pdf (Español (España))
FLIP
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
Acta Colombiana de Psicología complies with international intellectual property and copyright laws, and particularly with Article No. 58 of the Political Constitution of Colombia, Law No. 23 of 1982, and the Agreement No. 172 of September 30, 2010 (Universidad Católica de Colombia Intellectual Property Regulation).
Authors retain their copyright and grant to the Acta Colombiana de Psicología the right of first publication, with the work registered under Creative Commons attribution license, which allows third parties to use the published material, provided they credit the authorship of the work and the first publication in this Journal.
Abstract
This study aimed to analyze the explanatory capacity of distress tolerance in reading comprehension of narrative and expository texts, jointly considering the role of working memory in children aged 9 to 12 years old. For this, 211 children who attended fourth to sixth year of primary school were evaluated. The Behavioral Indicator of Resilience to Distress was used to evaluate distress tolerance, a complex digit span task with interference was used to evaluate working memory while reading comprehension of narrative and expository text was evaluated with an age-appropriate screening test. The results show that, when jointly considered, working memory contributes to reading comprehension of both narrative and expository texts, while distress tolerance does not make a significant contribution. This study adds to the knowledge of factors that contribute to reading comprehension performance in school-age children.
References
Abusamra, V., & Joanette, Y. (2012). Lectura, escritura y comprensión de textos: aspectos cognitivos de una habilidad cultural. Neuropsicología Latinoamericana, 4(1), i-iv. https://www.neuropsicolatina.org/index.php/Neuropsicologia_Latinoamericana/article/view/105/72
Abusamra, V., Canet-Juric, L., Cartoceti, R., Olariaga, Y., & Andrés, M. L. (2021). Baremos de screening de evaluación de la comprensión lectora para 4° y 5° grado [Manuscrito inédito].
Abusamra, V., Ferreres, A., Raiter, A., De Beni, R., & Cornoldi, C. (2010). Test Leer para Comprender TLC: Evaluación de la comprensión de textos. Paidós.
Alloway, T. P. & Copello, E. (2013). Working memory: The what, the why, and the how. The Australian Educational and Developmental Psychologist, 30(2), 105-118. https://doi.org/10.1017/edp.2013.13
Ameral, V., Palm Reed, K., Cameron, A., & Armstrong, J. (2014). What are measures of distress tolerance really capturing? A mixed methods analysis. Psychology of Consciousness: Theory, Research, and Practice, 1(4), 357- 369. https://doi.org/10.1037/cns0000024
Andrés, M. L., Stelzer, F., Vernucci, S., Canet-Juric, L., Galli, J. I., & Navarro Guzmán, J. I. (2017). Regulación emocional y habilidades académicas: Relación en niños de 9 a 11 años de edad. Suma Psicológica, 24(2), 79-86. https://doi.org/10.1016/j.sumpsi.2017.07.001
Andrés, M. L., Vernucci, S., García Coni, A., Richard’s, M. M., Amazzini, M., & Paradiso, R. (2020). Regulación emocional y memoria de trabajo en el desempeño académico. Ciencias Psicológicas, 14(2), e-2284. https:// doi.org/10.22235/cp.v14i2.2284
Arán-Filippetti, V., & López, M. B. (2016). Predictores de la comprensión lectora en niños y adolescentes: el papel de la edad, el sexo y las funciones ejecutivas. Cuadernos de Neuropsicología, 10(1), 23-44. https://www.cnps.cl/ index.php/cnps/article/view/219/232
Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1-29. https://doi.org/10.1146/annurev-psych-120710-100422
Bjekić, J., Živanović, M., Purić, D., Oosterman, J., & Filipović, S. (2018). Pain and executive functions: a unique relationship between Stroop task and experimentally induced pain. Psychological Research, 82(3), 580-589. https://doi.org/10.1007/s00426-016-0838-2
Canet-Juric, L., Andrés, M. L., Burin, D. I., & Urquijo, S. (2013). Perfil cognitivo de niños con bajos rendimientos en comprensión lectora. Anales de Psicología, 29(3), 996-1005. https://doi.org/10.6018/analesps.29.3.138221
