Matrices de transición y patrones de variabilidad cognitiva

Abstract

This paper emphasizes the study of cognitive variability across classification and inferential coordinations. Thirty-four children (4-years-old) participated in this study who attends six kindergartens in the city of Cali-Colombia. We used a task involving the use of up to five classification criteria. A microgenetic method was used to obtain the detailed data on the qualitative and quantitative aspects of change. To quantify changes in performance we used transition matrix (derived from Markov models). The results show three types of variability (patterns) which respond to different classification criteria and the use of different levels of inferential coordination. We conclude that the variability is the evidence of cognitive imbalances and those types of variability reflect different organizational dynamics.