{"title":"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","authors":"Francisco Gutiérrez-Martínez, Melchor Ramos","doi":"10.1016/j.pse.2014.05.001","DOIUrl":null,"url":null,"abstract":"<div><p>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 <em>g</em> 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.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2014.05.001","citationCount":"8","resultStr":"{\"title\":\"La memoria operativa como capacidad predictora del rendimiento escolar. Estudio de adaptación de una medida de memoria operativa para niños y adolescentes\",\"authors\":\"Francisco Gutiérrez-Martínez, Melchor Ramos\",\"doi\":\"10.1016/j.pse.2014.05.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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 <em>g</em> 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.</p></div>\",\"PeriodicalId\":45361,\"journal\":{\"name\":\"Psicologia Educativa\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2014-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.pse.2014.05.001\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psicologia Educativa\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1135755X14000025\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X14000025","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.