RESUMO
Resumen El presente estudio tiene dos objetivos: a) Construir un Test de Capacidad de Lectura -TCL, para medir el nivel de memoria de trabajo (MT) y b) analizar la relación entre MT y la inteligencia general fluida -Gf (medido a través de Test de Matrices Progresivas de Raven, para niños), en un grupo de 124 niños lectores escolarizados del nivel primario. Dado el carácter primordial de este segundo objetivo, se procedió a emplear el método correlacional, que sugiere la medición y descripción de las variables MT y Gf, cuyo índice correlacional establece el nivel de dicha relación. En cuanto a la justificación de la presente tesis, se sustenta en la constatación empírica de la presencia previa de la MT, como un factor explicativo de la varianza que sufre la Gf. La validez de contenido del nuevo TCL se estableció mediante el criterio de juicio de expertos; mientras que, la confiabilidad del mismo instrumento está dentro del nivel de confianza y seguridad. Finalmente, se puede afirmar que la relación entre MT y Gf es sustancial, en la medida que sugiere que la MT es un factor importante que explica la varianza de los puntajes Gf.
Abstract The present study have two objectives: a) Elaborate a Reading Span Test -RST, that measure the level of working memory (WM), and b) analyze the relation between WM and fluid general intelligence -Gf (measured with Raven´s Progressive Matrices Test, for children), in a group of 124 children of the primary school level. The first objective was reached according to the theoretical and techniques suggestions offered by Daneman & Carpenter (1980) in order to construct a new version of RST, sustained by WM model, originally proposed by Baddeley & Hitch (1974). WM is a cognitive system of limited capacity, in which acts simultaneously, storage and processing information mechanisms. This cognitive system is involved in diverse complex cognitive activities, such as, reading comprehension, learning, and reasoning. The content validity of the new RST was done through expert judgment; while the reliability of same instrument was got accord Kuder/ Richardson-20 coefficient r 11 = 0.87, that guarantee the reliability of the instrument. Respect to the second objective, it was found a coefficient of correlation Eta2 = 0.525, which means that relation is substantial, therefore confirms that WM is an important factor by which cause the variance of scores of the Gf is 27.6%.
RESUMO
Abstract Working memory is an active memory system serving the realization of complex cognitive tasks. Over the last decades' research has centered on studying the relationship of this memory system or any of its components with different cognitive functions, such as intelligence. The aim of this study is to analyze the relation between visuospatial working memory, processing speed and general intelligence, and the possible mediation role of some of these variables. To carry out this work, two studies were conducted. On Study 1 participated212 Spanish speaking college students, and a Spanish visuospatial working memory battery was designed and validated -the visuospatial Computerized Working Memory Battery (Batería Informatizada de Memoria de Trabajo Viso-Espacial; BIMeT-VE)-. On Study 2 participated 114 Spanish speaking college students, and the relationship among visuospatial working memory, processing speed and general intelligence was analyzed. The results showed that general intelligence is directly supported by the processing speed and to maintain visuospatial information for short periods of time, and indirectly by the ability to concurrently process visuospatial information.
Resumo A memória de trabalho é um sistema de memória ativo ao serviço da realização de tarefas cognitivas complexas. Nas últimas décadas as pesquisas têm-se centrado em estudar a relação entre a memória de trabalho ou seus subsistemas e outras funções cognitivas, como a inteligência. O objetivo deste estudo é analisar a relação entre a memória de trabalho visuoespacial, a velocidade de processamento e a inteligência geral, e o possível papel mediador destas variáveis. Por esta razão, foram feitos dois estudos. No primeiro desenhou-se e validou-se a Bateria Computorizada de Memória de Trabalho Visual e Espacial (BIMeT-VE) numa amostra de 212 estudantes universitários. No segundo estudo que envolveu 114 estudantes universitários analisou-se a relação entre a memória de trabalho visual e espacial, a velocidade de processamento e a inteligência geral. Os resultados mostraram que a inteligência geral está diretamente associada com a velocidade de processamento e com a habilidade de manter a informação visual e espacial a curto prazo, e indiretamente pela habilidade de processar informação visual e espacial de maneira simultânea.
Resumen La memoria de trabajo es un sistema de memoria activo al servicio de la realización de tareas cognitivas complejas. En las últimas décadas las investigaciones se han centrado sobre la relación de este sistema de memoria o alguno de sus componentes con diferentes funciones cognitivas, como la inteligencia. El objetivo de este estudio es analizar la relación entre la memoria de trabajo viso-espacial, la velocidad de procesamiento y la inteligencia general, y evaluar el posible rol mediador de alguna de estas variables. Para ello se realizaron dos estudios. En el Estudio 1 se diseñó y validó la Batería Informatizada de Memoria de Trabajo Viso-Espacial (BIMeT-VE) con 212 estudiantes universitarios hispanoparlantes. En el Estudio 2, en el que participaron 114 estudiantes universitarios hispanoparlantes se estudió la relación entre la memoria de trabajo viso-espacial, la velocidad de procesamiento y la inteligencia general. Los resultados mostraron que la inteligencia general está directamente relacionada con la velocidad de procesamiento y con la habilidad de mantener información viso-espacial por breves períodos de tiempo, e indirectamente por la habilidad de procesar concurrentemente información viso-espacial.
