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]

Autores/as

  • 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.

Resumen

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.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Ackerman P. L., Beier M. E. y Boyle M. O. (2005). Working memory and intelligence: the same or different constructs? Psychological Bulletin 131, 30–60.

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Alloway, T., Gathercole, S., Willis, C. y Adams, A. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology, 87, 85–106.

Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8, 71-82.

Baddeley, A.D. (1986). Working Memory. Oxford, England: Oxford University Press.

Baddeley, A. (1992). Human Memory . Theory and Practice. Hillsdale, NJ : LEA.

Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423.

Baddeley, A. D. (2006). Working memory: an overview. En S. Pickering (Ed.), Working memory in the classroom (pp. 1–31) Oxford, England: Academic Press.

Baddeley, A. D. y Hitch, G. J. (1974). Working memory. En G. A. Bower (Ed.), Recent advances in learning and motivation. Vol. 8, (pp. 47-89). New York: Academic Press.

Baddeley, A. D. y 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). New York: Cambridge University Press.

Battista, M. T. (1994). On Greeno’s environmental/model view of conceptual domains: A spatial/geometric perspective. Journal for Research in Mathematics Education, 25, 86-94.

Bishop, A. J. (1989). Review of research on visualisation in mathematics education. Focus on Learning Problems in Mathematics, 11(1), 7-16.

Bellaci, C., Carretti, B. y Cornoldi, C. (2010). The role of working memory and updating in Coloured Raven Matrices performance in typically developing children. European Journal of Cognitive Psychology, 22 (7), 1010-1020.

Berg, D. H. (2008). Working memory and arithmetic calculation in children: The contributory roles of processing speed, short-term memory, and reading. Journal of Experimental Child Psychology, 99, 288−308.

Berninger, V., Abbott, R.D., Vermeulen, K. y Fulton, C. (2006). Paths to reading comprehension in at-risk second-grade readers. Journal of learning disabilities, 39(4), 34–351.

Booth, J. N., Boyle, J. M. y Kelly, S. W. (2010). Do tasks make a difference? Accounting forheterogeneity of performance of children with reading difficulties on tasks of executive function: findings from a meta-analysis. British Journal of Developmental Psychology, 28(1), 133-176.

Bull, R., Andrews-Espy, K. y 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.

Burgess, P. W., Alderman, N., Evans, J., Emslie, H. y Wilson, B. A. (1998). The ecological validity of tests of executive function. Journal of the International Neuropsychological Society, 4, 547–558.

Byrne, B., Samuelsson, S., Wadsworth, S., Hulslander, J., Corley, R., DeFries, J. C., et al. (2007). Longitudinal twin study of early literacy development: Preschool through grade 1. Reading and Writing, 20,77–102.

Camos, V. y Barrouillet, P. (2004). Adult counting is resource demanding. British Journal of Psychology, 9, 19-30.

Carriedo, N., Elosúa, R. y García-Madruga, J. (2011) Working Memory, Text Comprehension, and Propositional Reasoning: A New Semantic Anaphora WM Test. Spanish Journal of Psychology, 14 (1), 34-46.

Carriedo, N. y Rucián, M. (2009). Adaptación para niños de la prueba de amplitud lectora de Daneman y Carpenter (PAL-N). Infancia y Aprendizaje, 32 (3), 449-465.

Catts, H. W., Adolf, S. M. y Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech Language and Hearing Research, 49, 278-293.

Chen, T. y Li, D. (2007). The roles of working memory updating and processing speed in mediating age-related differences in fluid intelligence. Aging, Neuropsychology, and Cognition, 14, 631-646.

Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. et al. (2012). Predicting word reading and comprehension with executive function and speed measures across development: a latent variable analysis. Journal of Experimental Psychology: General. Advance online publication. doi: 10.1037/a002737.

Cohen, J. D., Perlstein, W. M., Braver, T. S., Nystrom, L. E., Noll, D. C., Jonides, J., et al. (1997). Temporal dynamics of brain activation during a working memory task. Nature, 386, 604–608.

