How to Cite
Abarca Marinkovic, C., Catalina, Sazo Arellano, A., & Farkas Klein, C. (2023). Relationship between Internal Working Models and Maternal Educational Level, with the Theory of Mind of Chilean Children Aged 3 and 4: Mediating Role of Maternal Mentalizing Language. Acta Colombiana De Psicología, 26(1), 166–187. https://doi.org/10.14718/ACP.2023.26.1.11
License
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 Authors who publish in this journal agree to the following terms:

 Acta Colombiana de Psicología complies with international intellectual property and copyright laws, and particularly with Article No. 58 of the Political Constitution of Colombia, Law No. 23 of 1982, and the Agreement No. 172 of September 30, 2010 (Universidad Católica de Colombia Intellectual Property Regulation).

 Authors retain their copyright and grant to the Acta Colombiana de Psicología the right of first publication, with the work registered under Creative Commons attribution license, which allows third parties to use the published material, provided they credit the authorship of the work and the first publication in this Journal.

Abstract

The theory of mind (ToM) is the ability to recognize one’s own mental states and infer them in others, fundamental in socio-emotional/cognitive development in preschoolers. This study sought to describe the ToM of 3- and 4-year-old Chilean children, to analyze the differences in their development according to age, and the mediating role of maternal mentalizing language (ml) considering the sex of the children, the internal working models (IWM) and maternal educational level. The sample considered 110 children with their mothers. A sociodemographic questionnaire, tests to evaluate the ToM, the ml and the iwm of the mothers were applied. 50.9 % of the children were in quintile 1 of the ToM and none managed to reach the fifth. The ToM skills with a higher level of achievement were differentiating between pretending and reality (60.0 %) and differentiating one’s own visual perspective and another’s (50.9 %). 59.1 % of the children did not manage to infer wishes through the gaze, 83.6 % did not achieve the ability to access knowledge, and 100 % did not achieve the false belief. The results show significant differences between children of different age ranges in the development of ToM, suggesting a growing difficulty in acquiring their skills. In addition, a higher ml in mothers was related to a greater development of ToM in children, with a mediating role
in the influence of iwm and maternal educational level on ToM.

Keywords:

References

Adimark. (2000). El nivel socio económico Esomar: manual de aplicación. Adimark. https://docplayer. es/19542963-El-nivel-socio-economico-esomar.html

Adrián, J. E., Clemente, R. A., & Villanueva, L. (2006). Atribución emocional dependiente de creencias falsas: relaciones con la interacción social entre iguales y lenguaje de los niños. Infancia y Aprendizaje, 29(2), 191- 201. https://doi.org/10.1174/021037006776789890

Álvarez, C., Cristi, P., Del Real, M. T., & Farkas, C. (2019). Mentalization in Chilean mothers with children aged 12 and 30 months: Relation to child sex and temperament and family socioeconomic status. Journal of Child and Family Studies, 28(4), 959-970. https://doi.org/10.1007/s10826-019-01348-1

Anwandter, C., & Bombal, M. (2015). La comunidad que lee. Ministerio de Educación Gobierno de Chile; Bibliotecas Escolares cra. https://bibliotecadigital. mineduc.cl/bitstream/handle/20.500.12365/538/mono457.pdf?sequence=1&isallowed=y Baron-

Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. mit Press. https://doi.org/10.7551/mitpress/4635.001.0001

Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34(1), 174-183. https://n9.cl/i5ruw

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46. https://doi.org/10.1016/0010-0277(85)90022-8

Bedregal, P., Hernández, V., Mingo, V., Castañon, C., Valenzuela, P., Moore, R., De la Cruz, R., & Castro, D. (2016). Desigualdades en desarrollo infantil temprano entre prestadores públicos y privados de salud y factores asociados en la Región Metropolitana de Chile. Revista Chilena de Pediatría, 87(5), 351-358. https://doi.org/10.1016/j.rchipe.2016.02.008

Bernier, A., McMahon, C. A., & Perrier, R. (2017). Maternal mind-mindedness and children’s school readiness: A longitudinal study of developmental processes. Developmental Psychology, 53(2), 210-221. https://doi. org/10.1037/dev0000225

