Browsing by Author "Preiss, David"
Now showing 1 - 20 of 23
Results Per Page
Sort Options
- ItemAn Exploratory Study on Mind Wandering, Metacognition, and Verbal Creativity in Chilean High School Students(2019) Preiss, David; Ibaceta Guzmán, Miguel Angel; Ortiz, Dominga; Carvacho García, Héctor; Grau Cárdenas, Valeska Valentina
- ItemBuenas Practicas pedagogicas observadas en el aula de segundo ciclo basico en Chile(2014) Preiss, David; Calcagni García, María Elisa; Espinoza Catalán, Ana María; Grau Cárdenas, Valeska Valentina; Guzmán, V.; Gómez Zara, Diego Alonso; Müller Araya, Magdalena; Ramírez, F.; Volante Beach, Paulo
- ItemClassroom Research and Child and Adolescent Development in South America(2015) Preiss, David; Calcagni García, María Elisa; Grau Cárdenas, Valeska Valentina
- Item¿Cuál es la base de conocimiento de la experticia pedagógica? : una evaluación de su trayectoria a partir prácticas claves y visión profesional(2018) Müller Araya, Magdalena; Preiss, David; Pontificia Universidad Católica de Chile. Escuela de Psicología
- ItemLa divagación mental en la relación entre estado de ánimo y creatividad ¿Un tercero en discordia?(2020) Acevedo Olase, Alfonsina Leticia; Preiss, David; Pontificia Universidad Católica de Chile. Escuela de PsicologíaLa investigación sobre la relación entre estado de ánimo y creatividad presenta notorias inconsistencias en sus hallazgos. Entre ellas, coexisten estudios que respaldan que el estado de ánimo de valencia positiva facilita la creatividad con otros que reportan hallazgos diametralmente opuestos. Por otra parte, un importante cuerpo de evidencia da cuenta de una relación entre cada una de las variables mencionadas (estado de ánimo y creatividad) y un tipo particular de cognición: la divagación mental. El presente estudio analizó la relación entre estado de ánimo y creatividad, en una muestra de 328 estudiantes chilenos de nivel secundario y terciario. Asimismo, se exploró si el proceso de divagación mental ejercía una función mediadora entre las variables previamente señaladas, especialmente cuando el estado de ánimo presentaba una valencia negativa. La creatividad fue evaluada con un test de pensamiento divergente, una tarea de asociación remota de palabras y una prueba gráfica, mientras que la valencia del estado de ánimo se midió con un cuestionario de auto reporte. Adicionalmente, la divagación mental fue evaluada a través de una escala de frecuencia de ensoñación. Los análisis correlacionales dieron cuenta de que la relación entre estado de ánimo y creatividad, al menos directamente, no se cumplía. No obstante, entre los resultados más relevantes, encontramos que el estado de ánimo de valencia negativa explicó la variación en el rendimiento creativo sólo a través de su vínculo con la divagación mental. Se discuten posibles causas y beneficios del proceso de divagación mental en la elaboración y solución creativa de problemas.
- ItemEfficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms(Elsevier Science Inc., 2023) Strasser S., Katherine; Balladares, Jaime; Grau Cardenas, Valeska Valentina; Marin Guajardo, Anneliese Alejandra; Preiss, DavidThis paper reports results of an experimental study that assessed the efficacy and teachers' perception of feasibility of a set of structured games for promoting curriculum learning goals in 12 prekindergarten and kindergarten classrooms in Chile. We developed four structured games aligned with the Chilean curriculum learning goals, and that were adequate to the material and human conditions of low-income classrooms in Chile. Six classrooms implemented the games in the course of 6 months, and the other six received them at the end of the intervention. One-hundred-and-twenty-one children were evaluated in letter-word identification, math problem solving, phonological awareness, and science word knowledge at the beginning and end of the school year. Head teachers were interviewed about the games' feasibility in their classrooms and their ability to engage the children. Multilevel regression results show that children in classrooms that implemented the games increased more than children in no-game classrooms in their letter-word identification, math problem-solving, and phonological awareness scores, controlling for grade level, entry receptive vocabulary, and entry execu-tive function. Head teachers found the games engaging and fun for the children. They reported few difficulties in implementing the games in authentic classroom conditions. Results are analyzed regarding contributions to extant literature on playful learning and games, as well as implications for the successful use of playful meth-odologies for the promotion of academic learning goals in preschool classrooms in low-and middle-income countries.
- ItemEvaluando el Discurso Docente: Desarrollo de un Modelo de Rasch a partir de Evidencia Audiovisual de Profesores Chilenos de Primer Ciclo de Educación Básica en el Área de Lenguaje(2008) San Martín, Ernesto; González, Jorge; Preiss, David
- ItemExamining the influence of mind wandering and metacognition on creativity in university and vocational students(2016) Preiss, David; Cosmelli, Diego; Grau Cárdenas, Valeska Valentina; Ortiz, D.
