Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria
El Procesamiento auditivo (Ga) es una habilidad cognitiva involucrada en la discriminación de sonidos y unidades del habla. Sin embargo, Ga no tiene el mismo desarrollo conceptual que otras habilidades cognitivas, así como tampoco hay suficiente evidencia de validez psicométrica para las tareas de p...
- Autores:
-
Restrepo Martínez, Melissa
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Cooperativa de Colombia
- Repositorio:
- Repositorio UCC
- Idioma:
- OAI Identifier:
- oai:repository.ucc.edu.co:20.500.12494/34861
- Acceso en línea:
- https://hdl.handle.net/20.500.12494/34861
- Palabra clave:
- Procesamiento auditivo
Woodcock Johnson
Procesamiento fonológico
Propiedades psicométricas
TG 2021 PSI 34861
Auditory processing
Woodcock Johnson
Phonological processing
Psychometric properties
- Rights
- closedAccess
- License
- NINGUNA
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Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria |
| title |
Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria |
| spellingShingle |
Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria Procesamiento auditivo Woodcock Johnson Procesamiento fonológico Propiedades psicométricas TG 2021 PSI 34861 Auditory processing Woodcock Johnson Phonological processing Psychometric properties |
| title_short |
Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria |
| title_full |
Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria |
| title_fullStr |
Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria |
| title_full_unstemmed |
Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria |
| title_sort |
Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria |
| dc.creator.fl_str_mv |
Restrepo Martínez, Melissa |
| dc.contributor.advisor.none.fl_str_mv |
Zambrano Cruz, Renato |
| dc.contributor.author.none.fl_str_mv |
Restrepo Martínez, Melissa |
| dc.subject.spa.fl_str_mv |
Procesamiento auditivo Woodcock Johnson Procesamiento fonológico Propiedades psicométricas |
| topic |
Procesamiento auditivo Woodcock Johnson Procesamiento fonológico Propiedades psicométricas TG 2021 PSI 34861 Auditory processing Woodcock Johnson Phonological processing Psychometric properties |
| dc.subject.classification.spa.fl_str_mv |
TG 2021 PSI 34861 |
| dc.subject.other.spa.fl_str_mv |
Auditory processing Woodcock Johnson Phonological processing Psychometric properties |
| description |
El Procesamiento auditivo (Ga) es una habilidad cognitiva involucrada en la discriminación de sonidos y unidades del habla. Sin embargo, Ga no tiene el mismo desarrollo conceptual que otras habilidades cognitivas, así como tampoco hay suficiente evidencia de validez psicométrica para las tareas de procesamiento auditivo. En este estudio se aplicó la prueba COG 5 del WJ IV a una muestra de 100 estudiantes de psicología en la ciudad de Medellín y posteriormente se realizaron Análisis Factoriales Exploratorios y Confirmatorios para establecer la validez de la prueba. Los resultados sugieren que no hay claridad conceptual en la construcción del contenido para la tarea de Ga y por ende no se puede establecer su validez. |
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2021 |
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2021-06-29T22:45:35Z |
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2021-06-29T22:45:35Z |
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2021-05 |
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Trabajo de grado - Pregrado |
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info:eu-repo/semantics/acceptedVersion |
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Restrepo Martínez, M. (2021). Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria [Tesis de pregrado, Universidad Cooperativa de Colombia]. Repositorio Institucional UCC. https://repository.ucc.edu.co/handle/20.500.12494/34861 |
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https://hdl.handle.net/20.500.12494/34861 |
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Restrepo Martínez, M. (2021). Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria [Tesis de pregrado, Universidad Cooperativa de Colombia]. Repositorio Institucional UCC. https://repository.ucc.edu.co/handle/20.500.12494/34861 |