Canet-Juric, L., Introzzi, I., & Burin, D. I. (2015). Desarrollo de la capacidad de memoria de trabajo: efectos de interferencia inter e intra dominio en niños de edad escolar. Revista Argentina de Ciencias del Comportamiento, 7(1), 26-37. https://revistas.unc.edu.ar/index.php/racc/article/view/26-37
Canet-Juric, L., Stelzer, F., Andrés, M. L., Vernucci, S., Introzzi, I., & Burin, D. I. (2018). Evidencias de validez de una tarea computarizada de memoria de trabajo verbal y viso-espacial para niños. Revista Interamericana de Psicología, 52(1), 112-128. https://journal.sipsych.org/index.php/IJP/article/view/356
Clinton, V., Taylor, T., Bajpayee, S., Davison, M., Carlson, S., & Seipel, B. (2020). Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis. Reading and Writing, 33(9), 2223-2248. https://doi.org/10.1007/s11145-020-10044-2
Consejo Nacional de Investigaciones Científicas y Técnicas [CONICET]. (2006). Lineamientos para el comportamiento ético en las ciencias sociales y humanidades. Resolución 2857/06. Ministerio de Educación, Ciencia y Tecnología. http://www.conicet.gov.ar/wp-content/uploads/RD-20061211-2857.pdf
Corso, H. V., Cromley, J., Sperb, T., & Salles, J. F. (2016). Modeling the relationship among reading comprehension, intelligence, socioeconomic status, and neuropsychological functions: The mediating role of executive functions. Psychology and Neuroscience, 9(1), 32-45. https://doi.org/10.1037/pne0000036
Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197-223. https://doi.org/10.1007/s10648-013-9246-y
Cowan, N. (2017). The many faces of working memory and short-term storage. Psychonomic Bulletin and Review, 24(4), 1158-1170. https://doi.org/10.3758/s13423-016-1191-6
De Mier, M. V., Borzone, A. M., & Cupani, M. (2012). La fluidez lectora en los primeros grados: relación entre habilidades de decodificación, características textuales y comprensión. Un estudio piloto con niños hablantes de español. Neuropsicología Latinoamericana, 4(1), 18-33. https://neuropsicolatina.org/index.php/Neuropsicologia_Latinoamericana/article/view/79
Dehn, M. (2015). Essentials of working memory assessment and intervention. Wiley. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
Etmanskie, J., Partanen, M., & Siegel, L. (2016). A longitudinal examination of the persistence of late emerging reading disabilities. Journal of Learning Disabilities, 49(1), 21-35. https://doi.org/10.1177/0022219414522706 Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4.ª ed.). Sage.
Follmer, D. J. (2018). Executive function and reading comprehension: A meta-analytic review. Educational Psychologist, 53(1), 42-60. https://doi.org/10.1080/00461520.2017.1309295
George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 Step by Step (14.ª ed.). Routledge.
Graziano, P., Reavis, R., Keane, S. P., & Calkins, S. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19. https://doi.org/10.1016/j.jsp.2006.09.002
Hale, S., Bronik, M., & Fry, A. (1997). Verbal and spatial working memory in school-age children: Developmental differences in susceptibility to interference. Developmental Psychology, 33(2), 364-371. https://doi. org/10.1037/0012-1649.33.2.364
Hernández-Sampieri, R., Fernández Collado, C., & Bapstista Lucio, P. (2010). Metodología de la investigación (5.ª ed.). Mc Graw-Hill.
Hofmann, W., Schmeichel, B., & Baddeley, A. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180. https://doi.org/10.1016/j.tics.2012.01.006
Hollingshead, A. B. (2011). Four factor index of social status. Yale Journal of Sociology, 8, 21-52. https://sociology.yale. edu/sites/default/files/files/yjs_fall_2011.pdf#page=21
Howse, R., Calkins, S., Anastopoulos, A., Keane, S., & Shelton, T. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14(1), 101-119. https://doi.org/10.1207/ s15566935eed1401_7
Introzzi, I., & Canet-Juric, L. (2019). TAC: Tareas de Autorregulación Cognitiva. CONICET. https://tac.com.ar/evaluacion/ Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit and emotion regulation ability. Journal of Research in Personality, 52, 29-36. https://doi.org/10.1016/j.jrp.2014.06.005
Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512-552. https://doi. org/10.3102/0034654314561338 JASP Team. (2020).
