RESUMO
La memoria de trabajo (MT) ha servido de predictor para fenómenos como el desempeño escolar en matemáticas, el nivel de comprensión lectora y el aprendizaje de estudiantes con desarrollo atípico. Esto le ha llevado a tomar un rol clave en los estudios cognitivos. Debido a la importancia que ha tomado la MT, se vuelve relevante explorar modelos que expliquen este constructo de manera de acercar estas propuestas a los investigadores que se estén familiarizando con esta temática. El presente artículo presenta y compara el modelo multicomponencial de Baddeley y Hitch (1974) y sus actualizaciones posteriores (Baddeley, 2000, 2012, 2017) con el modelo integrado de atención y memoria de Cowan (1988, 1995, 2005). Desde la revisión detallada de ambas propuestas se realiza una comparación utilizando como criterios el rol de la memoria en el modelo, la equivalencia entre los componentes del modelo y la manera en la cual se propone se manipula la información. Los hallazgos de esta revisión muestran que aun cuando existen equivalencias de algunos de los elementos de ambas propuestas, los distintos énfasis de ambos modelos resultan en interpretaciones distintas de los sustentos empíricos y del funcionamiento de la MT en relación con los roles de la memoria a largo plazo y la atención.
Working Memory (MT) has served as a predictor for phenomena such as school performance in mathematics, reading comprehension and learning of students with atypical development. This has given it a key role in cognitive studies. Due to the importance that WM has taken, it becomes relevant to explore models that explain this construct to bring these proposals closer to researchers who are becoming familiar with this topic. The present article presents and compares the multicomponent model of Baddeley and Hitch (1974) and its subsequent updates (Baddeley, 2000, 2012, 2017) with the integrated attention and memory model of Cowan (1988, 1995, 2005). From the detailed review of both proposals a comparison is made using as criteria the role of memory in the model, the equivalence between the components of both models and the way in which the information is stored and accessed. The findings of this review show that although there are equivalences among some of the elements of both proposals, the different emphases of both models result in different interpretations of the empirical underpinnings and the functioning of WM in relation to the roles of the long-term memory and attention.
Assuntos
Humanos , Memória de Curto Prazo , Modelos Neurológicos , Atenção , Modelos TeóricosRESUMO
La comprensión de textos es una de las competencias fundamentales para el desarrollo social y educativo de los seres humanos y constituye un tema esencial en la agenda educativa. Sin embargo, el estudio y la sistematización de los efectos de programas que buscan mejorar la comprensión lectora, sobre todo en el caso de alumnos pertenecientes a entornos sociales desfavorecidos, son todavía escasos. Se presentan los resultados de una intervención realizada en un grupo de alumnos de primero y segundo año de nivel medio y de contexto desfavorecido de una escuela de gestión social de la Provincia de Buenos Aires (Argentina). Dicha intervención estuvo basada en la habilidad metacognitiva de detectar errores e incongruencias, fundamental para el proceso de comprensión de un texto. Inicialmente fueron evaluados 50 adolescentes con un test de eficacia lectora, una prueba estandarizada de comprensión de textos y una prueba específica que evalúa la habilidad de detectar errores e incongruencias. Se conformó un grupo control con 23 participantes y un grupo experimental con los 27 restantes. El entrenamiento se llevó a cabo durante tres meses, con una frecuencia de una hora semanal y una vez finalizado, ambos grupos fueron reevaluados. Los resultados muestran un efecto positivo de la intervención sobre el grupo experimental, que alcanzó una diferencia estadísticamente significativa entre la cantidad de respuestas correctas de la evaluación inicial y de la evaluación final.
Reading comprehension is one of the core competencies for social and educational development of human beings and an essential topic in education agenda. However, the study and systematization of the effects of programs that seek to improve reading comprehension, especially in students from deprived social backgrounds, are still scarce. As a strategic skill that requires a conscious and active reader who can process the text and formulate a plan according to his or her purposes, reading comprehension must be flexible enough to adjust text demands. In this respect, a good reader should be aware of his or her cognitive abilities in order to understand a text successfully. Hence training in metacognitive skills improves significantly whole reading comprehension ability. Metacognitive training allows children to internalize and also anticipate the effective and useful strategies to be applied in each case. This paper aims to promote social inclusion to adolescents from a deprived social environment. To gain this goal, a program was designed considering, measurable, agreed and communicable targets, according to real deadlines that fit the raised population needs and realities. It presents the results of an intervention in a group of students of first and second year from secondary school from a deprived context in Gran Buenos Aires (Argentina). This intervention was based on the ability to detect errors and inconsistencies, fundamental to understanding texts. 50 adolescents were initially evaluated with a reading efficiency test, a standardized reading comprehension test and a specific proof to assess the ability to detect errors and inconsistencies. 23 students were part of the control group and 27, were involved in the experimental group. The one hour training was held weekly for three months and once this training was completed, both groups were reevaluated. The training involved twelve sessions which kept the same structure. First the ability was orally introduced. A video, a song, a painting, language games, among other resources, were used to include an error (or more) and / or a mismatch (or more). Then, the students altogether discussed, orally, the strategies used to resolve de introduction activity in order to detect these errors and inconsistencies. In third place, an understanding activity that included a situation that supposed an error or inconsistency was introduced. A fourth step was to present a written activity to strengthen the target ability, asking the children to produce a similar situation. The session finally ended with a pooling of production. This scheme was repeated over the 12 sessions by modifying the content thereof. The last two activities were carried out in pairs to stimulate mutual learning. In every session the information was presented with Power point Program, in differentiates place from, especially assigned for the interventions. The results show a positive effect of the intervention on the experimental group, whose performance achieved a statistically significant difference between the number of correct responses from the initial to the second assessment. One-sample t test was applied to compare the means of performance from the same population before and after the intervention. For the experimental group, statistically significant differences between means were checked before and after the intervention in both variables. time and right answers. For the control group, which received no intervention but had traditional instruction, a t test showed that the difference in performance between the first and second evaluation was not significant.