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Abu-Hamour, B. (2018). The cognitive profiles of Jordanian students at risk for math disability. International Journal of Inclusive Education, 22(10), 1093–1107. https://doi.org/10.1080/13603116.2017.1415382 Abu-Hamour, B., Hmouz, H. A., Mattar, J., & Muhaidat, M. (2012). The Use of Woodcock-Johnson Tests for Identifying Students with Special Needs-a Comprehensive Literature Review. Procedia - Social and Behavioral Sciences, 47, 665–673. https://doi.org/10.1016/j.sbspro.2012.06.714 Bonacina, S., Otto-Meyer, S., Krizman, J., White-Schwoch, T., Nicol, T., & Kraus, N. (2019). Stable auditory processing underlies phonological awareness in typically developing preschoolers. Brain and Language, 197. https://doi.org/10.1016/j.bandl.2019.104664 Caemmerer, J. M., Keith, T. Z., & Reynolds, M. R. (2020). Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory. Intelligence, 79. https://doi.org/10.1016/j.intell.2020.101433 Calderón-Tena, C. O. (2016). Mathematical development: the role of broad cognitive processes. Educational Psychology in Practice, 32(2), 107–121. https://doi.org/10.1080/02667363.2015.1114468 Conzelmann, K., & Süß, H. M. (2015). Auditory Intelligence: Theoretical Considerations and Empirical Findings. Learning and Individual Differences, 40, 27-40. https://doi.org/10.1016/j.lindif.2015.03.029 Cormier, D. C., McGrew, K. S., Bulut, O., & Funamoto, A. (2017). Revisiting the Relations Between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years. Journal of Psychoeducational Assessment, 35(8), 731–754. https://doi.org/10.1177/0734282916659208 Choi, D., Hatcher, R. C., Dulong-Langley, S., Liu, X., Bray, M. A., Courville, T., DeBiase, E. (2017). What Do Phonological Processing Errors Tell About Students’ Skills in Reading, Writing, and Oral Language? Journal of Psychoeducational Assessment, 35(1–2), 24–46. https://doi.org/10.1177/0734282916669018 Dombrowski, S. C., & Watkins, M. W. (2013). Exploratory and higher order factor analysis of the WJ-III full test battery: A school-aged analysis. Psychological Assessment, 25(2), 442–455. https://doi.org/10.1037/a0031335 Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2017). Exploratory and hierarchical factor analysis of the WJ-IV cognitive at school age. Psychological Assessment, 29(4), 394–407. https://doi.org/10.1037/pas0000350 Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). An alternative conceptualization of the theoretical structure of the Woodcock-Johnson IV Tests of Cognitive Abilities at school age: A confirmatory factor analytic investigation. Archives of Scientific Psychology, 6(1), 1–13. https://doi.org/10.1037/arc0000039 Jiménez, J. E., Venegas, E., & García, E. (2007). Evaluación de la conciencia fonológica en niños y adultos iletrados: ¿es más relevante la tarea o la estructura silábica? Infancia y Aprendizaje, 30(1), 73–86. https://doi.org/10.1174/021037007779849691 Jiménez, J. E., García, E., & Venegas, E. (2010). Are phonological processes the same or different in low literacy adults and children with or without reading disabilities? Reading and Writing, 23(1), 1–18. https://doi.org/10.1007/s11145-008-9146-6 Kibby, M. Y., Lee, S. E., & Dyer, S. M. (2014). Reading performance is predicted by more than phonological processing. Frontiers in Psychology, 5(AUG). https://doi.org/10.3389/fpsyg.2014.00960 Kilpatrick, D. A. (2012). Phonological segmentation assessment is not enough: A comparison of three phonological awareness tests with first and second graders. Canadian Journal of School Psychology, 27(2), 150–165. https://doi.org/10.1177/0829573512438635 Liu, X., Marchis, L., DeBiase, E., Breaux, K. C., Courville, T., Pan, X., Kaufman, A. S. (2017). Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling? Journal of Psychoeducational Assessment, 35(1–2), 186–205. https://doi.org/10.1177/0734282916668996 Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: Una guía práctica, revisada y actualizada. Anales de Psicologia, 30(3), 1151–1169. https://doi.org/10.6018/analesps.30.3.199361 Mattsson, T. S., Lind, O., Follestad, T., Grøndahl, K., Wilson, W., Nicholas, J., Andersson, S. (2019). Electrophysiological characteristics in children with listening difficulties, with or without auditory processing disorder. International Journal of Audiology, 58(11), 704–716. https://doi.org/10.1080/14992027.2019.1621396 McGrew, K, S., LaForte, E, M., y Schrank, F, A. (2014). Technical Manual. Woodcock Johnson IV. Riverside Morlet, T., Nagao, K., Greenwood, L. A., Cardinale, R. M., Gaffney, R. G., & Riegner, T. (2019). Auditory event-related potentials and function of the medial olivocochlear efferent system in children with auditory processing disorders. International Journal of Audiology, 58(4), 213–223. https://doi.org/10.1080/14992027.2018.1551632 Nelson, J. M., Lindstrom, J. H., Lindstrom, W., & Denis, D. (2012). The Structure of Phonological Processing and Its Relationship to Basic Reading. Exceptionality, 20(3), 179–196. https://doi.org/10.1080/09362835.2012.694612 Pfost, M., Blatter, K., Artelt, C., Stanat, P., & Schneider, W. (2019). Effects of training