Berger, C., Milicic, N., Alcalay, L., & Torretti, A. (2002). “Ser padres de adolescentes hoy”: un programa audiovisual para reflexionar en torno a la socialización de género en el contexto familiar. Psykhe, 11(1), 87-96. https://revistadelaconstruccion.uc.cl/index.php/psykhe/ article/view/19613

Bocaz, A. (1998). La construcción del paisaje de la conciencia por niños de diferentes estratos socioeconómicos. Lenguas Modernas, (25), 71-94. https://revistas.uchile. cl/index.php/LM/article/view/45503

Bowlby, J. (1980). La pérdida afectiva. Paidós. Brennan, K. A., Clark, C. L., & Shaver, P. R. (1998). Self-report measurement of adult attachment: An integrative overview. En J. A. Simpson & W. S. Rholes (Eds.), Attachment theory and close relationships (pp. 46-76). Guilford Press. https://psycnet.apa.org/ record/1997-36873-002

Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40(6), 1105-1122. https://doi. org/10.1037/0012-1649.40.6.1105

Carr, A., Slade, L., Yuill, N., Sullivan, S., & Ruffman, T. (2018). Minding the children: A longitudinal study of mental state talk, theory of mind, and behavioural adjustment from the age of 3 to 10. Social Development, 27(4), 826-840. https://doi.org/10.1111/sode.12315

Carvacho, C., Farkas, C., & Santelices, M. P. (2012). Mind Mindedness o la capacidad del adulto para tratar al niño(a) como un individuo con mente: nuevas perspectivas para el estudio de la interacción entre el(la) niño(a) preescolar y sus figuras de apego. Summa Psicológica, 9(2), 69-78. https://doi.org/10.18774/448x.2012.9.101

Charman, T., Ruffman, T., & Clements, W. (2002). Is there a gender difference in false belief development? Social Development, 11(1), 1-10. https://doi. org/10.1111/1467-9507.00183

Cowes, E. (2017, 29 de noviembre-2 de diciembre). Efectos de la sintomatología depresiva, estrés parental y mentalización maternas en la teoría de la mente de sus hijos preescolares [Conferencia]. IX Congreso Internacional de Investigación y Práctica Profesional en Psicología, XXIV Jornadas de Investigación XIII. Encuentro de Investigadores en Psicología del MERCOSUR, Buenos Aires, Argentina. https://www.aacademica. org/000-067/301

De la Barra, F., Toledo, V., & Rodríguez, J. (2003). Estudio de salud mental en dos cohortes de niños escolares de Santiago Occidente. III: predictores tempranos de problemas conductuales y cognitivos. Revista Chilena de Neuro-Psiquiatría, 41(1), 65-76. http://dx.doi. org/10.4067/S0717-92272003000100008

Del Río, M. F., Susperreguy, M. I., Strasser, K., Cvencek, D., Iturra, C., Gallardo, I., & Meltzoff, A. N. (2021). Early sources of children’s math achievement in Chile: The role of parental beliefs and feelings about math. Early Education and Development, 32(5), 637-652. https://doi. org/10.1080/10409289.2020.1799617

Delgado, I., Zúñiga, V., & Jadue, L. (2006). Consultoría “Estudio comparativo de escolares que participaron del Programa Habilidades para la Vida y simce cuarto básico 2005”. JUNAEB. https://www.junaeb.cl/wp-content/ uploads/2018/12/Estudio-comparativo-de-escolaresque-participaron-del-Programa-Habilidades-para-laVida-y-SIMCE-4%C2%BA-Ba%CC%81sico-2005.pdf

Dunn, J., Brown, J., & Beardsall, L. (1991). Family talk about feeling states and children’s later understanding of others emotions. Developmental Psychology, 27(3), 448- 455. https://doi.org/10.1037/0012-1649.27.3.448

Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children’s storybooks as a source of mental state information. Cognitive Development, 15(1), 17-37. https://doi.org/10.1016/S0885-2014(00)00017-4

Ensor, R., Devine, R. T., Marks, A., & Hughes, C. (2014). Mothers’ cognitive references to 2-year-olds predict theory of mind at ages 6 and 10. Child Development, 85(3), 1222-1235. https://doi.org/10.1111/cdev.12186

Farkas, C. (2011). Informe: construcción instrumento definitivo para evaluar teoría de la mente (documento interno). Proyecto Fondecyt N.º 1100721. Pontificia Universidad Católica de Chile.

