Papers by Cintia Rodriguez
Routledge eBooks, Jul 28, 2017
Bookmarks Related papers MentionsView impact
Developmental Review
Bookmarks Related papers MentionsView impact
Integrative Psychological and Behavioral Science, Dec 5, 2022
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Music and Medicine, 2021
The aim of this study is to determine whether a live music therapy session during parent holding ... more The aim of this study is to determine whether a live music therapy session during parent holding had an effect on physiological and comfort outcomes of late-moderate preterm infants, on their parents, and on the ward environment. This is a quasi-experimental study of a cohort of 44 preterm / adult pairs exposed to a music therapy session in the first two weeks after birth. There were 3 moments of observation (before, during, and after the intervention), at which heart rate (HR), oxygen saturation (O2-sat), the infant’s behavioral-emotional activation level, and the environmental response were measured. A statistically significant increase was observed in O2-sat (p<.001) after the intervention, as well as a decrease in HR (p<.001). Personal and environmental stress was observed to decrease (p<.001). A music therapy session in the Neonatal Unit at the time of interaction between parents and premature infants was found to be useful in reducing stress and promoted a positive in...
Bookmarks Related papers MentionsView impact
Journal of Child Language, 2019
Within developmental psychology, pointing gestures have received a great deal of attention, while... more Within developmental psychology, pointing gestures have received a great deal of attention, while ostensive gestures have been overlooked in terms of their emergence and intentionality. In a longitudinal and micro-genetic study with six children at 9, 11, and 13 months of age, we codified gesture production of children within second-by-second data frames. We identified 480 instances of gestures and categorised whether they were of ostensive, ostensive–indexical, or indexical nature. We specified the communicative function of each gesture by analysing the object involved and their circumstances of production. Data analysis include frequencies, binomial tests, proportion comparisons, and repeated measures ANOVA. We identified a phatic function in other-directed gestures, as well as exploratory and private functions in self-directed gestures. This has important implications for child development since ostensive gestures are easier to produce and to understand than pointing. The conside...
Bookmarks Related papers MentionsView impact
Estudios de Psicología, 2016
Abstract This paper longitudinally studies the emergence and evolution of the first symbolic uses... more Abstract This paper longitudinally studies the emergence and evolution of the first symbolic uses of objects in Mexican children. We observed eight children in triadic interaction with one of their parents and 10 objects in a semi-structured situation at nine, 12, 15 and 18 months old. The children began to use objects symbolically at 12 months, and the duration and frequency increased with age. The highest percentage of the total frequency of symbolic uses, of the four levels identified, was level 1. The frequency of level 4, where two or more symbolic actions occur one after the other, giving rise to ‘symbolic narratives’, increased according to age. These data confirm that knowledge of the rules of canonical uses of objects are the meanings which first symbols base themselves on and that children use the symbolic uses that they are aware of to create ‘symbolic narratives’.
Bookmarks Related papers MentionsView impact
saber.ula.ve
Bookmarks Related papers MentionsView impact
European Journal of Psychology of Education, 2020
Bookmarks Related papers MentionsView impact
Human Development, 2022
The position I take in this paper is that investigation of the construction and development of ex... more The position I take in this paper is that investigation of the construction and development of executive function (EF) and cognitive self-regulation must give children the opportunity to behave with initiative, as the agents they are. It must be based on children's goal-directed behaviours and the challenges they face to achieve their own goals from the last third of the first year of life. It must consider children's interests, the ecological validity of the situations, and the social context. Investigation into the origin and early development of cognitive self-regulation must be firmly anchored within a developmental framework. I will suggest that such a developmental framework is provided by the functional turn developed in the School of Geneva in the 1970s and its influence on the Pragmatics of the Object perspective. According to this pragmatic approach, actions and (private) gestures are central in the emergence and construction of EF.
Bookmarks Related papers MentionsView impact
Executive functions (EFs) embrace a range of cognitive control processes that allow us to control... more Executive functions (EFs) embrace a range of cognitive control processes that allow us to control and direct our own behavior, thoughts, and emotions and to develop complex responses to difficulties. Standardized tasks commonly used to investigate EFs are reviewed. Here, a study is reported of the first challenges that children set for themselves in everyday life situations from the end of the first year in the 0–1 classroom of various early years schools. The influence of educational situations, based on the possibilities of action that the teachers offered the children, and the materiality made available were analyzed. It was found that the children faced challenges from the end of the first year of life. These challenges involved the everyday uses of objects and instruments, uses which were difficult and significative for them: (i) rhythmic-sonorous canonical uses, (ii) canonical uses, and (iii) symbolic uses. These challenges were identified in structured and semi-structured edu...
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Psychological Research, 2019
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Objects to Learn About and Objects for Learning 2, 2022
Bookmarks Related papers MentionsView impact
Vygotski et les recherches en éducation et en didactiques, 2008
Bookmarks Related papers MentionsView impact
Human Development, 2017
Conceptual metaphor theory showed, from embodiment, the importance of metaphor as a cognitive pro... more Conceptual metaphor theory showed, from embodiment, the importance of metaphor as a cognitive process. This influential theory assumes the existence of primitive but powerful mental structures called image schemas. In this paper, we conduct a critical inquiry about these structures from the developmental perspective of the pragmatics of the object and show they have serious problems. Taking the CONTAINER image schema as a case, we discuss the plausibility of image schemas in early childhood. We suggest that children do not interact with objects as if a basic and generic CONTAINER cognitive structure preexisted. Instead, in everyday life, they use “container” objects to fulfill very different functions. As object function is construed by children's participation in triadic child-adult-object experiences through semiotic mediation, we propose image schemas are not natural or direct, do not exist in early childhood, and are a developmental, pragmatic, and cultural product. As empirical illustration, we analyze a child-mother-objects interaction at home.
Bookmarks Related papers MentionsView impact
Integrative Psychological and Behavioral Science, 2020
The two first years of life are critical in the development of Executive Functions (EF). However,... more The two first years of life are critical in the development of Executive Functions (EF). However, very little is known about their early manifestations, how they develop, how they relate to other psychological constructions or the status of other people's influence in this early development. The study of EFs has been carried out through standardised tasks, but some authors question their ecological validity and suggest an approach involving everyday situations and the challenges that children set for themselves. In this article we first review these issues in relation to the first manifestations of EFs. We secondly present a longitudinal case study at nursery school of a child between the ages of 8 and 17 months, considering the challenges and the means he employed in order to resolve them. We found that, from 8 months of age, the child gave himself challenges in relation to the functional uses of objects and instruments. He regulated his own behavior both through object and instrument uses and private gestures. He also involved the teacher at 17 months. This finding suggests that (1) the material world is particularly important in these early manifestations of EF, (2) teachers' interventions are essential. Implications of the findings for early years education are discussed.
Bookmarks Related papers MentionsView impact
Studies in Psychology, 2017
Bookmarks Related papers MentionsView impact
Infant Behavior and Development, 2017
Bookmarks Related papers MentionsView impact
Uploads
Papers by Cintia Rodriguez