Contribución única de la inteligencia fluida y cristalizada en el rendimiento académico / Unique contribution of intelligence fluid and crystallized from academic performance

La teoría de la inversión de Cattell establece que inteligencia fluida(Gf) constituye la base de la inteligencia cristalizada (Gc), en tanto hace posible la adquisición de habilidades y conocimientos. Sin embargo, las evidencias empíricas no son concluyentes. La presente investigación pretende determinar la contribución única de la inteligencia, Gf y Gc, sobre el rendimiento académico del niño escolar. Se utilizó una muestra de 100 niños según criterios de selección en dos tipos de enseñanza: niños con calificaciones de Mal y Regular en las materias escolares (enseñanza regular) y niños con retraso mental ligero (enseñanza especial). Las pruebas intelectuales fueron: Escala de Capacidad Intelectual y Analogía verbales. Las tareas académicas fueron: fluidez lectora y fluidez matemática. Los resultaron indicaron fuertes correlaciones entre las variables académicas y las intelectuales. La regresión jerárqica indicó contribución significativa de Gc (Analogía verbales) para pronosticar el desarrollo de la lectura cuando se controla el efecto de Gf (Escala de Capacidad Intelectual). Por el contrario, Gf mostró una contribución significativa para explicar el rendimiento de la matemática cuando se controla a Gc.

The investment theory of Cattell states that fluid intelligence (Gf) is the basis of crystallized intelligence (Gc), as does the acquisition of skills and knowledge possible. However, the empirical evidence is inconclusive. This research trying to determine the unique contribution of intelligence, Gf and Gc, on the academic performance of school children. A sample of 100 children was used as selection criteria in two types of education: children with scores bad and regular school subjects (regular education) and children with mild mental retardation (special education). Intellectual tests were: Intellectual Ability Scale and Verbal Analogy test. Academic tasks were: reading fluency and math fluency. The resulted showed strong correlations between academic and intellectual variables. The hierarchical regression indicated significant contribution of Gc (Verbal Analogy) to predict the development of reading when the effect of Gf (Intellectual Ability Scale) is controlled. By contrast, Gf showed a significant contribution to explain the performance of mathematics when Gc controls.

O que dizem as matrizes de habilidades sobre a leitura em ambientes digitais / What ability matrices convey about reading in digital environments

Com base em análises da matriz de Língua Portuguesa do Saeb, utilizada em avaliações de larga escala no Brasil, este trabalho discute a vinculação dessa matriz às prá ticas de leitura e à cultura escrita impressa, além de propor uma reflexão sobre a com plexidade dos descritores que compõem a matriz em relação às práticas de leitura reais. Propõe-se a diferenciação entre matriz de avaliação e matriz de ensino, assim como se considera de suma importância que o ato de ler seja abordado em seus aspectos multi modais e relativos ao letramento digital.

Based on an analysis of the Saeb's Matrix on Portuguese Language, widely used in evaluations in Brazil, we discuss in this paper the relationship of this matrix to reading practices and printed writing culture. We also propose a discussion about the complexity of abilities that compose the matrix, as far as real reading practices are con cerned. We propose the necessity to make a clear distinction between a matrix for eval uation purposes and a matrix designed for teaching purposes. It is also very important to consider aspects related to the multimodal and digital literacy as a crucial part of the act of reading.

Morfología y función en el análisis empírico del ajuste lector / . Morphology and function in the empirical analysis of reading adjustment

En este estudio se evalúan los efectos de variar el tipo de criterio y el tipo de morfología del hacer estudiantil sobre el porcentaje de respuestas correctas en tareas de ajuste lector. Participaron 20 estudiantes universitarios asignados a uno de cuatro grupos que se distinguían por la constancia - variabilidad del criterio y la constancia - variabilidad de la morfología de la respuesta para satisfacer el criterio. Se aplicó una evaluación inicial a todos los participantes, un entrenamiento y una evaluación final, semejante a la primera. Se encontró que, en general, el entrenamiento variable de criterios y morfología tuvo mayores efectos positivos sobre el desempeño en la segunda evaluación, en contraste con los grupos expuestos a un solo criterio o a una sola morfología. Los resultados permiten discutir el papel de la morfología como estrategia de aprendizaje efectiva al margen del criterio funcional, del dominio y del texto leído.

