Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos
A crescente inclusão de variáveis sócio-demográficas nos estudos de desenvolvimento cognitivo de crianças aponta a um renovado interesse da comunidade científica em identificar como o contexto molda o desenvolvimento humano. Nesta linha de conhecimento, o presente trabalho procura contribuir ao estu...
- Autores:
-
Cadavid-Ruiz, Natalia
Río, Pablo del
- Tipo de recurso:
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- 2012
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- Universidad Católica de Colombia
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- Palabra clave:
- Memoria de trabajo verbal
Nivel socio-económico
Actividades cotidianas
Niños
Verbal working memory
Socioeconomic status
Daily activities
Children
Memória de trabalho verbal
Nível socioeconômico
Atividades cotidianas
Crianças
Memoria de corto plazo
Lectura
Psicologia cognoscitiva
Psicologia educativa
Psicologia infantil
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- Derechos Reservados - Universidad Católica de Colombia, 2012
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Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos Verbal working memory and its relations hip with socio-demographic variables in Colombian childrens Memória de trabalho verbal e sua relação com variáveis sóciodemográficas em crianças colombianas |
| title |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos |
| spellingShingle |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos Memoria de trabajo verbal Nivel socio-económico Actividades cotidianas Niños Verbal working memory Socioeconomic status Daily activities Children Memória de trabalho verbal Nível socioeconômico Atividades cotidianas Crianças Memoria de corto plazo Lectura Psicologia cognoscitiva Psicologia educativa Psicologia infantil |
| title_short |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos |
| title_full |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos |
| title_fullStr |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos |
| title_full_unstemmed |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos |
| title_sort |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos |
| dc.creator.fl_str_mv |
Cadavid-Ruiz, Natalia Río, Pablo del |
| dc.contributor.author.spa.fl_str_mv |
Cadavid-Ruiz, Natalia Río, Pablo del |
| dc.subject.spa.fl_str_mv |
Memoria de trabajo verbal Nivel socio-económico Actividades cotidianas Niños Verbal working memory Socioeconomic status Daily activities Children Memória de trabalho verbal Nível socioeconômico Atividades cotidianas Crianças |
| topic |
Memoria de trabajo verbal Nivel socio-económico Actividades cotidianas Niños Verbal working memory Socioeconomic status Daily activities Children Memória de trabalho verbal Nível socioeconômico Atividades cotidianas Crianças Memoria de corto plazo Lectura Psicologia cognoscitiva Psicologia educativa Psicologia infantil |
| dc.subject.lemb.spa.fl_str_mv |
Memoria de corto plazo Lectura Psicologia cognoscitiva Psicologia educativa Psicologia infantil |
| description |
A crescente inclusão de variáveis sócio-demográficas nos estudos de desenvolvimento cognitivo de crianças aponta a um renovado interesse da comunidade científica em identificar como o contexto molda o desenvolvimento humano. Nesta linha de conhecimento, o presente trabalho procura contribuir ao estudo das relações entre desenvolvimento de memória de trabalho verbal, idade, nível socioeconômico, tipo de colegio e atividades cotidianas que realizam 159 crianças colombianas de 6 a 8 anos de idade. Sua memória de trabalho verbal foi avaliada empregando os testes de Dígitos em Progressão e Regressão e Letras e Números da escala WISC-IV. Os resultados mostram que as crianças maiores desempenham-se melhor em ambos testes, e que as crianças de classe média e alta que estudam em colégios particulares são as que obtêm as melhores pontuações nos testes de Dígitos em Progressão e Regressão. Além disso, encontra-se que atividades como usar o computador, praticar esporte e fazer os deveres escolares possibilitam uma melhor execução na tarefa anteriormente mencionada. Os resultados deste trabalho sugerem que a tarefa de Dígitos em Progressão e Regressão depende de variáveis sócio-demográficas, enquanto que o teste de Letras e Números parece estar livre delas. |
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2012 |
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2012-06 |
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2013-06-11T17:08:24Z |
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2013-06-11T17:08:24Z |
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Artículo de revista |
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Cadavid-Ruiz, N., & Del Río, P. (2012). Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. Acta Colombiana de Psicología, 15(1), 99-109. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/200 |
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0123-9155 |
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http://hdl.handle.net/10983/701 |
