Two teaching resources are compared: the conceptual map and the summary, understood as external systems of cognitive representation. In the theoretical approach used, such external systems are not understood as mere outsourcing of thought, but, conversely, as types of representational activity that format the cognition itself. In this sense, maps and summaries would have different cognitive effects. But this research goes further: such differential effects would also be psychosocial, formating sociocognitive interaction when the activity is carried out in a collaborative way. The experimental design compares four conditions from two identical subsamples, in which both the task that 18 dyads of university students must perform (map and summary) and the two source-texts used are balanced. The analysis compares the individual productions with the collective of each dyad, focusing on the mod...

The most usual descriptors to characterize people are age, sex, physical aspect, and psychological-sociological traits deduced from the appearance. The central hypothesis is that the use of these descriptors varies according to both the age of the group-perceptor and the age of people object of perception. Specifically, the analysis is focus on age as a descriptive category attending the age of the perceptor and the age of the perceived people. Three samples are compared: young people, adults and older adult, who had to describe four photos of people of different ages: little girl, young boy, adult man and elderly woman. First the comparison is between the four photos inside each age-group; then the comparison is between the three age-groups. In all cases coincidences and differences were shown. As expected, age and sex are the most frequent references, but the weight of each one changes...

Se comparan dos recursos didácticos: el mapa conceptual y el resumen, entendidos como sistemas externos de representación cognitiva. En el enfoque teórico utilizado, tales sistemas externos no son entendidos como mera externalización del pensamiento, sino, inversamente, como tipos de actividad representacional que formatean a la propia cognición. En este sentido, los mapas y los resúmenes tendrían efectos cognitivos distintos. Pero esta investigación va más allá: tales efectos diferenciales serían también psicosociales, formateando la interacción sociocognitiva cuando la actividad se realiza colaborativamente. El diseño experimental compara cuatro condiciones de dos submuestras idénticas, en las que se balancea tanto la tarea que 18 díadas de alumnos universitarios deben realizar (mapa y resumen), como los dos textos-fuente empleados. El análisis compara las producciones...

Research on the bibliographic review studies on collaborative learning at the university level published in the last five years, allows to verify an absence of systematic comparative analysis of explicit and exhaustive analytical criteria that enables ordering of the different contributions. Precisely, the objective of this work was to establish a referential analytical model that allows a clear systematization of the corpus of articles recovered in the period 2018-2022. To meet this objective, a bibliographic search was carried out in the databases: SciELO, RedALyC, Eric and Dialnet. 71 studies were recovered. In the first part of the manuscript, this corpus of research was analyzed based on the constructed analytical criteria or variables. In the second part, the variables of the proposed model were analyzed inclusively. Based on this systematization, 12 studies were selected that can ...