Evidencias de validez de una tarea computarizada de memoria de trabajo verbal y viso-espacial para niños

Lorena Canet-Juric, Florencia Stelzer, María Laura Andrés, Santiago Vernucci, Isabel Introzzi, Débora Burin

Abstract


Working memory is a system of limited capacity involved in the retention and concurrent processing of information. The aim of this paper is to present validity evidences of a set of computerized tasks called TEMT (Tasks of Evaluation of Working Memory of the TAC) aimed at the measurement of verbal and visuospatial working memory. The criteria of concurrent validity, validity according to expected changes in development and validity according to the theoretically expected relationships with other constructs (reading comprehension and mathematical calculation) are checked. The results indicate that TEMT-CT is a valid instrument for the measurement of different aspects of working memory in children


Keywords


validity - verbal work memory - visuospatial working memory - assessment

References


Abusamra, V, Ferreres, A., Raiter, A, De Beni, R., & Cornoldi, C. (2010). Test Leer para Comprender, TLC. Evaluación de la comprensión de textos. Buenos Aires: Paidós.

Abusamra, V., Cartoceti, R., Raiter, A., & Ferreres, A. (2008). Una perspectiva cognitiva en el estudio de la comprensión de textos. Psico, 39(3), 352-361.

Alloway, T. P. (2007). Automated Working Memory Assessment. London: Pearson Assessment.

Alloway, T. P., & Gathercole, S. (2005). Working memory and short-term sentence recall in young children. European Journal of Cognitive Psychology,17(2), 207-220.

Alloway, T. P., Gathercole, S. E., & Kirkwood, H. J. (2008). Working Memory Rating Scale. Londres: Pearson Assessment.

Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short-term and working memory in children: Are they separable? Child Development, 77(6), 1698–1716.

Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The working memory rating scale: A classroom-based behavioral assessment of working memory. Learning and Individual Differences, 19(2), 242-245.

Baddeley A. D., & Hitch G. J. (1974). Working memory. En G. A. Bower (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (pp. 47–89). New York: Academic.

Baddeley, A. (1992). Working memory. Science, 255(5044), 556.

Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423

Baddeley, A. D. (2003). Working memory: looking back and looking forward. Nature Reviews. Neuroscience, 4, 829–839.

Baddeley, A. D. (2012). Working Memory: Theories, Models and Controversies. Annual Review of Psychology, 63, 1–29.

Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology,33(3), 205-228.

Cain, K. E., Oakhill, J., & Bryant, P. E. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42.

Canet Juric, L., Andrés, M. L., García Coni, A., Richard´s, M. M. & Burín, D. (en prensa). Desempeño en memoria de trabajo e indicadores comportamentales. Relaciones entre medidas directas e indirectas. Interdisciplinaria.

Canet Juric, L., Introzzi, I., & Burin, D. (2015).Desarrollo de la Capacidad de Memoria de Trabajo Efectos de Interferencia Inter e Intra Dominio en Niños de Edad Escolar. Revista Argentina de Ciencias del Comportamiento, 7(1), 26–37.

Corral, S., Arribas, D., Santamaría, P., Sueiro, M. J., & Pereña, J. (2007). Adaptación española del WISC-IV. En D. Wechsler, Escala de Inteligencia de Weschler para Niños cuarta edición (WISC-IV). Madrid: TEA Ediciones.

Cowan, N. (2001). Metatheory of storage capacity limits. Behavioral and brain sciences, 24(1), 154-176.

Cragg, L. & Gimore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63-68.

Dehn, M. J. (2008). Working Memory and Academic Learning. Assessment and Intervention. Hoboken, NJ: John Wiley & Sons.

Friso-van den Bos, I., van der Ven, S. H. G., Kroesbergen, E. H., & van Luit, J. E. H. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29–44.

Gathercole, S. E. (1999). Cognitive approaches to the development of short-term memory. Trends in cognitive sciences, 3(11), 410-419.

Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The Structure of Working Memory From 4 to 15 Years of Age. Developmental Psychology, 40(2), 177–190.

Geary, D. C., Boykin, A. W., Embretson, S., Reyna, V., Siegler, R., Berch, D. B., & Graban, J. (2008). Report of the task group on learning processes. En U.S. Department of Education (Ed.), The final report of the National Mathematics Advisory Panel (cap. 4). Washington, DC: U.S. Department of Education.

Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of experimental child psychology, 88(2), 121-151.

George, D., & Mallery, M. (2003). Using SPSS for Windows step by step: a simple guide and reference. Boston, MA: Aliyn & Bacon.

Gilhooly, K. J., Logie, R. H., Wetherick, N. E., & Wynn, V. (1993). Working memory and strategies in syllogistic-reasoning tasks. Memory & Cognition, 21(1), 115-124.

Hale, S., Bronik, M. D., & Fry, A. F. (1997). Verbal and spatial working memory in school-age children: Developmental differences in susceptibility to interference. Developmental Psychology, 33(2), 364-371.

Hale, S., Myerson, J., Emery, L.J., Lawrence, B.M., & Dufault, C. (2007). Variations in Working Memory across the Life Span. En A. Conway, C. Jarrold, M.J. Kane, A. Miyake, & J. Towse (Eds.), Variation in Working Memory (pp. 194-224). New York: Oxford University Press.

Hogan, T. P. (2015). Pruebas psicológicas: una introducción práctica. México, DF: Editorial El Manual Moderno.

Hollingshead, A. B. (2011). Four factor index of social status. Yale Journal of Sociology, 8, 2–52.

Hughes, C. (2011). Changes and Challenges in 20 Years of Research Into the Development of Executive Functions. Infant and Child Development, 20, 251–271.

Injoque-Ricle, I., Calero, A., Alloway, T., & Burin, D. (2011). Assessing working memory in Spanish-speaking children: Automated working memory assessment battery adaptation, Learning and Individual Differences, 21, 78–84.

Introzzi, I., & Canet Juric, L. (2013).Tareas de Autorregulación Cognitiva. En Introzzi, I., Canet Juric, L., Comesaña, A., Andres, M. L. & Richard´s, M. (2013). Evaluación de la Autorregulación cognitiva y emocional. Presentación de un Programa. Revista Argentina de Ciencias del Comportamiento (suplemento), 1-11.

Introzzi, I., Andrés, M. L., Canet-Juric, L., Stelzer, F., & Richard’s, M. M. (2016). The

Relationship Between the Rumination Style and Perceptual, Cognitive, and Behavioral Inhibition. Psychology & Neuroscience. Advance online publication. http://dx.doi.org/10.1037/pne0000068

Jarrold, C., & Towse, J. N. (2006). Individual differences in working memory. Neuroscience, 139(1), 39-50.

Jarvis, H. L., & Gathercole, S. E. (2003). Verbal and non-verbal working memory and achievements on national curriculum tests at 11 and 14 years of age. Educational and Child Psychology, 20(3), 123-140.

Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: individual differences in working memory. Psychological review, 99(1), 122.

Kane, M. T. (2006). Validation. Educational measurement, 4(2), 17-64.

Kane, M. T. (2013). Validating the interpretations and uses of test scores.Journal of Educational Measurement, 50(1), 1-73.

Klauer, K. C., Stegmaier, R., & Meiser, T. (1997). Working Memory Involvement in Propositional and Spatial Reasoning. Thinking & Reasoning, 3(1), 9-47.

Koppenol-Gonzalez, G. V., Bouwmeester, S., & Vermunt, J. K. (2012). The development of verbal and visual working memory processes: A latent variable approach. Journal of experimental child psychology, 111(3), 439-454.

Lee, K., Bull, R., & Ho, R. M. (2013). Developmental changes in executive functioning. Child Development, 84(6), 1933-1953.

Leffard, S. A., Miller, J. A., Bernstein, J., DeMann, J. J., Mangis, H. A., & McCoy, E. L. (2006). Substantive validity of working memory measures in major cognitive functioning test batteries for children. Applied Neuropsychology, 13(4), 230-241.

Logie, R. H. (1995). Visuospatial working memory. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc

Mather, N.,& Woodcock, R.W. (2001). Examiner’s manual.Wood- cock–Johnson III Tests of Cognitive Abilities. Itasca, IL: Riverside.

Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon, V. (2010). Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences, 20(2), 101-109.

Nation, K., Adams, J. W., Bowyer-Crane, C. A., & Snowling, M. J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of experimental child psychology, 73(2), 139-158.