Farkas, C., Santelices, M. P., & Dacaret, C. (2012). Evaluación de teoría de la mente, ETM (documento interno). Proyecto Fondecyt N.º 1100721. Pontificia Universidad Católica de Chile.

Farkas, C., Santelices, M. P., & Himmel, E. (2011). Análisis desde una perspectiva evolutiva y cultural del uso de la comunicación gestual en infantes y pre-escolares, en la expresión y comprensión de los estados internos y su impacto en el desarrollo socio-emocional de los niños(as). Proyecto Fondecyt N.º 1110087. Pontificia Universidad Católica de Chile.

Farkas, C., Santelices, M. P., & Strasser, K. (2016). Mentalización de apoderados y personal educativo y su relación con competencias socioemocionales y lingüísticas de niños(as) de 12 y 30 meses que asisten a sala cuna. Proyecto Fondecyt N.º 1160110. Pontificia Universidad Católica de Chile.

Farkas, C., Strasser, K., Badilla, M. G., & Santelices, M. P. (2017a). Mentalization in chilean educational staff with 12-month-old children: Does it make a difference in relation to what children receive at home?. Early Education and Development, 28(7), 839-857. https://doi.org/10.108 0/10409289.2017.1287994

Farkas, C., Vallotton, C. D., Strasser, K., Santelices, M. P., & Himmel, E. (2017b). Socioemotional skills between 12 and 30 months of age on chilean children: When do the competences of adults matter?. Infant Behavior and Development, 49, 192-203. https://doi.org/10.1016/j.infbeh.2017.09.010

Feeney, J. A., & Noller, P. (1990). Attachment style as a predictor of adult romantic relationships. Journal of Personality and Social Psychology, 58(2), 281-291. https://doi.org/10.1037/0022- 3514.58.2.281

Gergely, G., Fonagy, P., Jurist, E., & Target, M. (2002). Affect regulation, mentalization, and the development of the self. Other Press.

Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10(4), 483-527. https://doi.org/10.1016/0885-2014(95)90024-1

García-García, E., González, J., & Maestú-Unturbe, F. (2011). Neuronas espejo y teoría de la mente en la explicación de la empatía. Ansiedad y Estrés, 17(2-3), 265- 279. https://eprints.ucm.es/id/eprint/16341/

Garner, P. W., & Dunsmore, J. C. (2011). Temperament and maternal discourse about internal states as predictors of toddler empathy-and aggression-related behavior. Journal of Early Childhood Research, 9(1), 81-99. https://doi.org/10.1177/1476718X10366778

Goffin, K. C., Kochanska, G., & Yoon, J. E. (2020). Children’s theory of mind as a mechanism linking parents’ mind-mindedness in infancy with children’s conscience. Journal of Experimental Child Psychology, 193, Article 104784. https://doi.org/10.1016/j.jecp.2019.104784

González, S. (2022). Antecedentes del apego, tipos y modelos operativos internos. Revista de Psiquiatría InfantoJuvenil, 39(2), 2-15. https://doi.org/10.31766/revpsij. v39n2a2

Gopnik, A., Slaughter, V., & Meltzoff, A. N. (1994). Changing your views: How understanding visual perception can lead to a new theory of the mind. En C. Lewis & P. Mitchell (Eds.), Children’s early understanding of mind: Origins and development (pp. 157-182). Erlbaum.