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Background & objectives: Despite the central role of cognition for mental disorders most studies have been conducted in western countries. Similar research from other parts of the world, particularly India, is very limited. As a first step in closing this gap this cross-cultural comparability study of the South Texas Assessment of Neurocognition (STAN) battery was conducted between USA and India. Methods: One hundred healthy adults from Kerala, India, were administered six language independent subtests of the Java Neuropsychological Test (JANET) version of the STAN, assessing aspects of general intellectual ability (Matrix Reasoning), attention (Identical Pairs Continuous Performance, 3 Symbol Version Test; IPCPTS), working memory (Spatial Capacity Delayed Response Test; SCAP), response inhibition (Stop Signal Reaction Time; SSRT), Emotional Recognition and Risk taking (Balloon Analogue Risk Task; BART). Test results were compared to a demographically matched US sample. Results: Overall test performance in the Kerala sample was comparable to that of the US sample and commensurate to that generally described in studies from western countries. Interpretation & conclusions: Our results support the metric equivalence of currently available cognitive test batteries developed in western countries for use in India. However, the sample was restricted to individuals who were literate and had completed basic primary and secondary education.
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Este trabajo procura analizar las características de los factores específicos de la memoria (procesos o contenidos) asociados a Gsm del modelo CHC. Para esto, a una muestra de estudiantes universitarios se le administraron tareas de memoria con diferentes contenidos, varios tests de aptitudes y una prueba de inteligencia general. Se evaluaron dos modelos que relacionan la aptitud general Gsm, bien con la memoria de trabajo y la amplitud de memoria, bien con aptitudes verbales-numéricas y viso-espaciales. Los resultados muestran, para ambos modelos, buenos índices de ajuste, sin embargo, se encontraron datos de regresión estandarizados con una regresión positiva superior entre Gsm y memoria de trabajo y entre Gsm y contenido viso-espacial. También se debe destacar que en ambos modelos se observaron valores de regresión estandarizados de 0.54 y 0.73 entre Gsm y el factor g. Teniendo en cuenta los resultados obtenidos, se discuten algunas implicaciones del estudio para comprender la relación entre inteligencia y memoria.
This study investigates the characteristics of the specific memory factors (processes and content) that are associated to the Gsm from the CHC model. Memory tasks with different content, including various aptitude tests and a general intelligence test, were administered to a sample of university students. Two models that relate the general Gsm aptitude, with working memory and memory span, and with verbal-numerical and visual-spatial aptitudes were tested. Results indicate good fit indices for both models tested, as well as evidence for a positive regression between Gsm and working memory and between Gsm and visuospatial content. In both models we observed standardized regression of 0.54 and of 0.73 between Gsm and factor g. Implications for the understanding of the relation between memory and intelligence are discussed.
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Este estudo buscou comparar as habilidades sociais de professores do ensino fundamental e educação infantil no Rio de Janeiro e ainda verificar as correlações entre as habilidades sociais e a inteligência. Segundo Del Prette e Del Prette (2003), as habilidades sociais devem fazer parte da formação educacional para constituir um aluno mais cooperativo e integral. Neste sentido, participaram da pesquisa 24 professores de ensino fundamental e 24 de educação infantil. Os instrumentos utilizados foram o Inventário de Habilidades Sociais (IHS - Del Prette; Del Prette, 2001a) e o Teste de Matrizes Progressivas - Raven (RAVEN, 1997). As análises estatísticas mostraram que existe uma diferença significativa nas habilidades sociais nos dois grupos de professores e que os professores da educação infantil têm escores mais altos nas habilidades sociais, confirmando a literatura sobre o assunto. As correlações entre habilidades sociais e inteligência não apresentaram significância através do teste de correlação linear Pearson, dissociando habilidades intelectuais das habilidades às situações sociais. (AU)
This study has compared social skills from teachers teaching in elementary and kindergarten in schools at the State of Rio de Janeiro, Brazil. It has also verified correlations between social skills and intelligence. According to Del Prette and Del Prette (2003) social skills must be part of the educational formation in order to improve student's cooperation and integration abilities. In this sense, 24 teachers working on elementary school and 24 teachers working on kindergarten have participated in our experiment. Two instruments were used: The IHS - Inventário de Habilidades Sociais (Del Prette; Del Prette, 2001a) and Raven's Matrices (RAVEN, 1997). The statistic analyses demonstrated that there is an important difference between the two groups concerning their social skills. The teachers from kindergarten have higher social skills, as it is found at the literature about this field. The correlations between social skills and intelligence have not shown significance through the Pearson Linear Correlation Test, dissociating intellectual skills from social skills. (AU)