Comprensión lectora y procesos ejecutivos de la memoria operativa

  1. Gómez Veiga, Isabel
  2. Vila Cháves, José Oscar
  3. García Madruga, Juan Antonio
  4. Contreras Felipe, Antonio
  5. Elosúa de Juan, María Rosa
Revista:
Psicología educativa

ISSN: 1135-755X

Ano de publicación: 2013

Volume: 19

Número: 2

Páxinas: 103-111

Tipo: Artigo

DOI: 10.1016/S1135-755X(13)70017-4 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Psicología educativa

Obxectivos de Desenvolvemento Sustentable

Referencias bibliográficas

  • Ackerman, P. L., Beier, M. E., Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs? Psychological Bulletin, 131(1), 30-60.
  • Alloway, T. P. (2011). Improving working memory. Supporting student's learning. London: Sage.
  • Alloway, T. P., Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29.
  • August, D., Francis, D.J., Hsu, H.A., Snow, C.E. (2006). Assessing reading comprehension in bilinguals. The Elementary School Journal, 107(2), 221-238.
  • Baddeley, A. D. (1986). Working memory. Oxford, UK: Oxford University Press.
  • Baddeley, A. D. (2007). Working memory, thought, and action. Oxford, UK: Oxford University Press.
  • Baddely, A. D. (2012). Working Memory: Theories, Models and Controversies. Annual Review of Psychology, 63, 1-29.
  • Baddeley, A. D., Hitch, G. (1974). Working memory. En G. A. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-89). New York: Academic.
  • Baddeley, A. D., Logie, R. H. (1999). Working memory: The multiple component model. En A. Miyake y P. Shah (Eds.), Models of working memory: mechanisms of active maintenance and executive control (pp. 28-61). Cambridge: Cambridge University Press.
  • Bull, R., Scerif, G. (2001). Executive functioning as a predictor of childrens mathematics ability: Inhibition, switching, and working memory. Developmental neuropsychology, 19(3), 273-293.
  • Cain, K y Oakhill, J. V. (2007). Childrens comprehension problems in oral and written language. New York: Guilford.
  • Cain, K., Oakhill, J., Bryant, P. (2004). Childrens reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
  • Carretti, B., Borella, E., Cornoldi, C., De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences, 19(2), 246-251.
  • Carretti, B., Cornoldi, C., De Beni, R., Romano, M. (2005). Updating in working memory: A comparison of poor and good comprehenders. Journal of Experimental Child Psychology, 91(1), 45-66.
  • Colom, R., Abad, F. J., Quiroga, M. A., Shih, P. C., Flores-Mendoza, C. (2008). Working memory and intelligence are highly related constructs, but why? Intelligence, 36, 584-606.
  • Conway, A. R. A., Cowan, N., Bunting, M. F., Therriault, D. J., Minkoff, S. R. B. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30, 163-183.
  • Conway, A. R. A.,, Jarrold, C. E., Kane, M. J., Miyake, A., Towse, J. N. (2007). Variation in working memory. Oxford University Press.
  • Cornoldi, C. (2006). The contribution of cognitive psychology to the study of human intelligence. European Journal of Cognitive Psychology, 18(1), 1-17.
  • Cowan, N., Alloway, T. (2009). The Development of working memory. En M. Courage and N. Cowan (Eds.), The development of memory in infancy and childhood (pp. 303- 342). Hove, East Sussex, UK: Psychology Press.
  • Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and writing, 24, 479-491.
  • Daneman, M., Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
  • Daneman, M., Merickle, P. M. (1996). Working memory and conprehension: A metaanalysis. Psychonomic Bulletin and Review, 3, 422-433.
  • De Beni, R., Palladino, P. (2000). Intrusion errors in working memory tasks: Are they related with reading comprehension ability? Learning and Individual Differences, 12(2), 131-143.
  • de Beni, R., Palladino, P., Pazzaglia, F., Cornoldi, C. (1998). Increases in intrusion errors and working memory deficit of poor comprehenders. Quarterly Journal of Experimental Psychology, 51, 305-320.