Gorostegui, M. E., & Dörr, A. (2005). Género y autoconcepto: un análisis comparativo de las diferencias por sexo en una muestra de niños de educación general básica (egb) (1992- 2003). Psykhe, 14(1), 151-163. https://doi.org/10.4067/S0718-22282005000100012

Herrera-Mora, D. B., Munar-Torres, Y. E., Molina-Achury, N. J., & Robayo-Torres, A. L. (2019). Desarrollo infantil y condición socioeconómica. Artículo de revisión. Revista de la Facultad de Medicina, 67(1), 145-152. http://dx.doi.org/10.15446/revfacmed.v67n1.66645

Hughes, C., Devine, R., & Wang, Z. (2017). Does parental mind-mindedness account for cross-cultural differences in preschoolers’ Theory of Mind?. Child Development, 89(4), 1296-1310. https://doi.org/10.1111/cdev.12746

Humber, N., & Moss, E. (2005). The relationship of preschool and age attachment to mother-child interaction. American Journal of Orthopsychiatry, 75(1), 128-141. https://doi.org/10.1037/0002-9432.75.1.128

Jessee, A., McElwain, N. L., & Booth-LaForce, C. (2016). Maternal supportive behavior, cognitive talk, and desire/ emotion talk at 24 months: Distinct factors and differential antecedents. Parenting, 16(2), 63-86. https://doi.org/ 10.1080/15295192.2016.1134988

Laranjo, J., Bernier, A., Meins, E., & Carlson, S. M. (2010). Early manifestations of children’s theory of mind: The roles of maternal mind-mindedness and infant security of attachment. Infancy, 15(3), 300-323. https://doi.org/10.1111/j.1532-7078.2009.00014.x

Leslie, A. M. (1987). Pretense and representation: The origins of “theory of mind”. Psychological Review, 94(4), 412-426. https://doi.org/10.1037/0033-295x.94.4.412

Longobardi, E., Spataro, P., D’Alessandro, M., & Cerutti, R. (2017). Temperament dimensions in preschool children: Links with cognitive and affective theory of mind. Early Education and Development, 28(4), 377-395. https://doi.org/10.1080/10409289.2016.1238673

McAlister, A., & Peterson, C. (2007). A longitudinal study of child siblings and theory of mind development. Cognitive Development, 22(2), 258-270.https://doi.org/10.1016/j. cogdev.2006.10.009

McAlister, A., & Peterson, C. (2013). Siblings, theory of mind, and executive functioning in children aged 3–6 years: New longitudinal evidence. Child Development, 84(4), 1442-1458. https://doi.org/10.1111/cdev.12043

Medina Martínez, L., Rivas García, S. M., Hidalgo Ruzzante, N., & Caracuel Romero, A. (2016). Desarrollo de la teoría de la mente en niños y niñas de educación infantil. Reidocrea, 5(19), 185-194. https://doi.org/10.30827/Digibug.42569

Meins, E., Centifanti, L., Fernyhough, C., & Fishburn, S. (2013). Maternal mind-mindedness and children’s behavioral difficulties: Mitigating the impact of low socioeconomic status. Journal of Abnormal Child Psychology, 41(4), 543-553. https://doi.org/10.1007/s10802-012-9699-3

Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind–mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715- 1726. https://doi.org/10.1111/1467-8624.00501

Muñoz, J., De Lorenzi, M., Montoya-Rodríguez, M. M., Quiroga, L. A., Rendon, M. I., De Souza, V., Tomás, C., & Vera, M. M. (2022). Habilidades de teoría de la mente y de comprensión de verbos mentalistas en niños con desarrollo evolutivo normativo. Ciencias Psicológicas, 16(1), 1-27. https://doi.org/10.22235/cp.v16i1.2444

Ontai, L., & Thompson, R. (2008). Attachment, parent-child discourse and theory-of-mind development. Social Development, 17(1), 47-60. https://doi.org/10.1111/j.1467-9507.2007.00414.x

Padilla-Mora, M., Cerdas, A. I., Villagra, O. R., & Trias, J. F. (2009a). Teoría de la mente en niños preescolares: diferencias entre sexos y capacidad de memoria de trabajo. Revista Electrónica “Actualidades Investigativas en Educación”, 9(2), 1-21. https://www.redalyc.org/articulo.oa?id=44713058003