JASP (Versión 0.13) [Software].
Kikas, E., & Silinskas, G. (2016). Task persistence mediates the effect of children’s literacy skills on mothers’ academic help. Educational Psychology, 36(5), 975-991. https://doi.org/10.1080/01443410.2015.1045836
LaFavor, T. (2012). The impact of executive function and emotional control and understanding on the behavioral functioning and academic achievement of children living in emergency homeless shelters [Tesis doctoral]. University of Minnesota.
Lejuez, C., Daughters, S., Danielson, C., & Ruggiero, K. (2006). The Behavioral Indicator of Resiliency to Distress (BIRD) [Manuscrito inédito]. Li, P., & Clariana, R. (2019). Reading comprehension in L1 and L2: An integrative approach. Journal of Neurolinguistics, 50, 94-105. https://doi.org/10.1016/j.jneuroling.2018.03.005
Mar, R., Li, J., Nguyen, A., & Ta, C. (2021). Memory and comprehension of narrative versus expository texts: A meta-analysis. Psychonomic Bulletin and Review, 28(3), 732-749. https://doi.org/10.3758/s13423-020-01853-1
Martin, R., & Ochsner, K. (2016). The neuroscience of emotion regulation development: Implications for education. Current Opinion in Behavioral Sciences, 10, 142-148. https://doi.org/10.1016/j.cobeha.2016.06.006
Nigg, J. (2017). Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(4), 361-383. https://doi. org/10.1111/jcpp.12675
Nouwens, S., Groen, M., Kleemans, T., & Verhoeven, L. (2021). How executive functions contribute to reading comprehension. British Journal of Educational Psychology, 91(1), 169-192. https://doi.org/10.1111/bjep.12355
Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension. Routledge. Pascual, L., Galperín, C., & Bornstein, M. (1993). La medición del nivel socioeconómico y la psicología evolutiva: El caso argentino. Revista Interamericana de Psicología, 27(1), 59-74. https://journal.sipsych.org/index.php/IJP/article/download/786/680#page=67
Pe, M., Raes, F., & Kuppens, P. (2013). The cognitive building blocks of emotion regulation: Ability to update working memory moderates the efficacy of rumination and reappraisal on emotion. PLoS ONE, 8(7), Article e69071. https://doi.org/10.1371/journal.pone.0069071
Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48-76. https://doi. org/10.1037/bul0000124 Pickering, S. (Ed.). (2006). Working memory and education. Academic Press.
Sautú, R. (1989). Teoría y técnica en la medición del estatus ocupacional: Escalas objetivas de prestigio [Documento de trabajo]. Instituto de Ciencias Sociales, Universidad de Buenos Aires.
Schmeichel, B., & Tang, D. (2014). The relationship between individual differences in executive functioning and emotion regulation: A comprehensive review. En J. P. Forgas & E. Harmon-Jones (Eds.), Motivation and its regulation. The control within (pp. 133-152). Psychology Press.
Schmeichel, B., Volokhov, R., & Demaree, H. (2008). Working memory capacity and the self-regulation of emotional expression and experience. Journal of Personality and Social Psychology, 95(6), 1526-1540. https://doi. org/10.1037/a0013345
Swanson, H. L., & Alloway, T. P. (2012). Working memory, learning, and academic achievement. En K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1: Theories, constructs, and critical issues (pp. 327-366). American Psychological Association.
Vernucci, S., Aydmune, Y., Andrés, M. L., Burin, D. I., & Canet-Juric, L. (2021). Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study. Applied Cognitive Psychology, 35(4), 1115-1124. https://doi.org/10.1002/acp.3841
Vernucci, S., Canet-Juric, L., Andrés, M. L., & Burin, D. I. (2017). Comprensión lectora y cálculo matemático: El rol de la memoria de trabajo en niños de edad escolar. Psykhe, 26(2), 1-13. https://doi.org/10.7764/ psykhe.26.2.1047
Weaver, C., & Kintsch, W. (1991). Expository text. En R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), The handbook of reading research (Vol. 2) (pp. 230-245). Longman.
World Medical Association [WMA]. (2013). WMA Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects. WMA. https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/
Reference by