  • Defior, S., Justicia, F., Martos, F. (1998). Desarrollo del reconocimiento de palabras en lectores normales y retrasados en función de diferentes variables lingüísticas. Infancia y Aprendizaje, 83, 59-74.
  • Ecker, U. K., Lewandowsky, S., Oberauer, K., Chee, A. E. (2010). The components of working memory updating: An experimental decomposition and individual differences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(1), 170.
  • Engle, R. W. (2010). Role of working memory capacity in cognitive control. Current Anthropology, 51, 51.
  • Engle, R. W., Kane, M. J., Tuholsky, S. W. (1999). Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex. En A. Miyake y P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 102-134). Cambridge: Cambridge University Press.
  • Engle, R. W., Tuholski, S. W., Laughlin, J. E., Conway, A. R. A. (1999). Working memory, short-term memory and general fluid intelligence. A latent-variable approach. Journal of Experimental Psychology: General, 128, 309-331.
  • Francis, D. J., Snow, C. E., August, D., Carlson, C. D., Miller, J., Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10, 301-322.
  • Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., Hewitt, J. K., (2006). Not all executive functions are related to intelligence. Psychological Science, 17, 172-179.
  • García-Madruga, J. A. (2006). Lectura y conocimiento. Barcelona: Paidós.
  • García-Madruga, J. A., Elosúa, M. R., Gil, L., Gómez-Veiga, I., Vila, J. Ó., Orjales, I., Duque, G. (2013). Reading Comprehension and Working Memorys Executive Processes: An Intervention Study in Primary School Students. Reading Research Quarterly, 48(2), 155-174.
  • García-Madruga, J. A., Fernández Corte, T. (2008). Memoria operativa, comprensión lectora y razonamiento en la educación secundaria. Anuario de Psicología, 39(1), 133-157.
  • García Madruga, J. A., Pérez, E., Gómez-Veiga, I., Orjales, I., Gil, L., Elosúa, R., López-Escribano, C. (2010). Prueba de comprensión lectora para enseñanza primaria: EDICOLE (evaluación diagnóstica de la comprensión lectora). Unpublished work.
  • Gathercole, S. E., Lamont, E., Alloway, T. P. (2006). Working memory in the classroom. En S. Pickering (Ed.), Working memory and education (pp. 219-240). San Diego, CA: Academic.
  • Gathercole, S. E., Pickering, S. J., Knight, C., Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1-16.
  • Gutiérrez, F., García-Madruga, J. A., Carriedo, N., Vila, J. O., Luzón, J. M. (2005). Dos pruebas de amplitud de memoria operativa para el razonamiento. Cognitiva, 17 (2), 183-207.
  • Hannon, B., Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component process of reading comprehension. Journal of Educational Psychology, 93(1), 103-128.
  • Hannon, B., Daneman, M. (2004). Shallow semantic processing of text: An individualdifferences account. Discourse Processes, 37(3), 187-204.
  • Jaeggi, S. M., Buschkuehl, M., Jonides, J., Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Procedings of the National Academy of Sciences of the United States of America, 105(19), 6829-6833.
  • Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness (Vol. 6). Harvard University Press.
  • Just, M. A., Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99(1), 122-149.
  • Kane, M. J., Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective. Psychonomic Bulletin y Review, 9, 637-671.
  • Kaufman, A. S., Kaufman, N. L. (2000). K-BIT, test breve de inteligencia de Kaufman [KBIT, the brief test of intelligence by Kaufman]. New York: PsychCorp.
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.
  • López-Escribano, C., Elosúa de Juan, M. R., Gómez-Veiga, I., García-Madruga, J. A. (2013). A predictive study of Reading comprehension in third-grade Spanish students. Psicothema, 25, 199-205.
  • López-Higes, R., Mayoral, J. A., Villoria, C. (2002). Batería de Evaluación de la Lectura- BEL. Madrid: Psymtec.
  • Melby-Lervag, M., Hulme, C. (2012). Is working memory training effective? A metaanalytic review. Developmental Psychology. Advance online publication.