Padilla-Mora, M., Rodríguez-Villagra, O., & FornagueraTrías, J. (2009b). Interacciones entre el entendimiento de la falsa-creencia y el desarrollo de la habilidad verbal: diferencias entre los sexos en edad preescolar. Interdisciplinaria, 26(2), 317-344. http://www.scielo.org.ar/pdf/interd/v26n2/v26n2a08.pdf

Pears, K. C., & Moses, L. J. (2003). Demographics, parenting, and theory of mind in preschool children. Social Development, 12(1), 1-20. https://doi. org/10.1111/1467-9507.00219 Perinat, A. (1984). El desarrollo social en preescolar. Educar, 5, 21-29. https://doi.org/10.5565/rev/educar.619

Pierrehumbert, B. (2003). Le premier lien: Théorie de l’attachement. Odile Jacob. Pinto, A. A., Jiménez, R. A., Salazar, D. A., & Valenzuela, A. D. (2021). Educación parvularia en Chile y enfoque de género ¿sexismo en educación inicial?. Revista del iice, (49), 123-138. http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10452

Querejeta, M., Romanazzi, M. J., & Fachal, J. (2020). Habilidades mentalistas en niños argentinos de 4 a 6 años: adaptación de una escala de desarrollo de teoría de la mente. Interdisciplinaria, 37(1), 77-93. http://doi.org/10.16888/interd.2020.37.1.5

Rescorla, L., Achenbach, T. M., Ivanova, M. Y., Harder, V. S., Otten, L., Bilenberg, N., Bjarnadottir, G., Capron, C., De Pauw, S. S. W.,

Dias, P., Dobrean, A., Dôpfner, M., Duyme, M., Eapen, V., Erol, N., Esmaeili, E. M., Ezpeleta, L., Frigerio, A., Fung, D. S. S., … &

Verhulst, F. C. (2011). International comparisons of behavioral and emotional problems in preschool children: Parents’ reports from 24 societies. Journal of Clinical Child & Adolescent Psychology, 40(3), 456-467. https://doi.org/1 0.1080/15374416.2011.563472

Riquelme, E. H., Henríquez, C., & Álvarez, B. (2003). Relación entre estilos de apego y teoría de la mente. Psykhe, 12(1), 73-81. http://publicaciones.horizonteenfermeria.uc.cl/index.php/psykhe/article/view/20347

Rosso, A. M., Viterbori, P., & Scopesi, A. M. (2015). Are maternal reflective functioning and attachment security associated with preadolescent mentalization? Frontiers in Psychology, 6, Article 1134. https://doi.org/10.3389/fpsyg.2015.01134

Rostan, C., Sidera, F., Serrano, J., Amadó, A., VallèsMajoral, E., Esteban, M., & Serrat, E. (2014). Favorecer el desarrollo de la teoría de la mente. Efectos a corto y medio plazo de un entrenamiento en comprensión de la falsa creencia. Infancia y Aprendizaje, 37(3), 498-529. https://doi.org/10.1080/02103702.2014.965464

Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children’s and mothers’ mental state language and theory-of-mind understanding. Child Development, 73(3), 734-751. https://doi.org/10.1111/1467-8624.00435

Ruffman, T., Slade, L., Devitt, K., & Crowe, E. (2006). What mothers say and what they do: The relation between parenting, theory of mind, language and conflict/cooperation. British Journal of Developmental Psychology, 24(1), 105-124. https://doi.org/10.1348/026151005X82848

Sabino, C. (2014). El proceso de investigación (10.a ed.). Episteme. Santelices, M. P., & Farkas, C. (2013). Diseño, implementación y evaluación de una intervención en apego/mentalización para madres y padres de niños de 3 años que asisten a jardín infantil. Proyecto Fondecyt N.º 1130786. Pontificia Universidad Católica de Chile.

