La Memoria operativa se ha considerado como uno de los componentes básicos de la cognición y la medida de su amplitud muy relevante para el estudio de las diferencias individuales en tareas cognitivas complejas. El objetivo de este trabajo es realizar una adaptación para niños de 10–11 años de la Prueba de Amplitud para la Lectura de Daneman y Carpenter (1980) a partir de la adaptación realizada para adultos por Elosúa et al. (1996). Para ello se llevaron a cabo tres estudios diferentes. En el primer estudio adaptamos la dificultad de las frases al nivel de comprensión de los niños. En el segundo estudio elaboramos y administramos la nueva prueba de Memoria Operativa. En el tercer estudio analizamos las relaciones entre la nueva prueba de Amplitud para la Lectura para Niños (PAL-N) y una nueva prueba de memoria operativa para el razonamiento (Ramos y Gutiérrez, 2008), así como su capacidad predictiva con respecto a las diferencias individuales en comprensión lectora y en inteligencia fluida. Los resultados mostraron que PAL-N es discriminativa para medir la amplitud de MO y predice las diferencias individuales.
Get full access to this article
View all access options for this article.
References
1.
BaddeleyA. D. (1990). Human Memory: Theory and Practice.Hillsdale, NJ: LEA.
2.
BaddeleyA. D. (2000). The episodic buffer: a new component of working memory?Trends in Cognitive Sciences, 4, 417–423.
3.
BaddeleyA. D. (2007). Working Memory, Thought, and Action. Oxford.Nueva York: Oxford University Press.
4.
BaddeleyA.HitchG. (1974). Working memory. En BowerG. A. (Ed.), The Psychology Of Learning and Motivation (vol. 8, pp. 47–89). Nueva York: Academic Press.
5.
BaquésJ.SáizD. (1999). Medidas simples y compuestas de memoria de trabajo y su relación con el aprendizaje de la lectura.Psicothema, 11 (4), 737–745.
6.
BarrouilletP.CamosV. (2001). Developmental increase in working memory span: resource sharing or temporal decay?Journal of Memory and Language, 45, 1–20.
7.
BottomsB. L.DavisS.NysseK. L.HaegerichT.ConwayA. R. A. (2000). Effects Of Social Sup-port And Working Memory Capacity On Children's Eyewitness Memory. Paper presented at the meeting of the American Psychology-Law Society. Nueva Orleans, LA.
8.
CainK.OakhillJ.BryantP. E. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills.Journal of Educational Psychology, 96, 31–42.
9.
CantorJ.EngleR. W. (1993). Working memory capacity as long-term memory activation: An individual differences approach.Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 1101–1114.
10.
CarriedoN.Gomez-VeigaI. (en preparación). Memoria Operativa e Inhibición
CaseR.KurlandM. D.GoldbergJ, (1982). Operational efficiency and the growth of short-term memory span.Journal of Experimental Child Psychology, 33, 386–404.
13.
ConwayA. R. A.EngleR. W. (1994). Individual differences in working memory capacity: More evidence for a general capacity theory.Memory, 6, 577–590.
14.
ConwayA. R. A.KaneM. J.EngleR. W. (2003). Working memory capacity and its relation to general intelligence.Trends in Cognitive Science, 7, 547–552.
15.
CowanN. (1988). Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information processing system.Psychological Bulletin, 104, 163–191.
16.
CuetosF.RodríguezB.RuanoE. (1996). Prolec. Batería de evaluación de los procesos l&ctores de los niños de educación primaria.Madrid: TEA.
17.
DanemanM.CarpenterP. (1980). Individual differences in working memory and reading.Journal of Verbal Learning and Verbal Behaviour, 19, 450–466.
18.
DanemanM.CarpenterP. (1983). Individual differences in integrating information between and within sentences.Journal of Experimental Psychology: Learning, Memory & Cognition, 9, 561–584.
19.
DanemanM.GreenI. (1986). Individual differences in comprehending and producing words in context.Journal of Memory and Language, 25, 1–18.
20.
DanemanM.MerikleP. (1996). Working memory and language comprehension: A meta-analysis.Psychonomic Bulletin and Review, 3, 422–433.
21.
ElosúaM. R.CarriedoN.García-madrugaJ. A. (2009). Dos nuevas pruebas de Memoria Operativa de AnáforasInfancia y Aprendizaje, 32 (1), 97–118.
22.
ElosúaM. R.García MadrugaJ. A.GutiérrezF.LuqueJ. L.GárateM. (2002). Effects of an intervention in active strategies for text comprehension and recall.The Spanish Journal of Psychology, 5 (2), 90–102.
23.
ElosúaM. R.GutiérrezF.García-madrugaJ. A.LuqueJ. L.GarateM. (1996). Adaptación española del “Reading Span Test” de Daneman y Carpenter.Psicothema, 2, 383–395.
24.
EngleR. W. (1996). Working memory and retrieval: an inhibition-resource approach. En J. T. E. Richardson, R. W. Engle, L. Hasher, R. H. Logie, E. R. Stoltzfus & R. T. Zacks, Working Memory and Human Cognition (pp. 89–119). Nueva York: Oxford University Press.
25.
EngleR. W. (2002). Working memory capacity as executive attention.Current directions in Psychological Science, 11 (1), 23–29.
26.
FryA. F.HaleS. (2000). Relationship among processing speed, working memory, and fluid intelligence in children.Biological Psychology, 54, 1–34.
27.