phonological awareness on children’s reading skills. Journal of Applied Developmental Psychology, 65. https://doi.org/10.1016/j.appdev.2019.101067 Schneider, W. J., & McGrew, K.S. (2018). The Cattell-Horn-Carroll Theory of Cognitive Abilities. In D.P Flanagan & E. M McDonough (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues. (4 Ed.). (pp 73-164). The Guilford Press Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3–20. https://doi.org/10.1044/0161-1461(2008/002) Taub, G. E., & McGrew, K. S. (2014). The Woodcock-Johnson Tests of Cognitive Abilities III’s Cognitive Performance Model: Empirical Support for Intermediate Factors Within CHC Theory. Journal of Psychoeducational Assessment, 32(3), 187–201. https://doi.org/10.1177/0734282913504808 Tusing, M. E., & Ford, L. (2004). Examining Preschool Cognitive Abilities Using a CHC Framework. International Journal of Testing, 4(2), 91–114. https://doi.org/10.1207/s15327574ijt0402_1 Wechsler, S. M., Nunes, C. S., Schelini, P. W., Pasian, S. R., Homsi, S. V., Moretti, L., & Anache, A. (2010). Brazilian adaptation of the Woodcock-Johnson III cognitive tests. School Psychology International, 31(4), 409–421. https://doi.org/10.1177/0143034310377165 |
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Zambrano Cruz, RenatoRestrepo Martínez, Melissa2021-06-29T22:45:35Z2021-06-29T22:45:35Z2021-05https://hdl.handle.net/20.500.12494/34861Restrepo Martínez, M. (2021). Propiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitaria [Tesis de pregrado, Universidad Cooperativa de Colombia]. Repositorio Institucional UCC. https://repository.ucc.edu.co/handle/20.500.12494/34861El Procesamiento auditivo (Ga) es una habilidad cognitiva involucrada en la discriminación de sonidos y unidades del habla. Sin embargo, Ga no tiene el mismo desarrollo conceptual que otras habilidades cognitivas, así como tampoco hay suficiente evidencia de validez psicométrica para las tareas de procesamiento auditivo. En este estudio se aplicó la prueba COG 5 del WJ IV a una muestra de 100 estudiantes de psicología en la ciudad de Medellín y posteriormente se realizaron Análisis Factoriales Exploratorios y Confirmatorios para establecer la validez de la prueba. Los resultados sugieren que no hay claridad conceptual en la construcción del contenido para la tarea de Ga y por ende no se puede establecer su validez.1. Introducción. -- 2. Antecedentes. -- 3. Metodología. -- 4. Participantes. -- 5. Instumentos. -- 6. Prcedimiento. -- 7. Análisis de datos. --8. Resultados. --9. válidez. -- 10. Confiabilidad. 11. Discusión. -- 12. Implicaciones. -- 13. Limitaciones. -- 14. Recomendaciones. -- 15. Referencias.melissa.restrepom@campusucc.edu.co17 p.Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, Medellín y EnvigadoPsicologíaMedellínProcesamiento auditivoWoodcock JohnsonProcesamiento fonológicoPropiedades psicométricasTG 2021 PSI 34861Auditory processingWoodcock JohnsonPhonological processingPsychometric propertiesPropiedades psicométricas de la prueba de procesamiento auditivo COG 5 del Woodcock Johnson IV en población universitariaTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisNINGUNAinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbAbu-Hamour, B. (2018). The cognitive profiles of Jordanian students at risk for math disability. International Journal of Inclusive Education, 22(10), 1093–1107. https://doi.org/10.1080/13603116.2017.1415382Abu-Hamour, B., Hmouz, H. A., Mattar, J., & Muhaidat, M. (2012). The Use of Woodcock-Johnson Tests for Identifying Students with Special Needs-a Comprehensive Literature Review. Procedia - Social and Behavioral Sciences, 47, 665–673. https://doi.org/10.1016/j.sbspro.2012.06.714Bonacina, S., Otto-Meyer, S., Krizman, J., White-Schwoch, T., Nicol, T., & Kraus, N. (2019). Stable auditory processing underlies phonological awareness in typically developing preschoolers. Brain and Language, 197. https://doi.org/10.1016/j.bandl.2019.104664Caemmerer, J. M., Keith, T. Z., & Reynolds, M. R. (2020). Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory. Intelligence, 79. https://doi.org/10.1016/j.intell.2020.101433Calderón-Tena, C. O. (2016). Mathematical development: the role of broad cognitive processes. Educational Psychology in Practice, 32(2), 107–121. https://doi.org/10.1080/02667363.2015.1114468Conzelmann, K., & Süß, H. M. (2015). Auditory Intelligence: Theoretical Considerations and Empirical Findings. Learning and Individual Differences, 40, 27-40. https://doi.org/10.1016/j.lindif.2015.03.029Cormier, D. C., McGrew, K. S., Bulut, O., & Funamoto, A. (2017). Revisiting the Relations Between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years. Journal of Psychoeducational Assessment, 35(8), 