Predictores del rendimiento aritmético en 4º de educación primaria

• Autores: Valentín Iglesias Sarmiento, Sonia Alfonso Gil, Ángeles Conde Rodríguez, Manuel Deaño Deaño
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 3, Nº. 1, 2014 (Ejemplar dedicado a: Dificultades Educativas), págs. 223-232
• Idioma: español
• DOI: 10.17060/ijodaep.2014.n1.v3.497
• Títulos paralelos:
  • Predictors of arithmetical achievement in primary education 4th-graders
• Enlaces
  • Texto completo
• Resumen
  • español

    Esta investigación analizó los mecanismos cognitivos subyacentes al rendimiento aritmético en el 4º curso de Educación Primaria. Con este fin se evaluó, a través de las pruebas de dígitos del WISC-R, y de las escalas correspondientes de las baterías D.N:CAS y BANEVHAR, el rendimiento en memoria verbal, velocidad de procesamiento, planificación, atención, procesamiento simultáneo y sucesivo y competencia numérica de 74 alumnos. Los análisis correlacionales mostraron que todas las variables seleccionadas, salvo la planificación, se relacionaron significativamente con el rendimiento aritmético. El simultáneo y el procesamiento numérico emergieron, en el análisis de regresión jerárquico realizado, como predictores del rendimiento aritmético.

  • English

    In this investigation, the cognitive mechanisms underlying arithmetical achievement in Primary Education 4th-graders were analyzed. For this purpose, using the Digit Span test of the WISC-R and the scales from the batteries D.N:CAS and BANEVHAR, the performance in verbal memory, processing speed, planning, simultaneous and successive processing, attention, and numeric competence was assessed in 74 students. The correlational analyses showed that, except for planning, all the variables selected were significantly related to arithmetical achievement. Simultaneous and number processing emerged as predictors of arithmetical performance in the hierarchical regression analysis carried out.

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