- ItemExploring students’ digital competencies in two Chilean Universities: Status, gaps and the contribution of years of study(2023) Matamala, Carolina; Hinostroza, J. Enrique; Preiss, David; Carmona Vásquez, Benjamín; Labbé, ChristianResearch has shown how important is for young people to acquire digital competencies that are necessary to successfully participate in society. Still, it has been reported that university students display poor digital competencies and that inequalities resulting from demographic and social factors persist even among young people who have managed to gain a place in higher education. Thus, the goal of this study was to explore what was the contribution of two universities in both the development of digital competencies and the reduction of gaps associated with students’ gender and parents' level of education. We applied a survey to a sample of 411 first- and fourth-year students at two Chilean universities, whose results were analysed using descriptive statistics and multivariate analysis of variance. Students showed a greater development of competencies related to Collaboration in digital environments and Searching for information. Their performance in competencies related to Production of content was, in comparison to these, worse. First-generation students reported lower levels of digital competencies than their peers whereas female students reported greater digital competencies than male ones. These gaps were present both within first- and fourth-year students. We conclude by noting the challenges universities face when training digital competencies among their students and highlight the need to develop, for the specific socio-cultural context of this study, teaching programs catering to the specific needs of first-generation male students.
- ItemManifesto for new directions in developmental science(2020) Barbot, B.; Hein, S.; Trentacosta, C.; Beckmann, J. F.; Bick, J.|Crocetti, E.; Liu, Y.; Rao, S.F.; Liew, J.; Preiss, David; Overbeek, G.; Ponguta, L. A.; Scheithauer, H.; Super, C.; Arnett, J.; Bukowski, W.; Cook, T. D.; Côté, J.; Eccles, J. S.; Eid, M.; Hiraki, K.; Johnson, M.; Juang, L.; Landi, N.; Leckman, J.; McCardle, P.; Mulvey, K. L.; Piquero, A. R.; Siegler, R.; Soenens, B.; Yousafzai, A. K.; Bornstein, M. H.; Cooper, C. R.; Goossens, L.; Harkness, S.; van IJzendoorn, M. H.
- ItemMeasuring the relation between computer use and reading literacy in the presence of endogeneity(2015) Fariña, Paula; San Martín, Ernesto; Preiss, David; Claro Tagle, Magdalena; Jara, Ignacio
- ItemMetacognition, Mind Wandering, and Cognitive Flexibility: Understanding Creativity(2022) Preiss, DavidThe goal of this article is to review work on mind wandering, metacognition and creativity in order to consider their relationship with cognitive flexibility. I introduce a model of the role that mind wandering and metacognition have in the generation and exploration of novel ideas and products in the creative process. I argue that managing the interaction between metacognition and mind wandering is the main role of cognitive flexibility in creativity. Furthermore, I claim that balancing the influence of metacognition during the generation and exploration of pre-inventive structures is a quintessential part of creativity, probably in almost any domain. Thus, I advance a general framework that can be applied to understanding how creators monitor and think about their own cognition when they engage in the generation and exploration of ideas. Additionally, I discuss the evolution of controlled and spontaneous cognition and metacognitive judgements during the development of a creative person.
- ItemOn the temporality of creative insight: a psychological and phenomenological perspective(2014) Cosmelli, Diego; Preiss, David
- ItemPositive and negative mind wandering : an assessment of their relationship with mindfulness and metacognition in university students(2019) Torres Irribarra, David; Ibaceta Guzmán, Miguel Angel; Preiss, David
- ItemReading Skills, Creativity, and Insight: Exploring the Connections(2014) Mourgues Codern, Catalina Valerie; Preiss, David; Grigorenko, Elena
- ItemRecent advances in the psychology of creativity(2019) Preiss, David
- ItemTeachers' professional development through university-school partnerships : theoretical standpoints and evidence from two pilot studies in Chile(2015) Grau Cárdenas, Valeska Valentina; Calcagni García, María Elisa; Preiss, David; Ortíz, Dominga
- ItemTeaching in a Digital Environment (TIDE) : Defining and measuring teachers' capacity to develop students' digital information and communication skills(2018) Claro Tagle, Magdalena; Salinas Espinosa, Alvaro; Cabello Hutt, Tania; San Martín, Ernesto; Preiss, David; Valenzuela, Susana; Jara, Ignacio
- ItemThe Chilean instructional pattern for the teaching of language: A video-survey study based on a national program for the assessment of teaching(2009) Preiss, DavidI investigated the instructional pattern for the teaching of language at the elementary school level in Chile. The data were obtained from analyzing videos filmed for a teaching assessment system implemented by the Chilean Government. The system identified four levels of teacher competence. I treated these levels of competence as an independent factor. The dependents variables of interest were frequency of teacher questions and follow-ups in four categories, social organization of the lesson and time on task. Most of teachers studied are clearly aligned with an adult-run model of education. Evidence for adherence to this pedagogical approach can be found in (a) teacher questioning and teacher reactions to students' contributions, and (b) the place accorded to the teacher in the social organization of the lesson. The teaching pattern uncovered has its roots in the intuitive pedagogies endorsed by Chilean teachers, which in turn rest on Chilean cultural models of pedagogy.
- ItemThe development of creativity in Chilean kindergarten and school children(2019) Barraza, P.; Preiss, David; Pardo, M.