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kari`ña
para la evaluación de marcos deícticos*
Preliminary Analysis of an Assessment of Deictic Frames Protocol
María Isabel Rendón**
Universidad Santo Tomás, Colombia
Recibido: 20 de octubre de 2012
Revisado: 22 de noviembre de 2012
Aceptado: 8 de diciembre de 2012
Resumen
El propósito de esta investigación es explorar diferencias en la ejecución de tareas deícticas presentadas en el protocolo de McHugh, Barnes-Holmes y
Barnes-Holmes (2004a), en relación con variaciones procedimentales que consistieron en exponer a unos participantes al protocolo en un formato de entrevista y a otros en una versión computarizada. La muestra estuvo conformada por 63 participantes entre 9 y
12 años, que fueron pareados por género, edad y nivel educativo, asignados a alguna de las condiciones de aplicación. Se calculó el número de errores cometido por cada participante y grupo de edad en cada marco deíctico y nivel de complejidad relacional, al igual que se estimó el efecto intersujetos mediante un ANOVA de dos vías con edad y versión (cara-acara y computador) como variables independientes y tipo de ensayo como variable dependiente. El efecto de la edad fue significativo para el caso de las relaciones invertidas ahora-antes y el de versión para las relaciones simples yo-tú y aquí-allá. En todos los grupos de edad se halló una tendencia a cometer mayor cantidad de errores en la versión computarizada en todos los tipos de ensayo. Los hallazgos se discuten en términos de confiabilidad Language seems to have two principal functions; it is, of course, an instrument of commu-nication, but it can also constitute a means of asserting one’s identity or one’s distinctive-ness from others. A common language may be the ideal vehicle to express the unique character of a social group, and to encourage common social ties on the basis of a common identity (Dieckhoff, 2004). Here it is argued that language can be a robust marker of social identity, capable of binding and



Citations: Craig McGarty, Russell Spears, and Vincent Y. Yzerbyt (2002) argued that the cognitive functions of stereotyping are best understood in relation to its social functions, and vice versa.[21] Cognitive functions

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