Collette, F. y van der Linden, M. (2002). Brain imaging of the central executive component of working memory. Neuroscience & Biobehavioral Reviews, 26, 105–125.

Collette, F., van der Linden, M., Laureys, S., Delfiore, G., Deguedldre, C., Luxen, A., et al. (2005). Exploring the unity and diversity of the neural substrates of executive functioning. Human Brain Mapping, 25, 409–423.

Collette, F., van der Linden, M. y Salmon, E. (1999). Executive dysfunction in Alzheimer’s disease. Cortex, 35, 57–72.

Colom, R., Abad, F. J., Quiroga, M. A., Shih, P. C. y Flores-Mendoza, C. (2008). Working memory and intelligence are highly related constructs, but why? Intelligence, 36(6), 584-606.

Colom, R., Abad, F.J., Rebollo, I. y Shih, P.C. (2005). Memory Span and General Intelligence: A Latent-Variable Approach. Intelligence, 33, 623-642

Conklin, H. M., Luciana, M., Hooper, C. J. y Yarger, R. S. (2007). Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development. Developmental Neuropsychology, 31, 103–128.

Conway, A. R. A., Kane, M. J. y Engle, R. W. (2003). Working memory capacity and its relation to general intelligence. Trends in Cognitive Sciences, 7, 547–552.

Cowan, N. (1988). Envolving conceptions of memory storage, selective attention, and their mutual constraints within the human information processing system. Psychological Bulletin, 104, 163-191.

Daneman, M. y Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behaviour, 19, 450–466.

Daneman, M. y Merikle, P. M. (1996). Working memory and comprehension: A meta-analysis. Psychonomic Bulletin and Review, 3, 422-433.

Das, J. P., Kirby, J. R. y Jarman, R. F. (1979). Simultaneous and successive cognitive processes. New York: Academic Press.

Das, J. P., Naglieri, J. A. y Kirby, J. R. (1994). Assessment of cognitive processes: The PASS theory of intelligence. Boston: Allyn & Bacon.

Das, J.P. y Varnhagen, C.K. (1986). Neuropsychological functioning and cognitive processing. En J.E. Obrzut y G.W. Hynd (Eds.), Child neuropsychology, Vol. 1: Theory and research (pp. 117-140). New York: Academic Press.

De Beni, R., Borella, E. y Carretti, B. (2007). Reading Comprehension in Aging: The Role of Working Memory and Metacomprehension. Aging, Neuropsychology, and Cognition, 14, 189–212.

De Smedt, B., Janssen, R., Bouwens, K., Verschaffel, L., Boets, B. y Ghesquière, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first to second grade. Journal of Experimental Child Psychology, 103, 186-201.

Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press.

Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. En D. T. Stuss y R. T. Knight (Eds.), Principles of frontal lobe function (pp. 466–503). New York: Oxford University Press.

Diezmann, C. M. y Watters, J. J. (2000). Identifying and supporting spatial intelligence in young children. Contemporary Issues in Early Childhood, 1(3), 299-313.

Duncan, J., Johnson, R., Swales, M. y Freer, C. (1997). Frontal lobe deficits after head injury: Unity and diversity of function. Cognitive Neuropsychology, 14, 713–741.

Duncan, J., Williams, P., Nimmo-Smith, M. I. y Brown, I. (1991). The control of skilled behavior: Learning, intelligence, and distraction. En D. Meyer y S. Kornblum (Eds.), Attention and performance XIV. Hillsdale, N. J.: Erlbaum

Ecker, U. K. H., Lewandowsky, S., Oberauer, K. y Chee, A. E. H. (2010). The Components of Working Memory Updating: An Experimental Decomposition and Individual Differences Journal of Experimental Psychology: Learning, Memory, and Cognition 36(1), 170–189.