García-madrugaJ. A.GárateM.ElosúaR.LuqueJ. L.GutiérrezF. (1997). Comprensión lectora y memoria operativa: un estudio evolutivo.Cognitiva, 9 (1), 99–132.
28.
García-madrugaJ. AGutiérrezFCarriedoN.LuzónJ. M.VilaJ. O. (2007). Mental Models in Propositional Reasoning and Working Memory's Central Executive.Thinking and Reasoning, 13 (4), 370–393.
29.
García-madrugaJ. A.IbáñezR. (2005). Memoria operativa e inteligencia: un estudio evolutivo.Infancia y Aprendizaje, 28 (1) 25–38.
30.
GathercoleS. E.BaddeleyA. (1993). Working Memory and Language.Hillsdale, NJ: Erlbaum.
31.
GathercoleS. E.PickeringS.AmbridgeB.WearingH., (2004). The Structure of Working Memory From 4 to 15 Years of Age.Developmental Psychology, 40 (2), 177–190.
32.
GutiérrezF.García-madrugaJ. A.CarriedoN.VilaJ. O.LuzónJ. M. (2005). Dos pruebas de amplitud de memoria operativa para el razonamiento.Cognitiva, 17, 187–203.
33.
GutiérrezF.García MadrugajA.ElosúaR.LuqueJ. L.GárateM. (2002). Memoria Operativa y comprensión lectora: algunas cuestiones básicas.Acción Psicológica, 1 (1), 45–68.
34.
HaleS. (1990). A global developmental trend in cognitive processing speed.Child Development, 61, 653–663.
35.
HandleyS.CaponA.BeveridgeM.DennisI.EvansJ. (2004). Working memory, inhibitory control and the development of children's reasoning.Thinking & Reasoning, 10 (2), 175–195.
36.
HenryL. A. (2001). How does the severity of a learning disability affect working memory performance?Memory, 9, 233–247.
37.
HughesC. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability.British Journal of Developmental Psychology, 16, 233–253.
38.
JustM. A.CarpenterP. A. (1992). A capacity theory of comprehension.Psychological Review, 99, 122–149.
39.
KailR. (1991). Developmental change in speed of processing during childhood and adolescence.Psycholical Bulletin, 109, 490–501.
40.
LépineR.BarrouilletP.CamosV. (2005). What makes working memory spans so predictive of high-level cognition?Psychonomic Bulletin & Review12 (1), 165–170.
41.
MacizoP.BajoT.SorianoF. (2006). Memoria operativa y control ejecutivo: procesos inhibitorios en tareas de actualización y generalización aleatoria.Psicotema, 18 (1), 112–116.
42.
OakhillJ.YuillN.ParkinA. (1986). On the nature of the difference between skilled and less skilled comprehenders.Journal of Research in Reading, 9, 80–91.
43.
Pascual-LeoneJ. (1970). A mathematical model for the transition rule in Piaget's developmental stages.Acta Psychologica, 32 (4) 301–345.
44.
Pascual-LeoneJ. (1987). Organismic proceses for neo-Piagetian theories: A dialectical causal account of cognitive development.International Journal of Psychology, 22, 531–570.
45.
RabinowitzF. M.HoweM. L.SaundersK. (2002). Age, memory load, and individual differences in working memory as determinants of class-inclusion reasoning.Journal of Experimental Child Psychology, 81, 157–193.
46.
RamosM.GutiérrezF. (2008). La medida de la Memoria Operativa en niños. Adaptación de una Prueba de Amplitud de la MO para el Razonamiento. DEA no publicado. Madrid: UNED.
47.
RavenJ. C.CourtJ. H. (1996). Raven: Test de matrices progresivas.Madrid: TEA.
48.
RepovsG.BaddeleyA. D. (2006). The multi-component model of working memory: Explorations in experimental cognitive psychology.Neuroscience, 139, 5–21.
49.
SaitoS.MiyakeA. (2004). On the nature of forgetting and the processing-storage relationship in reading span performance.Journal of Memory and Language, 50, 425–443.
50.
SeigneuricA.EhrlichM. (2005). Contribution of working memory capacity to children's reading comprehension: A longitudinal investigation.Reading and Writing, 18, 617–656.
51.
SeigneuricA. S.EhrlichM. F.OakhillJ. V.YuillN. M. (2000). Working memory resources and children's reading comprehension.Reading and Writing, 13, 81–103. Psychology, 58A, 547–571.
52.
SiegelL. S. (1994). Working memory and Reading.International Journal of Behavioral Development, 1, 109–124.
53.
SwansonH. L. (1999). What develops in working memory? A life span perspective.Developmental Psychology, 35, 986–1000.
54.
TowseJ. N.HitchG. J.HamiltonZ.PeacockK.HuttonU. M. Z. (2005). Working memory period: The endurance of mental representations.Quarterly Journal of Experimental of Experimental Psychology, 58A, 547–571.
55.
TowseJ. N.HitchG. J.HuttonU. (1998). A reevaluation of working memory capacity in children”.Journal of Memory and Language, 39 (2), 195–217.
56.
TurnerM. L.EngleR. W. (1989). Is working memory capacity task dependent?Journal of Memory and Language, 28, 127–154.
57.
UnsworthN.EngleR. W. (2004). Verbal Working and short therm spans and fluid abilities: Evidence for a list-length effects. Talk given at the annual meeting of the Midwestern Psychological Association. Chicago, IL.