  • Meltzer, L., Pollica, L., Barzillai, M. (2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. En L. Meltzer (Ed.), Executive function in education: From theory to practice (165-193). New York: Guilford.
  • Miyake, A., Friedman, N. P. ( 2012). The Nature and Organization of individual differences in Executive Functions: Four General Conclusions. Current Direction in Psychological Science, 21(1), 8-14.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex "frontal lobe" tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100.
  • Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., Hegarty, M. (2001). How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis. Journal of Experimental Psychology: General, 130(4), 621.
  • Miyake, A., Shah, P. (1999). Toward unified theories of working memory: Emerging general consensus, unresolved theoretical issues, and future research directions. In A. Miyake y P. Shah (Eds.), Models of working memory (pp. 442-481). New York: Cambridge University Press.
  • Nation, K., Adams, J. W., Bowyer-Crane, C. A., Snowling, M. J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairmets. Journal of Experimental Child Psychology, 73, 139-158.
  • Norman, D. A., Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. En R. J. Davidson, G. E. Schwarts y D. Shapiro (Eds.), Consciousness and self-regulation: Advances in research and theory (vol. 4, 1-18). New York: Plenum.
  • Oberauer, K., Schulze, R., Wilhelm, O., Süß, H.-M. (2005). Working memory and intelligence- their correlation and their relation: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131(1), 61-65.
  • Orjales, I., García-Madruga, J.A. (2010). Prueba de analogías para primaria (Analogies span test for primary school). Unpublished manuscript.
  • Palladino, P., Cornoldi, C., De Beni, R., Pazzaglia, F. (2001). Working memory and updating processes in reading comprehension. Memory y Cognition, 29, 344-354.
  • Rose, S. A., Feldman, J. F., Jankowski, J. J. (2011). Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement. Developmental science, 14, 1161-1175.
  • Savage, R., Cornish, K., Manly, T., Hollis, C. (2006). Cognitive processes in childrens reading and attention: The role of working memory, divided attention, and response inhibition. British Journal of Psychology, 97, 365-385.
  • Seigneuric, A., Ehrlich, M.-F., Oakhill, J., Yuill, N. (2000). Working memory resources and childrens reading comprehension. Reading and Writing, 13(1/2), 81-103.
  • Senn, T. E., Espy, K. A., Kaufmann, P. M. (2004). Using path analysis to understand executive function organization in preschool children. Developmental neuropsychology, 26, 445-464.
  • Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child Neuropsychology, 15, 232-246.
  • St. Claire-Thompson, H. L., Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 49, 745-759.
  • Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of experimental Psychology, 18, 643.
  • Swanson, H. L. (1994). Short-term memory and working memory do both contribute to our understanding of academic achievement in children and adults with learning disabilities? Journal of Learning Disabilities, 27(1), 34-50.
  • Swanson, H. L., Ashbaker, M. H. (2000). Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: Does the executive system have a role?. Intelligence, 28(1), 1-30.
  • Swanson, H. L., Howard, C., Saez, L. (2006). Components of working memory that are related to poor reading comprehension and word recognition performance in less skilled readers. Journal of Learning Disabilities, 39, 252-269.
  • Unsworth, N., Engle, R.W. (2005). Working memory capacity and fluid abilities: Examining the correlation between Operation Span and Raven. Intelligence, 33(1), 67-81.
  • Vaughan, L., Giovanello, K. (2010). Executive function in daily life: age-related influences of executive processes on instrumental activities of daily living. Psychology and aging, 25, 343.
  • Wiebe, S. A., Espy, K. A., Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preeschool-children: Latent structure. Developmental Psychology, 44, 573-587.