Elosúa, M. R., Gutiérrez, F., García-Madruga, J. A., Luque, J. L. y Gárate, M. (1996). Adaptación española del “Reading Span Test” de Daneman y Carpenter. Psicothema, 2, 383-395.

Engle, R. W., Kane, M. J. y Tuholski, 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). New York: Cambridge University Press.

Fisk, J. E. y Sharp, C. A. (2004). Age-related impairment in executive functioning: Updating, inhibition, shifting, and access. Journal of Clinical and Experimental Neuropsychology, 26, 874–890.

Fletcher, J. M., Francis, D. J., Shaywitz, S. E., Lyon, G. R., Foorman, B. R., Stuebing, K. K y Shaywitz, B. A. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research and Practice, 13, 186–203.

Fournier-Vicente, S., Larigauderie, P. y Gaonac’h, D. (2008). More dissociations or interactions within central executive functioning: A comprehensive latent-variable analysis. Acta Psychologica, 129, 32-48.

Friedman, N. P. y Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133, 101–135.

Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C. y Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Psychological Science, 17, 172–179.

Friedman, N. P., Miyake, A., Young, S. E., DeFries , J. C., Corley, R. P. y Hewitt, J. K. (2008) Individual differences in executive functions are almost entirely genetic in origin. Journal of Experimental Psychology: General, 137, 201–25.

Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98, 29–43.

García, J. y González, D. (1996). Batería Psicopedagógica Evalúa. Madrid: Editorial EOS.

Garon, N, Bryson, S. E. y Smith, I. M. (2008). Executive Function in Preschoolers: A Review Using an Integrative Framework. Psychologycal Bulletin, 134(1), 31-60.

Gathercole, S. E., Lamont, E. y Alloway, T. P. (2006). Working memory in the classroom. En S. Pickering (Ed.), Working memory in the classroom (pp. 220–238) Oxford, England: Academic Press.

Gathercole, S. E., Pickering, S. J., Ambridge, B. y Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177–190.

Geary, D. C. (2007). An evolutionary perspective on learning disability in mathematics. Developmental Neuropsychology, 32, 471–519.

Geary, D. C., Hoard, M. K., Byrd-Craven, J. y 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, 121-151.

Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L. y Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343-1359.

Hannon, B. y Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 93, 103–128.

Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. C. y Curtis, G. (1993). Wisconsin Card Sorting Test manual: Revised and expanded. Odessa, FL: Psychological Assessment Resources.

Hecht, S. A., Close, L. y Santisi, M. (2003). Sources of individual differences in fraction skills. Journal of Experimental Child Psychology, 86, 277-302.

Hedden, T. y Yoon, C. (2006). Individual differences in executive processing predict susceptibility to interference in verbal working memory. Neuropsychology, 20, 511–528.

Huizinga, M., Dolan, C. y van der Molen, M. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44, 2017–2036.

Hulme. C. y Snowling, M, J. (2009). Developmental disorders of language, learning andcognition. Oxford, England: Wiltry-Blackwell,

Iglesias-Sarmiento, V. y Deaño, M. (2011). Cognitive Processing and Mathematical Achievement: A Study with Schoolchildren between 4th and 6th Grade of Primary Education. Journal of Learning Disabilities, 44(6), 570-583.

Imbo, I. y Vandierendonck, A. (2006). The role of phonological and executive working memory resources in simple arithmetic strategies. European Journal of Cognitive Psychology, 19(6), 910-933.

Imbo, I., Vandierendonck, A. y Vergauwe, E. (2008). The role of working memory in carrying and borrowing. Psychological Research, 71, 467−483.

Just, M. A. y Carpenter, P. A. (1992). A capacity theory of comprehension. Psychological Review, 99, 122-149.

Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W. y Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133, 189-217.

Keenan, J. M., Betjemann, R. S. y Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281–300.

Klauer, K. J., Willmes, K., y Phye, G. D. (2002). Inducing inductive reasoning: Does it transfer to fluid intelligence? Contemporary Educational Psychology, 27, 1-25.