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Cadavid-Ruiz, N., & Del Río, P. (2012). Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. Acta Colombiana de Psicología, 15(1), 99-109. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/200 0123-9155 |
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Acta Colombiana de Psicología, Vol. 15, no 1. (ene.-jun. 2012); p. 99-109 |
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Alzate, M. C. (2006). La estratificación socioeconómica para el cobro de los servicios públicos domiciliarios en Colombia ¿Solidaridad o focalización? Santiago de Chile: Publicación de las Naciones Unidas. Recuperado de http://www.dane.gov.co/files/geoestadistica/Estratificacion_Solidaridad_CEPAL.pdf. Akhutina, T. V. (1997). The remediation of executive functions in children with cognitive disorders: the Vygotski-Luria neuropsychological approach. Journal of Intellectual Disability Research, 41(2), 144-151. Akhutina, T. V. (2003). L.S. Vygotski and A.R. Luria: Foundations of Neuropsychology. Journal of Russian y East European Psychology, 41(3), 159-190. Anderson, V. A. (2001). Assessing executive functions in children: biological, psychological, and developmental considerations. Pediatric rehabilitation, 4(3), 119-136. Ardila, A., Rosselli, M., Matute, E., y Guajardo, S. (2005). The Influence of the Parents' Educational Level on the Development of Executive Functions. Developmental neuropsychology, 28(1), 539-560. Baddeley, A. D. (1987). Working memory. Oxford: Clarendon Press. Baddeley, A. D. (1992). Working Memory. Science, 31, 556-559. Baddeley, A. D. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493. Baddeley, A. D., Gathercole, S. E., y Papagano, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173. Barkley, R. A. (1998). A theory of ADHD: Inhibition, executive functions, self-control, and time. In G. Reid Lyon y N. A. Krasnegor (Eds.), Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment (pp. 225-260). New York: Guilford Press. Brocki, K. C. y Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental neuropsychology, 26(2), 571-593. Brown, A. B., Biederman, J., Valera, E., Makris, N., Doyle, A., Whitfield-Gabrieli, S., et al. (2011). Relationship of DAT1 and adult ADHD to task-positive and task-negative working memory networks. Psychiatry Research: Neuroimaging, 193(1), 7-16. Bull, R. y Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, task switching, and working memory. Developmental Neuropsychology, 19(3), 273-293. Cain, K., Oakhill, J.y Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42. Carey, S., Gelman, R.y Jean Piaget Society (1991). The Epigenesis of mind: essays on biology and cognition. New Jersey: Lawrence Erlbaum Associates. Cepeda, N. J., Kramer, A. F. y González de Sather, J. C. M. (2001). Changes in executive control across the life span: Examination of task-switching performance. Developmental psychology, 37(5), 715-730. Departamento Administrativo Nacional de Estadística (s.f.) Preguntas frecuentes Estratificación Socioeconómica. Recuperado de http://www.dane.gov.co/files/geoestadistica/Preguntas_frecuentes_estratificación.pdf Del Río, P.y Alvarez, A. (1992). Content analysis of the television watched by spanish children. Unpublished report. Televisión Española. Gathercole, S. E., Alloway, T. P., Willis, C., y Adamas, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-281. Gelman, R.y Williams, E. M. (1998). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. In William Damon (Ed.), Handbook of child psychology: Volume 2: Cognition, perception, and language (pp. 575-630). Hoboken: John Wiley y Sons Inc. Gottlieb, G. (2002). From gene to organism: The developing individual as an emergent, interactional, hierarchical system. In Mark H. Johnson, Yuko Munakata y Rick O. Gilmore (Eds.), Brain development and cognition: A reader (2 ed., pp. 36-49). Malden: Blackwell Publishing. Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233-253. Josiane-Engel, P. M., Santos, F. H., y Gathercole, S. E. (2008). Are Working Memory Measures Free of Socioeconomic Influence. Journal of Speech, Language and Hearing Research, 51, 1580-1587. Korkman, M. (2001). Introduction to the Special Issue on Normal Neuropsychological Development in the School-Age Years. Developmental neuropsychology, 20(1), 325-330. Korkman, M., Kemp, S. L. y Kirk, U. (2001). Effects of age on neurocognitive measures of children ages 5 to 12: A cross-sectional study on 800 children from the United States. Developmental neuropsychology, 20(1), 331-354. Law, N., Bouffet, E., Laughlin, S., Laperriere, N., Briere, M. E., Strother, D. et al., (2011). Cerebello-thalamo-cerebral connections in pediatric brain tumor patients: Impact on working memory. NeuroImage, 56(4), 2238-2248. Lyon, G. R. (1996). The Need for Conceptual and Theoretical Clarity in the Study of Attention, Memory, and Executive Function. In G. Reid Lyon y Norman A. Krasnegor (Eds.), Attention, memory, and executive function. (pp. 3-9). Baltimore: Paul H. Brookes. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204. Nash, H.y Heath, J. (2011). The role of vocabulary, working memory and inference making ability in reading comprehension in down syndrome. Research in Developmental Disabilities, 32(5), 1782-1791. Ostrosky-Solís, F., y Lozano, A. (2006). Digit Span: Effect of Education and Culture. International Journal of Psychology, 41(5), 333-341. Patton, N., McDonald, C., Thomas-Tate, S.y Love, M (2010). Examining relationships among dialect variation, literacy skills and school context in first grade. Journal of Speech, Language and Hearing Research, 53, 126-145. Pennington, B. F., Bennetto, L., McAleer, O.y Roberts, R. J. Jr. (1996). Executive functions and working memory: Theoretical and measurement issues. In G. Reid Lyon y Norman A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 327-348). Baltimore: Paul H Brookes Publishing. Phillips, B. M., y Lonigan, C. J. (2009). Variations in the Home Literacy: Environment of Preschool Children: A cluster analytic approach. scientific Studies of Reading, 13(2), 146-174. Reynolds, C. R., Willson, V. L., y Ramsey, M. (1999). Intellectual differences among mexican americans, papagos and whites, indepent of g. Personality and Individual Differences, 27(1181-1187), 1181. Schuchardt, K., Maehler, C.y Hasselhorn, M. (2011). Functional deficits in phonological working memory in children with intellectual disabilities. Research in Developmental Disabilities, 32(5), 1934-1940. Swanson, H. L. (2003). Age-related differences in learning disabled and skilled reader's working memory. Journal of Experimental Child Psychology, 85(1), 1-31. Turkheimer, E., Haley, A., Waldron, M., D'Onofrio, B.y Gottesman, I. I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14(6), 623-628. Vygotski, L. S. (1987). Pensamiento y lenguaje: Teoría del desarrollo cultural de las funciones psíquicas. Buenos Aires: La Pleyade. Wechsler, D. (2005). WISC-IV Escala de inteligencia de Wechsler para niños-IV. Adaptación española. Madrid: TEA. Wechsler, D. (2007). WISC-IV Escala de inteligencia para niños IV - Versión estandarizada. México, D.F.: Manual Moderno. |
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Derechos Reservados - Universidad Católica de Colombia, 2012 |
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Cadavid-Ruiz, Natalia48dd9dfb-a3c6-40a9-89bc-60dcf87254e6-1Río, Pablo dela580a1c3-2614-4068-a102-08930998258c-12013-06-11T17:08:24Z2013-06-11T17:08:24Z2012-06A crescente inclusão de variáveis sócio-demográficas nos estudos de desenvolvimento cognitivo de crianças aponta a um renovado interesse da comunidade científica em identificar como o contexto molda o desenvolvimento humano. Nesta linha de conhecimento, o presente trabalho procura contribuir ao estudo das relações entre desenvolvimento de memória de trabalho verbal, idade, nível socioeconômico, tipo de colegio e atividades cotidianas que realizam 159 crianças colombianas de 6 a 8 anos de idade. Sua memória de trabalho verbal foi avaliada empregando os testes de Dígitos em Progressão e Regressão e Letras e Números da escala WISC-IV. Os resultados mostram que as crianças maiores desempenham-se melhor em ambos testes, e que as crianças de classe média e alta que estudam em colégios particulares são as que obtêm as melhores pontuações nos testes de Dígitos em Progressão e Regressão. Além disso, encontra-se que atividades como usar o computador, praticar esporte e fazer os deveres escolares possibilitam uma melhor execução na tarefa anteriormente mencionada. Os resultados deste trabalho sugerem que a tarefa de Dígitos em Progressão e Regressão depende de variáveis sócio-demográficas, enquanto que o teste de Letras e Números parece estar livre delas.The increasing inclusion of socio-demographic variables in studies of cognitive development in children points to a renewed interest in the scientific community to identify how context shapes human development. Along this line of knowledge, this study aims to examine the relationship between development of verbal working memory, age, socioeconomic status, type of school and daily activities performed by 159 Colombian children aged 6 and 8 years old. Their verbal working memory was assessed using the Progression and Regression Digit Span Test, and the Letters and Numbers Tests of the WISC-IV. Results show that older children perform better in both tests, and that children of middle and upper classes who attend private schools are those who score higher on the Progression and Regression Digit Span Test. In addition, it was found that activities like using the computer, practicing sports and doing homework allow a better performance in the above mentioned task. Results of this study suggest that the Progression and Regression Digit Span task depends on socio-demographic variables, while the Letters and Numbers Test does not seem to be linked to them.La creciente inclusión de variables socio-demográficas en los estudios de desarrollo cognitivo de niños apunta a un renovado interés de la comunidad científica por identificar cómo el contexto moldea el desarrollo humano. En esta línea de conocimiento, el presente trabajo busca contribuir al estudio de las relaciones entre desarrollo de memoria de trabajo verbal, edad, nivel socioeconómico, tipo de colegio y actividades cotidianas que realizan 159 niños colombianos de años de edad. Su memoria de trabajo