Schore, A. (2001). The effects of early relational trauma on right brain development, affect regulation and infant mental health. Infant Mental Health Journal, 22(1-2), 201-269. https://doi.org/10.1002/1097-0355(200101/04 )22:13.0.CO;2-9

Shahaeian, A., Peterson, C., Slaughter, V., & Wellman, H. (2011). Culture and the sequence of steps in theory of mind development. Developmental Psychology, 47(5), 1239-1247. https://doi.org/10.1037/a0023899

Sidera, F., Rostan, C., Collell, J., & Agell, S. (2019). Aplicación de un programa de aprendizaje socioemocional y moral para mejorar la convivencia en educación secundaria. Universitas Psychologica, 18(4), 1-14. https://doi.org/10.11144/Javeriana.upsy18-4.apas

Spencer, R., Guzmán, M., Fresno, A., & Ramos, N. (2013). Validación chilena del cuestionario de evaluación del apego romántico Experiences in Close Relationships (ecr): análisis de la validez de criterio. Terapia Psicológica, 31(3), 313-324. https://doi.org/10.4067/S0718-48082013000300006

Stefanović-Stanojević, T., Tošić-Radev, M., & Velikić, D. (2015). Maternal attachment and children’s emotional and cognitive competences. Psihologijske, 24(1), 51-69. https://hrcak.srce.hr/138410

Taumoepeau, M., & Ruffman, T. (2006). Mother and infant talk about mental states relates to desire language and emotion understanding. Child Development, 77(2), 465- 481. https://doi.org/10.1111/j.1467-8624.2006.00882.x

Taumoepeau, M., & Ruffman, T. (2008). Stepping stones to others’ minds: Maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months. Child Development, 79(2), 284-302. https://doi.org/10.1111/j.1467-8624.2007.01126.x

Thompson, R. B., & Thornton, B. (2014). Gender and theory of mind in preschoolers’ group effort: Evidence for timing differences behind children’s earliest social loafing. The Journal of Social Psychology, 154(6), 475-479. https://doi.org/10.1080/00224545.2014.933763

Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social competence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), 297-312. https://doi.org/10.3200/GNTP.166.3.297-312

Wei, M., Russell, D. W., Mallinckrodt, B., & Vogel, D. L. (2007). The Experiences in Close Relationship Scale (ecr)-short form: Reliability, validity, and factor structure. Journal of Personality Assessment, 88(2), 187-204. https://doi.org/10.1080/00223890701268041

Wellman, H. (2002). Understanding the psychological world: Developing a theory of mind. En U. Goswami (Ed.), Blackwell Handbook of Childhood Cognitive Development (pp. 167-187). Blackwell Publishing. https://doi.org/10.1002/9780470996652

Wellman, H. (2016). Cognición social y educación: teoría de la mente. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 53(1), 1-23. https://doi.org/10.7764/PEL.53.1.2016.2

Wellman, H. (2017a). La construcción de la mente: cómo se desarrolla la teoría de la mente. Ediciones uc. Wellman, H. (2017b). The development of theory of mind: Historical reflections. Child Development Perspectives, 11(3), 207-214. https://doi.org/10.1111/cdep.12236

Wellman, H., Fang, F., Liu, D., Zhu, L., & Liu, G. (2006). Scaling of theory-of-mind understandings in chinese children. Psychological Science, 17(12), 1075-1081. https://doi.org/10.1111/j.1467-9280.2006.01830.x

Wellman, H., Fang, F., & Peterson, C. (2011). Sequential progressions in a theory of mind scale: Longitudinal perspectives. Child Development, 82(3), 780-792. https://doi.org/10.1111/j.1467-8624.2011.01583.x

Wellman, H., & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75(2), 523-541. https://doi. org/10.1111/j.1467-8624.2004.00691.x

Westby, C., & Robinson, L. (2014). A developmental perspective for promoting theory of mind. Topics in Language Disorders, 34(4), 362-382. https://doi.org/10.1097/TLD.0000000000000035

Zegarra, J., Romero, X., Cáceres, G., & Soto, M. (2014). Teoría de la mente, apego y función ejecutiva en niños de distinto nivel socioeconómico. Revista de Psicología (Trujillo), 16(1), 9-16. http://revistas.ucv.edu.pe/index.php/revpsi/article/view/477

Reference by

Most read articles by the same author(s)

Sistema OJS 3 - Metabiblioteca |