<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-4724</journal-id>
<journal-title><![CDATA[Avances en Psicología Latinoamericana]]></journal-title>
<abbrev-journal-title><![CDATA[Av. Psicol. Latinoam.]]></abbrev-journal-title>
<issn>1794-4724</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Rosario]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-47242022000200011</article-id>
<article-id pub-id-type="doi">10.12804/revistas.urosario.edu.co/apl/a.10896</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Niños y adultos armando un rompecabezas digital e interactivo en el hogar]]></article-title>
<article-title xml:lang="en"><![CDATA[Children and Adults Assemblig a Digital and Interactive Puzzle at Home]]></article-title>
<article-title xml:lang="pt"><![CDATA[Crianças e adultos montando um quebra-cabeça digital e interativo em casa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sartori]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellano]]></surname>
<given-names><![CDATA[Mariano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Rosario  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Rosario (UNR) Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>40</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-47242022000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-47242022000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-47242022000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación se propuso explorar y analizar las características que presenta la interacción entre niños y adultos con un juego digital e interactivo que implica la solución de un problema, el armado de rompecabezas en una tablet. Se realizaron observaciones seminaturalísticas en los hogares y se indagó mediante un cuestionario la tenencia y hábitos de uso de tecnologías. Las interacciones se analizaron con un sistema de categorías construido inductivamente. Adultos y niños participaron de manera activa en la tarea. Los adultos ayudaron a los niños en su mayoría por medio de preguntas, guías e informaciones, acompañadas con frecuencia de acciones no verbales como señalamientos y arrastre de las piezas. Las intervenciones infantiles fueron en su mayoría no verbales. A pesar de encontrar una fuerte presencia de tecnologías en los hogares, se diferenciaron dos grupos respecto a hábitos de uso: un grupo reportó un bajo uso y los niños no accedían a tablets, otro expresó mayor uso y los niños las utilizaban con frecuencia. Las intervenciones en el armado del rompecabezas se diferenciaron en función de la experiencia infantil con tecnologías. Los resultados se discuten a la luz de investigaciones previas sobre la interacción adulto-niño con herramientas analógicas y digitales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to explore and analyze the characteristics of the interaction between children and adults with a digital and interactive game that involves solving a problem, that is, assembling puzzles on a tablet. Semi-naturalistic observations of the interactions in the homes were carried out, and the possession and the habits of the use of were investigated through a survey. The interactions were analyzed with an inductively constructed category system. Adults and children actively participated in the task. Adults helped the children mainly through questions, guidance, and information, accompanied frequently by nonverbal actions, such as pointing at and sliding the pieces. Most of the children's interventions were nonverbal. Despite finding a significant technology presence in the homes, two groups were differentiated regarding their habits of use. One group reported little use of technology and no access to tablets for children. Another one expressed that the children used tablets frequently. The interventions in the task differed according to the children's experience with technologies. The results were discussed considering previous research on adult-child interaction with analogical and digital tools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa teve como objetivo explorar e analisar as características da interação entre crianças e adultos com um jogo digital e interativo que envolve a resolução de um problema, a montagem de quebra-cabeças em um tablet. Observações seminaturalísticas foram feitas nas residências e a posse e hábitos de uso de tecnologia foram indagados por meio de um questionário. As interações foram analisadas com um sistema de categorias construído indutivamente. Adultos e crianças participaram ativamente da tarefa. Os adultos ajudavam seus filhos principalmente por meio de perguntas, orientações e informações, muitas vezes acompanhadas de ações não verbais, como apontar e arrastar as peças. As intervenções das crianças foram em sua maioria não verbais. Apesar de constatar uma forte presença de tecnologias nas residências, dois grupos se diferenciaram quanto aos hábitos de uso. Um grupo relatou baixo uso e as crianças não acessavam tablets, outro grupo expressou maior uso e as crianças os utilizavam com frequência. As intervenções na montagem do quebra-cabeça foram diferenciadas de acordo com a experiência da criança com as tecnologias. Os resultados são discutidos à luz de pesquisas anteriores sobre a interação adulto-criança com ferramentas analógicas e digitais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[interacción cognitiva adulto-niño]]></kwd>
<kwd lng="es"><![CDATA[juego digital e interactivo]]></kwd>
<kwd lng="es"><![CDATA[solución conjunta de problemas]]></kwd>
<kwd lng="en"><![CDATA[Children-adults cognitive interaction]]></kwd>
<kwd lng="en"><![CDATA[digital interactive game]]></kwd>
<kwd lng="en"><![CDATA[joint problem solving]]></kwd>
<kwd lng="pt"><![CDATA[interação cognitiva adulto-criança]]></kwd>
<kwd lng="pt"><![CDATA[jogo digital e interativo]]></kwd>
<kwd lng="pt"><![CDATA[resolução conjunta de problemas]]></kwd>
</kwd-group>
</article-meta>
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