Oakhill, J. V, Cain, K., & Elbro, C. (2015). Understanding and Teaching Reading Comprehension. New York: Routledge.

Palladino, P., Cornoldi, C., De Beni, R., & Pazzaglia, F. (2001). Working memory and updating processes in reading comprehension. Memory & Cognition, 29(2), 344-354.

Pascual, L., Galperín, C. Z., & Bornstein, M. H. (1993). La medición del nivel socioeconómico y la psicología evolutiva: El caso Argentino. Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 27, 59–74.

Pazzaglia, F., Palladino, P., & De Beni, R. (2000). Presentazione di uno strumento per la valutazione della memoria di lavoro verbale e sua relazione con i disturbi della comprensione. Psicologia clinica dello sviluppo, 4(3), 465-486.

Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20(2), 110–122.

Reynolds, C. R. (1997). Forward and backward memory span should not be combined for clinical analysis. Archives of Clinical Neuropsychology, 12(1), 29-40.

Richard’s, M., Canet Juric, L., Introzzi, I., & Urquijo, S. (2014). Intervención diferencial de las funciones ejecutivas en inferencias elaborativas y puente. Avances en Psicología Latinoamericana, 32, 5-20.

Sautú, R. (1989). Teoría y técnica en lamedición del status ocupacional: Escalas objetivas de Prestigio (Documento de Trabajo). Buenos Aires, Argentina: UBA Instituto de Ciencias Sociales.

Savage, R., Lavers, N., & Pillay, V. (2007). Working memory and reading difficulties: What we know and what we don’t know about the relationship.Educational Psychology Review, 19(2), 185-221.

Siegel, L. S. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioral Development, 17(1), 109-124.

Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child development, 973-980.

Sireci, S. G. (2003). Validity: Content. Encyclopedia of psychological assessment, 2, 1075-1077.

Stelzer, F., Andrés, M. L., Canet-Juric, L., Introzzi, I. (2016). Memoria de Trabajo e Inteligencia Fluida. Una Revisión de sus Relaciones. Acta de Investigación Psicológica, (6), 1, 2302-2316.

Swanson, H. L. (2003). Age-related differences in learning disabled and skilled readers’ working memory. Journal of Experimental Child Psychology, 85(1), 1-31.

Swanson, H. L., Ashbaker, M. H., & Lee, C. (1996). Learning-disabled readers' working memory as a function of processing demands. Journal of Experimental Child Psychology, 61(3), 242-275.

Taborda, A., Barbenza, C. & Brenlla, M. E. (2011). Adaptación argentina del WISC-IV. En D. Wechsler, Escala de Inteligencia de Wechsler para niños cuarta edición (WISC-IV). Buenos Aires: Paidós.

Tillman, C. M. (2011). Developmental change in the relation between simple and complex spans: a meta-analysis. Developmental Psychology, 47(4), 1012–25.

Wechsler, D. (2003). Wechsler intelligence scale for children–Fourth Edition (WISC-IV). San Antonio, TX: The Psychological Corporation.

Wilkinson, G. S. (1993). Wide Range Achievement Test 3. Wilmington, DE: Wide Range, Inc.

Wilson, J. T., Scott, J. H., & Power, K. G. (1987). Developmental differences in the span of visual memory for pattern. British Journal of Developmental Psychology, 5(3), 249-255.

Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. Nueva York: Cambridge University Press.

Yuill, N., Oakhill, J., & Parkin, A. (1989). Working memory, comprehension ability and the resolution of text anomaly. British journal of psychology, 80(3), 351-361.




DOI: http://dx.doi.org/10.30849/rip/ijp.v52i1.356

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Lorena Canet-Juric, Florencia Stelzer, María Laura Andrés, Santiago Vernucci, Isabel Introzzi, Débora Burin

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The IJP maintain the highest standards of quality and have an acceptance rate that ranges between 30% to 45% which the American Psychological Association considers an acceptable rate and its revision times ranges from 3 months minimum to 7 month maximum waiting time. The IJP uses the open journal system for submissions, review, and promulgation of the work of the interamerican psychologists. It is indexed in: Redalyc, Pepsic, DOAJ, SCOPUS.

Dedicada a expandir preservar y divulgar la Psicología de las Américas desde el 1967.