textual structure but did not account for all variability. The results are discussed in terms of linguistic mediation as a subordinating competence of both conceptual knowledge and textual structure. It also highlights the advantages of the evolving record of each reader's comprehension, anticipates some sources of additional control for future studies, and concludes by proposing some educational implications of the findings., Resumen En este trabajo se indagó, desde una aproximación psicológica no representacional, y a partir de dos experimentos, por el efecto de la estructura textual en la comprensión y abstracción de textos. En el primer experimento, quince estudiantes universitarios leyeron tres textos históricos distintos con una de tres estructuras -secuencial, jerárquica o circunstancial-, y se midió si interpretaron, subinterpretaron o sobreinterpretaron los textos en tres pruebas propias de cada estructura, y si realizaban la abstracción de un hecho común a los tres textos. En el segundo, se replicó sistemáticamente el primer experimento, pero con otros quince estudiantes, que se asignaron según su conocimiento conceptual del dominio histórico-político. Los resultados sugieren mayor subinterpretación con la estructura secuencial, y mayor sobreinterpretación con la jerárquica y la circunstancial; el conocimiento conceptual explicó los hallazgos mejor que la estructura textual, pero no dio cuenta de toda la variabilidad. Al final se discuten los resultados en términos de la mediación lingüística como una competencia subordinante tanto del conocimiento conceptual como de la estructura textual. Asimismo, se resaltan las ventajas del registro evolutivo de la comprensión de cada lector, se anticipan algunas fuentes de control adicional para futuros estudios, y se culmina proponiendo algunas implicaciones educativas de los hallazgos.

The interaction between conceptual complexity and different types of directed verbalization on conceptual attainment and abstraction was studied. Two types of concepts were manipulated: unidimensional and conditional, and three types of directed verbalization in each trial: description of contingencies, exemplar construction and criterion formulation, with a control condition of verbal interference. The ultimate goal was to examine the role of linguistic mediation in adjustment to relations systems that includes the abstraction of system itself. 48 undergraduate students participated, and it was used a receptive classification task with three problems of the same concept, which included choice and verbalization trials, and a final task of abstraction of each of these three concepts and of the generic concept the integrated them. The results indicate that the unidimensional concept was attained even without directed verbalization while only one participant attained the conditional one. Only when the unidimensional concept was attained consistently in all three problems at optimal levels, it was found dependence upon correct verbalization and, therefore, linguistic mediation. The latter was clearly established in the criterion formulation condition and in turn, was associated with the possibility of abstract each criterion explicitly but without the generic abstraction necessarily. The findings are discussed in terms of the process leading to the criterion identification and abstraction, focusing it as a progressive adjustment in which the linguistic dominance is established.