Updating executive function and performance in reading comprehension and problem solving. [La función ejecutiva de actualización y el rendimiento en comprensión lectora y resolución de problemas]


  • Valentín Iglesias-Sarmiento Universidad de Vigo
  • Nuria Carriedo-López Universidad Nacional de Educación a Distancia
  • Juan L. Rodríguez-Rodríguez Universidad de Vigo
DOI: https://doi.org/10.6018/analesps.31.1.158111
Palabras clave: Comprensión lectora, resolución de problemas, funcionamiento ejecutivo, actualización, habilidades de dominio específico, inteligencia fluida.


Esta investigación analizó, en niños de  5º curso de Educación Primaria, la capacidad predictora de la función ejecutiva de actualización de la Memoria Operativa (MO) en las diferencias individuales en comprensión lectora y resolución de problemas aritméticos. Además, se estudió si esta relación es directa o está mediada por variables de dominio general o específico. Con este fin se administró un conjunto de pruebas que evalúan la inteligencia fluida, la actualización de la información en la MO, la competencia aritmética, la resolución de problemas aritméticos, el procesamiento léxico y la comprensión lectora a 49 alumnos con edades comprendidas  entre los 10 y 11 años. Los resultados apoyan la idea que la actualización de la MO es un importante predictor de la comprensión lectora, más allá de la influencia de las habilidades de dominio específico y de la inteligencia fluida. En el caso de la resolución de problemas, nuestros hallazgos confirman que la actualización juega un papel importante aunque, en este momento evolutivo, quizá por el propio contenido de la tarea, la relación parece mediada por la inteligencia fluida.


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Cómo citar
Iglesias-Sarmiento, V., Carriedo-López, N., & Rodríguez-Rodríguez, J. L. (2014). Updating executive function and performance in reading comprehension and problem solving. [La función ejecutiva de actualización y el rendimiento en comprensión lectora y resolución de problemas]. Anales de Psicología / Annals of Psychology, 31(1), 298–309. https://doi.org/10.6018/analesps.31.1.158111

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