Kyllonen, P.C. y Christal, R.E. (1990). Reasoning ability is (little more than) working-memory capacity? Intelligence, 14, 389-433.

Landerl, K., Bevan, A. y Butterworth (2004). Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. Cognition, 93, 99-215.

Lee, K., Ng, E. L. y Ng, S. F. (2009). The contribution of working memory and executive functioning to problem representation and solution generation in algebraic word problem. Journal of Educational Psychology, 101, 373–387.

Lehto, J., Juujarvi, P., Kooistra, L. y Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59–80.

Logie, R.H. (1986). Visuo-spatial processes in working memory. The Quarterly of Experimental Psychology, 38A, 229-247.

Logie, R. H., Cocchini, G., Della Sala, S. y Baddeley, A. D. (2004). Is there a specific executive capacity for dual task coordination? Evidence from Alzheimer’s disease. Neuropsychology, 18, 504–513.

Logie, R. H., Gilhooly, K. J. y Wynn, V. (1994). Counting on working memory in arithmetic problem solving. Memory and Cognition, 22 (4), 395-410.

Luciana, M., Conklin, H. M., Hooper, C. J. y Yarger, R. S. (2005). The development of nonverbal working memory and executive control processes in adolescents. Child Development, 76, 697–712.

Mayer, R. E. y Hegarty, M. (1996). The process of understanding mathematical problems. En R. J. Sternberg y T. Ben-Zeev (Eds.), The nature of mathematical thinking. (pp. 29–53). Hillsdale, NJ: Erlbaum.

Mazzocco, M. M. y Kover, S. T. (2007). A longitudinal assessment of executive function skills and their association with math performance. Child Neuropsychology, 13, 18−45.

McKenzie, B., Bull, R. y Gray, C. (2003). The effects of phonological and visual-spatial interference on children’s arithmetical performance. Educational and Child Psychology, 20(3), 93-107.

McLean, J.F. y Hitch, G.J. (1999). Working memory impairments in children with specific arithmetic learning difficulties. Journal of experimental Child Psychology, 67, 345-357.

McVay, J. C. y Kane, M. J. (2011). Why Does Working Memory Capacity Predict Variation in Reading Comprehension? On the Influence of Mind Wandering and Executive Attention. Journal of Experimental Psychology: General. Advance online publication. doi: 10.1037/a0025250.

Miyake, A., Friedman, N., Emerson, M., Witzki, A., Howerter, A. y Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.

Miyake, A. y Shah, P. (1999). Toward unified theories of working memory: Emerging general consensus, unresolved theoretical issues, and future research directions. En A. Miyake y P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 442–481). New York: Cambridge Univ. Press.

Morris, N. y Jones, D. M. (1990). Memory updating in working memory: The role of the central executive. British Journal of Psychology, 81, 111–121.

Norman, D. A. y Shallice, T. (1980). Attention to action: Willed and automatic control of behavior. En R. J. Davidson, G. E. Schwartz, y D. Shapiro (Eds.). Consciousness and self-regulation. Advances in research and theory (Vol. 4, pp. 1–18). New York: Plenum Press.

Oakhill, J. V., Yuill, N. y Parkin, A. J. (1986). On the nature of the difference between skilled and less-skilled comprehenders. Journal of Research in Reading, 9, 80-91.

Passolunghi, M. C. y Mammarella, I. C. (2010). Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving, European Journal of Cognitive Psychology, 22(6), 944-963.

Passolunghi, M.C., y Pazzaglia, F. (2004). Individual differences in memory updating in relation to arithmetic problem solving. Journal of Experimental Child Psychology, 14, 219-230.

Passolunghi, M.C., y Pazzaglia, F. (2005). A comparison of updating processes in children good or poor in arithmetic word problem-solving. Learning and Individual Differences, 15, 257-269.

Passolunghi, M. C. y Siegel, L. S. (2001). Short term memory, working memory, and inhibitory control in children with specific arithmetic learning disabilities. Journal of Experimental Child Psychology, 80, 44-57.

