Desarrollo cognitivo diferencial e intervención psicoeducativa

Sylvia Sastre i Riba

doi:10.18172/con.488

Autores/as

Sylvia Sastre i Riba Universidad de La Rioja

DOI:

https://doi.org/10.18172/con.488

Resumen

En este artículo se revisa el concepto de desarrollo cognitivo desde una perspectiva neuroconstructivista actual y sus relaciones con la intervención psicoeduca-tiva. Desde esta perspectiva se postula que, para apresar el desarrollo en toda su ampli-tud multimodal, hay que atender al menos, a dos ejes: 1) el díferencial y, 2) la interacción (simétrica o asímétrica) como fenómenos incidentes de forma específica en cada uno de los cursos de desarrollo alternativos que se contemplan: la deficiencia menta! (y dentro de ella el Síndrome de Down) y las altas capacidades (y, dentro de ellas, la superdota-ción), postulando la necesidad de una intervención psicoeducativa ajustada a sus parti-cularidades, sin referencias anquilosantes provenientes de la perspectiva normativa = We propose a revision of the concept of cognitive development from a neuroconstructivist point of view and their relations with the psicoeducational practices. From this point of view, we postule that we must adopt two guide-lines in order to know as large as possible the concept of development: 1, the differential one, and, 2. interac-tion (symmetrical or asymmetrical) as specific phenomenon in mental deficiency (con-cretely in Down's Syndrome ones) and high intellectual abilities (concretely, giftedness). We postulate the necessity of a psicoeducational intervention adjusted to their capabili-ties and necessities without inmovilisms

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