Updating executive function and performance in reading comprehension and problem solving

• Autores: Valentín Iglesias Sarmiento, Nuria Carriedo López, Juan Luis Rodríguez Rodríguez
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 31, Nº. 1, 2015, págs. 298-309
• Idioma: inglés
• DOI: 10.6018/analesps.31.1.158111
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• Dialnet Métricas: 8 Citas
• Resumen
  • español

    Esta investigación analizó, en niños de 5º curso de Educación Primaria, la capacidad predictora de la función ejecutiva de actualización de la Memoria Operativa (MO) en las diferencias individuales en comprensión lectora y resolución de problemas aritméticos. Además, se estudió si esta re-lación es directa o está mediada por variables de dominio general o especí-fico. Con este fin se administró un conjunto de pruebas que evalúan la inte-ligencia fluida, la actualización de la información en la MO, la competencia aritmética, la resolución de problemas aritméticos, el procesamiento léxico y la comprensión lectora a 49 alumnos con edades comprendidas entre los 10 y 11 años. Los resultados apoyan la idea que la actualización de la MO es un importante predictor de la comprensión lectora, más allá de la influencia de las habilidades de dominio específico y de la inteligencia fluida. En el caso de la resolución de problemas, nuestros hallazgos confirman que la actuali-zación juega un papel importante aunque, en este momento evolutivo, qui-zá por el propio contenido de la tarea, la relación parece mediada por la in-teligencia fluida

  • English

    In this investigation, the capacity of the working memory (WM) updating executive function to predict individual differences in reading comprehension and problem solving was analyzed in 5th-graders of Prima-ry Education. In addition, we examined whether this relation is direct or mediated by domain-general or domain-specific variables. For this purpose, a series of tasks was administered to assess fluid intelligence, WM infor-mation updating, arithmetic abilities, arithmetic problem solving, lexical processing, and reading comprehension in 49 students aged between 10 and 11 years. The results support the idea that updating is an important predictor of reading comprehension, beyond the influence of domain-specific skills and fluid intelligence. In the case of problem solving, our findings confirm that updating plays an important role although, perhaps due to task content, the relation seems to be mediated by fluid intelligence at this developmental stage

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