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Jaqueline Benavides Delgado https://orcid.org/0000-0001-8889-4317

Resumen

La presente investigación tuvo como objetivo establecer si existían diferencias en tres grupos de niños (N = 43, edades entre 3 y 6 años) respecto a la comprensión de las emociones aparentes y la popularidad entre su grupo de compañeros de clase. Los niños fueron clasificados en los siguientes grupos; niños con AI (Amigos Imaginarios, n = 13), niños con OP (Objetos Personificados, n = 15) y niños que no presentaron ninguna de las anteriores formas de imaginación infantil (n = 15). Se utilizaron historias basadas en Harris, et al., (1986), en donde se ejemplificaban emociones aparentes positivas en terceros y emociones aparentes negativas en sí mismos. Los análisis realizados mostraron que no existen diferencias significativas entre los tres grupos respecto a la comprensión de emociones aparentes positivas ni negativas. Los resultados obtenidos tampoco diferencian a los niños de los tres grupos respecto a la popularidad dentro de su grupo de amigos.

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Palabras Clave

amigos imaginarios, habilidades sociales, comprensión de las emociones, popularidad, imaginación

Referencias
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Cómo citar
Benavides Delgado, J. (2020). Amigos imaginarios y la comprensión de las emociones aparentes en niños con edades entre los 3 y 6 años*. Diversitas, 16(2). https://doi.org/10.15332/22563067.6294
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