工作记忆作为学校表现的预测能力。儿童和青少年工作记忆测量的适应性研究

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2014-06-01 DOI:10.1016/j.pse.2014.05.001
Francisco Gutiérrez-Martínez, Melchor Ramos
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引用次数: 8

摘要

在涉及学业成就的因素中,“工作记忆”(working memory, WM)的概念具有特别重要的意义,因为它被认为是一种基本能力,可能与流体智力的基本组成部分有关。本文通过对高中生的相关研究,对WM跨度测试(PAR-a)进行了适应性和验证。为了检验新测量的经验和理论一致性,我们评估了它对学校资格的预测能力,以及它与另一个WM跨度测试和智力因子测量的关系。研究结果支持了PAR-a量表的结构和效度,证实了其对学业对象一般认知能力和特定表现的预测和判别能力。因此,这证实了该测试在教育背景下作为预测学校成绩的合适工具的有用性。
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La memoria operativa como capacidad predictora del rendimiento escolar. Estudio de adaptación de una medida de memoria operativa para niños y adolescentes

Among the factors involved in school attainment, the construct “working memory” (WM) has gained particular significance, given that it is considered a basic capacity probably related to essential components of fluid intelligence. This paper presents the adaptation and validation of a WM span test (the PAR-a), based on a correlational study in a sample of high school students. In order to examine the empirical and theoretical consistency of the new measure, we assessed its predictive power on school qualifications, as well as its relations with another WM span test and an intelligence g Factor measure. The results support the construct and criterion validity of PAR-a, confirming its predictive and discriminative power regarding general cognitive ability as well as specific performance in academic subjects. This confirms, therefore, the usefulness of the test in educational contexts as a suitable tool to predict school achievement.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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