731–754. https://doi.org/10.1177/0734282916659208Choi, D., Hatcher, R. C., Dulong-Langley, S., Liu, X., Bray, M. A., Courville, T., DeBiase, E. (2017). What Do Phonological Processing Errors Tell About Students’ Skills in Reading, Writing, and Oral Language? Journal of Psychoeducational Assessment, 35(1–2), 24–46. https://doi.org/10.1177/0734282916669018Dombrowski, S. C., & Watkins, M. W. (2013). Exploratory and higher order factor analysis of the WJ-III full test battery: A school-aged analysis. Psychological Assessment, 25(2), 442–455. https://doi.org/10.1037/a0031335Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2017). Exploratory and hierarchical factor analysis of the WJ-IV cognitive at school age. Psychological Assessment, 29(4), 394–407. https://doi.org/10.1037/pas0000350Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). An alternative conceptualization of the theoretical structure of the Woodcock-Johnson IV Tests of Cognitive Abilities at school age: A confirmatory factor analytic investigation. Archives of Scientific Psychology, 6(1), 1–13. https://doi.org/10.1037/arc0000039Jiménez, J. E., Venegas, E., & García, E. (2007). Evaluación de la conciencia fonológica en niños y adultos iletrados: ¿es más relevante la tarea o la estructura silábica? Infancia y Aprendizaje, 30(1), 73–86. https://doi.org/10.1174/021037007779849691Jiménez, J. E., García, E., & Venegas, E. (2010). Are phonological processes the same or different in low literacy adults and children with or without reading disabilities? Reading and Writing, 23(1), 1–18. https://doi.org/10.1007/s11145-008-9146-6Kibby, M. Y., Lee, S. E., & Dyer, S. M. (2014). Reading performance is predicted by more than phonological processing. Frontiers in Psychology, 5(AUG). https://doi.org/10.3389/fpsyg.2014.00960Kilpatrick, D. A. (2012). Phonological segmentation assessment is not enough: A comparison of three phonological awareness tests with first and second graders. Canadian Journal of School Psychology, 27(2), 150–165. https://doi.org/10.1177/0829573512438635Liu, X., Marchis, L., DeBiase, E., Breaux, K. C., Courville, T., Pan, X., Kaufman, A. S. (2017). Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling? Journal of Psychoeducational Assessment, 35(1–2), 186–205. https://doi.org/10.1177/0734282916668996Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: Una guía práctica, revisada y actualizada. Anales de Psicologia, 30(3), 1151–1169. https://doi.org/10.6018/analesps.30.3.199361Mattsson, T. S., Lind, O., Follestad, T., Grøndahl, K., Wilson, W., Nicholas, J., Andersson, S. (2019). Electrophysiological characteristics in children with listening difficulties, with or without auditory processing disorder. International Journal of Audiology, 58(11), 704–716. https://doi.org/10.1080/14992027.2019.1621396McGrew, K, S., LaForte, E, M., y Schrank, F, A. (2014). Technical Manual. Woodcock Johnson IV. RiversideMorlet, T., Nagao, K., Greenwood, L. A., Cardinale, R. M., Gaffney, R. G., & Riegner, T. (2019). Auditory event-related potentials and function of the medial olivocochlear efferent system in children with auditory processing disorders. International Journal of Audiology, 58(4), 213–223. https://doi.org/10.1080/14992027.2018.1551632Nelson, J. M., Lindstrom, J. H., Lindstrom, W., & Denis, D. (2012). The Structure of Phonological Processing and Its Relationship to Basic Reading. Exceptionality, 20(3), 179–196. https://doi.org/10.1080/09362835.2012.694612Pfost, M., Blatter, K., Artelt, C., Stanat, P., & Schneider, W. (2019). Effects of training phonological awareness on children’s reading skills. Journal of Applied Developmental Psychology, 65. https://doi.org/10.1016/j.appdev.2019.101067Schneider, W. J., & McGrew, K.S. (2018). The Cattell-Horn-Carroll Theory of Cognitive Abilities. In D.P Flanagan & E. M McDonough (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues. (4 Ed.). (pp 73-164). The Guilford PressSchuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3–20. https://doi.org/10.1044/0161-1461(2008/002)Taub, G. E., & McGrew, K. S. (2014). The Woodcock-Johnson Tests of Cognitive Abilities III’s Cognitive Performance Model: Empirical Support for Intermediate Factors Within CHC Theory. Journal of Psychoeducational Assessment, 32(3), 187–201. https://doi.org/10.1177/0734282913504808Tusing, M. E., & Ford, L. (2004). Examining Preschool Cognitive Abilities Using a CHC Framework. International Journal of Testing, 4(2), 91–114. https://doi.org/10.1207/s15327574ijt0402_1Wechsler, S. M., Nunes, C. S., Schelini, P. W., Pasian, S. R., Homsi, S. V., Moretti, L., & Anache, A. (2010). Brazilian adaptation of the Woodcock-Johnson III cognitive tests. 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