The present study evaluated the effects of varying the criterion and the morphology of the percentage of correct response upon reading adjustment tasks. Participants were 20 voluntary students, distributed in four groups, which were differentiated by the certainty - variability of the criterion and the certainty - variability of themorphology of response to satisfy the criterion. All participants were exposed to a first evaluation, training and finally a second evaluation similar to the first one was applied. Results question the role of morphology as a comprehension strategy independent of a functional criterion, domain and of the text itself.

Navegar sem ler, ler sem navegar e outras combinações de habilidades do leitor / Navigating without reading, reading without navigating and other combinations of readers abilities

Com base nos conceitos de letramento, sistema de mídia e mídias mosaiquicas e apoiado em uma concepção de hipertexto não exclusivamente digital, este trabalho mostra a relação de grupos de leitores com a leitura de jornais impressos e digitais. Este estudo de caso foi desenvolvido com alunos de uma instituição privada de ensino superior, em Belo Horizonte. Após a aplicação de questionários sobre hábitos e frequência de leitura de jornais, foram selecionados 23 alunos para fazer testes de navegação e leitura. Algumas habilidades de leitura foram medidas com base na matriz de Língua Portuguesa do Saeb. Com base nos resultados, faz-se a diferenciação entre habilidades de navegação e habilidades de leitura. Os resultados também sugerem certa assimetria entre navegação e leitura (compreensão), já que nem sempre os navegadores mais hábeis compreendem o que leem, assim como nem sempre aqueles que mostram dificuldades em navegar têm mau desempenho em leitura. Conclui-se que a leitura se constrói a partir de uma sobreposição complexa de habilidades. Embora seja importante que o leitor desenvolva letramentos vários, é possível apresentar habilidades assimétricas em relação a diferentes aspectos da leitura.

Based upon the concepts of literacy, media systems and mosaic media, supported by an off-line concept of hypertext, this work discusses the relationship established by readers groups with the reading of newspapers. This case study was carried out with undergraduates at a private school in Belo Horizonte. From questionnaire-generated reading profiles, a group of 23 students was selected to make tests on navigation and on reading. The sudents had to answer questions, which were proposed in accordance with Saeb exam reading abilities matrix. The results show that good navigators may be low proficient readers and good readers may be poor navigators. So, it was possible to conclude that reading depends upon the development of many other abilities, independently of the reading platform; that reading is built up from a complex superposition of abilities.

Cambios sociales y evaluación de la educación en méxico. El caso de la lectura. / Social changes and the assessment of education in Mexico. The case of reading

A partir de la lectura de documentos oficiales, se reflexiona sobre los cambios que ha presentado el Estado mexicano, para asumirse actualmente como un estado evaluador; la participación de la Organización de Cooperación para el Desarrollo Económico (OCDE), en el diagnóstico sobre la educación en México, y la aplicación del Programa Internacional de Evaluación de Estudiantes (PISA), sus resultados y la respuesta que da el gobierno en la generación de estrategias para cambiar aptitudes de lectura de la población mexicana. Se presentan resultados de una encuesta aplicada en el 2005, por la Procuraduría Federal del Consumidor (Profeco), para identificar cómo, a ocho años del diagnóstico de la OCDE (1997) Y a cinco de la aplicación del PISA (2000), con énfasis en la lectura, la población sigue presentando resultados negativos. La propuesta es ya no esperar políticas públicas, ante esta necesidad urgente, adoptar una actitud reflexiva y responsable con nosotros mismos y la población con la que nos relacionamos, ya sea por razones laborales o familiares; con la certidumbre de que somos capaces de construir mejores mañanas.

Starting from the reading of official documents, one can reflect about the changes the Mexican Government has presented for assuming itself as an evaluating state; about the Cooperative Organization for the Economical. Development (OCDE) participation to the diagnostics about education in Mexico, and the Students Evaluation. International Program (PlSA) application, their outcomes, and the answer given by the government when generating strategies to change the Mexican population reading abilities. Here, the outcomes of a survey carriec! out in 2005 by the Federal Procurator Office for Consumers (Profeco) in order to identify how, at eight years from the OCDE diagnoses (1997) and at five from the PISA application (2000), with an emphasis on reading, population continues showing negative outcomes. The proposal is to stop waiting for public politics before this urgent need and realize a reflexive and responsible attitude must be adopted with ourselves and with the population with which we are relating, either because working or family reasons; with the certitude that we are capable to build a better "tomorrow".