verbal se evaluó empleando las pruebas de Dígitos en Progresión y Regresión y Letras y Números de la escala WISC-IV. Los resultados muestran que los niños mayores se desempeñan mejor en ambas pruebas, y que los niños de estratos medios y altos que asisten a colegios privados son quienes obtienen mejores puntajes en la prueba de Dígitos en Progresión y Regresión. Además, se encuentra que actividades como usar el computador, practicar un deporte y realizar los deberes escolares posibilitan una mejor ejecución en la tarea anteriormente mencionada. Los resultados de este trabajo sugieren que la tarea de Dígitos en Progresión y Regresión depende de variables socio-demográficas, en tanto, la prueba de Letras y Números parece estar libre de ellas.application/pdfCadavid-Ruiz, N., & Del Río, P. (2012). Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. Acta Colombiana de Psicología, 15(1), 99-109. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/2000123-9155http://hdl.handle.net/10983/701spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 15, no 1. (ene.-jun. 2012); p. 99-109Alzate, M. C. (2006). La estratificación socioeconómica para el cobro de los servicios públicos domiciliarios en Colombia ¿Solidaridad o focalización? Santiago de Chile: Publicación de las Naciones Unidas. Recuperado de http://www.dane.gov.co/files/geoestadistica/Estratificacion_Solidaridad_CEPAL.pdf.Akhutina, T. V. (1997). The remediation of executive functions in children with cognitive disorders: the Vygotski-Luria neuropsychological approach. Journal of Intellectual Disability Research, 41(2), 144-151.Akhutina, T. V. (2003). L.S. Vygotski and A.R. Luria: Foundations of Neuropsychology. Journal of Russian y East European Psychology, 41(3), 159-190.Anderson, V. A. (2001). Assessing executive functions in children: biological, psychological, and developmental considerations. Pediatric rehabilitation, 4(3), 119-136.Ardila, A., Rosselli, M., Matute, E., y Guajardo, S. (2005). The Influence of the Parents' Educational Level on the Development of Executive Functions. Developmental neuropsychology, 28(1), 539-560.Baddeley, A. D. (1987). Working memory. Oxford: Clarendon Press.Baddeley, A. D. (1992). Working Memory. Science, 31, 556-559.Baddeley, A. D. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493.Baddeley, A. D., Gathercole, S. E., y Papagano, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.Barkley, R. A. (1998). A theory of ADHD: Inhibition, executive functions, self-control, and time. In G. Reid Lyon y N. A. Krasnegor (Eds.), Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment (pp. 225-260). New York: Guilford Press.Brocki, K. C. y Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental neuropsychology, 26(2), 571-593.Brown, A. B., Biederman, J., Valera, E., Makris, N., Doyle, A., Whitfield-Gabrieli, S., et al. (2011). Relationship of DAT1 and adult ADHD to task-positive and task-negative working memory networks. Psychiatry Research: Neuroimaging, 193(1), 7-16.Bull, R. y Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, task switching, and working memory. Developmental Neuropsychology, 19(3), 273-293.Cain, K., Oakhill, J.y Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.Carey, S., Gelman, R.y Jean Piaget Society (1991). The Epigenesis of mind: essays on biology and cognition. New Jersey: Lawrence Erlbaum Associates.Cepeda, N. J., Kramer, A. F. y González de Sather, J. C. M. (2001). Changes in executive control across the life span: Examination of task-switching performance. Developmental psychology, 37(5), 715-730.Departamento Administrativo Nacional de Estadística (s.f.) Preguntas frecuentes Estratificación Socioeconómica. Recuperado de http://www.dane.gov.co/files/geoestadistica/Preguntas_frecuentes_estratificación.pdfDel Río, P.y Alvarez, A. (1992). Content analysis of the television watched by spanish children. Unpublished report. Televisión Española.Gathercole, S. E., Alloway, T. P., Willis, C., y Adamas, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-281.Gelman, R.y Williams, E. M. (1998). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. In William Damon (Ed.), Handbook of child psychology: Volume 2: Cognition, perception, and language (pp. 575-630). Hoboken: John Wiley y Sons Inc.Gottlieb, G. (2002). From gene to organism: The developing individual as an emergent, interactional, hierarchical system. In Mark H. Johnson, Yuko Munakata y Rick O. Gilmore (Eds.), Brain development and cognition: A reader (2 ed., pp. 36-49). Malden: Blackwell Publishing.Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233-253.Josiane-Engel, P. M., Santos, F. H., y Gathercole, S. E. (2008). Are Working Memory Measures Free of Socioeconomic Influence. Journal of Speech, Language and Hearing Research, 51, 1580-1587.Korkman, M. (2001). Introduction to the Special Issue on Normal Neuropsychological Development in the School-Age Years. Developmental neuropsychology, 20(1), 325-330.Korkman, M., Kemp, S. L. y Kirk, U. (2001). Effects of age on neurocognitive measures of children ages 5 to 12: A cross-sectional study on 800 children from the United States. 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