Quinn, J.G. y McConnell, J. (1996). Irrelevant pictures in visual working memory. Quarterly Journal of Experimental Psychology, 49A, 200-215.

Radvansky, G. A. y Copeland, D. E. (2004). Reasoning, integration, inference alteration and text comprehension. Canadian Journal of Experimental Psychology, 58, 133-141.

Raghubar, K.P., Barnes, M.A. y 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.

Ramos, J.L. y Cuetos, F. (1999). Evaluación de los procesos de lectura en alumnos del tercer ciclo de educación primaria y educación secundaria obligatoria (PROLEC-SE). Madrid. TEA.

Rasmussen, C. y Bisanz, J. (2005). Representation and working memory in early arithmetic. Journal of Experimental Child Psychology, 91, 137-157.

Raven, J., Raven, J. C. y Court, J. H. (1998). Manual for Raven’s Progressive Matrices and Vocabulary Scales. Oxford, England: Oxford Psychologists Press.

Rittle-Johnson, B., Siegler, R.S. y Alibali, M.W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346-362.

Salthouse, T. A., Atkinson, T. M. y Berish, D. E. (2003). Executive functioning as a potential mediator of age-related cognitive decline in normal adults. Journal of Experimental Psychology: General, 132, 566–594.

Schmiedek, F., Hildebrandt, A., Lövdén, M., Wilhelm, O. y Lindenberger, U. (2009) Complex span versus updating tasks of working memory: the gap is not that deep. Journal of Experimental Psychology: Learning,Memory, and Cognition 35, 1089–96.

Seigneuric, A. y Ehrlich, M. (2005). Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation. Reading and Writing, 18, 617–656.

Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H. y Cutting, L. E. (2009). The contribution of executive skills to reading comprehension, Child Neuropsychology, 15, 232–246.

Shamosh, N. A., DeYoung, C. G., Green, A. E., Reis, D. L., Johnson, M. R., Conway, A. R. A., et al. (2008). Individual differences in delay discounting: Relation to intelligence, working memory, and anterior prefrontal cortex. Psychological Science, 19, 904–911.

Shankweiler, D. (1999). Words to meanings. Scientific Studies of Reading, 3, 113–127.

StClair-Thompson, H. L. y Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59, 745–759.

Swanson, H. L. (2006). Cognitive processes that underlie mathematical precociousness in young children. Journal of Experimental Child Psychology, 93, 239-264.

Swanson, H. L. (2008). Working memory and intelligence in children: What develops? Journal of Educational Psychology, 100(3), 581−602.

Swanson, H. L. y Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96, 471–491.

Swanson, H. L. y Berninger, V. (1995). The role of working memory in skilled and less skilled readers’ comprehension. Intelligence, 21, 83–108.

Swanson, H. L. y Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96, 249–283.

Swanson, H.L., Jerman, O. y Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100(2), 343-379.

Toll, S. W., Van der Ven, S. H., Kroesbergen, E. H., Van Luit, J. E. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44(6), 521-532.

Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55–64.

Trbovich, P.L. y LeFevre, J. (2003). Phonological and visual working memory in mental addition. Memory & Cognition, 31, 738 – 745.

Tymms, P. (1999). Baseline assessment and monitoring in primary schools. London: David Fulton.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J. y Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2–40.

Vellutino, F. R., Tunmer, W. E., Jaccard, J. J. y Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3-32.

Yntema, D. B. y Mueser, G. E. (1962). Keeping track of variables that have few or many states. Journal of Experimental Psychology, 63, 391-395.

Watters, J. J. y English, L.S. (1995). Children’s application of simultaneous and successive processing in inductive and deductive reasoning problems: Implications for developing scientific reasoning. Journal of Research in Science Teaching, 32(7), 699-714.

Publicado
25-12-2014
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
Número
Sección
Neuropsicología

Artículos más leídos del mismo autor/a