medigraphic.com
Órgano Oficial del Sistema Mexicano de Investigación en Psicología (SMIP)

2010, Number 1

<< Back Next >>

Rev Mex Invest Psic 2010; 2 (1)

Development of cognitive flexibility and working memory in 6 to 9 years old children

García CA, Canet JL , Andrés ML

Language: Spanish
References: 41
Page: 14-21
PDF size: 288.36 Kb.


ABSTRACT

The aim of this work has been to explore the relationships between the development of cognitive flexibility and working memory in a group of 6 to 9 year old children from a private school in Mar del Plata, Argentina. The results showed a significant correlation between cognitive flexibility and working memory, only in the forward digit span task. The 9 year old children showed significant improvements in contrast with the 6 year old children, which brings evidence to the idea that the key period for the development of these capacities is between 6 and 9 years of age. The backward digit span task and the relationships between working memory and short-term memory are discussed.


REFERENCES

  1. Arango-Lasprilla, J. C.M DeLuca, J., & Chiaravalloti, N. (2007). El perfil neuropsicológico en la esclerosis múltiple. Psicothema, 19, 1-6.

  2. Ardila, A. & Ostrosky-Solís, F. (2008). Desarrollo Histórico de las Funciones Ejecutivas. Revista de Neuropsicología, Neuropsiquiatría y Neurociencias, 8, 1-21.

  3. Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press. Baddeley, A.D. (1990). Memoria Humana: Teoría y Práctica. Madrid: McGraw Hill.

  4. Baddeley, A.D. (1990). Memoria Humana: Teoría y Práctica. Madrid: McGraw Hill.

  5. Baddeley, A. D. (1992). Working Memory. Science, 255, 556–559.

  6. Baddeley, A. D. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology, 49A, 5–28.

  7. Baddeley, A. D. (1998). The central executive: A concept and some misconceptions. Journal of the International Neuropsychological Society, 4, 523–526.

  8. Baddeley, A. D., & Hitch, G. J. (1994). Developments in the Concept of Working Memory. Neuropsychology, 8, 485–493.

  9. Baddeley, A. D., & Della Sala, S. (1996). Working memory and executive control. Philosophical Transactions of the Royal Society of London, 351, 1397–1404.

  10. Bull, R. & Scerif, G. (2001). Executive Functioning as a Predictor of Children’s Mathematics Ability: Inhibition, Switching, and Working Memory. Developmental Neuropsychology, 19, 273–293.

  11. Cartwright, K. B. (2002). Cognitive Development and Reading: The Relation of Reading-Specific Multiple Classification Skill to Reading Comprehension in Elementary School Children. Journal of Educational Psychology, 94, 56-63.

  12. Castillo-Parra, G., González Villanueva, M., Gómez-Pérez, M. E., & Ostrosky- Solís, F. (2007). Alteraciones en las Funciones Ejecutivas y Memoria en Niños con Bajo Rendimiento Escolar. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 7, 37–42.

  13. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2ª ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

  14. Collins, A. M. & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407–428.

  15. Cycowicz, Y. M., Friedman, D., Rothstein, M., & Snodgrass, J. G. (1997). Picture Naming by Young Children: Norms for Name Agreement, Familiarity, and Visual Complexity. Journal of Experimental Child Psychology, 65, 171–237.

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

  17. Ellis, N. C. & Sinclair, S. G. (1996). Working Memory in the Acquisition of Vocabulary and Syntax: Putting Language in Good Order. The Quarterly Journal Of Experimental Psychology, 49A, 234–250

  18. García Coni, A. & Vivas, J. (2007). Exploración de la zona de desarrollo próximo. Comparación entre dos técnicas. PSIC - Revista de Psicologia da Vetor Editora, 8, 151–158.

  19. García-Villamisar, D. & Muñoz, P. (2000). Funciones ejecutivas y rendimiento escolar en educación primaria. Un estudio exploratorio. Revista Complutense de Educación, 11, 39–56.

  20. Gathercole, S., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working Memory Skills and Educational Attainment: Evidence from National Curriculum Assessments at 7 and 14 Years of Age. Applied Cognitive Psychology, 18, 1–16.

  21. Huapaya, C., Lizarralde, F., Vivas, J., & Arona, G. (en prensa). Modelo de evaluación del conocimiento en un Sistema Tutorial Inteligente. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología.

  22. Hubert, L. J. & Schultz, J. (1976). Quadratic Assignment as a general data analysis strategy. British Journal of Mathematical and Statistical Psychology, 29, 190-241.

  23. Klenberg, L., Korkman, M., & Lahti-Nuuttila, P. (2001). Differential Development of Attention and Executive Functions in 3 to 12 Year Old Finnish Children. Developmental Neuropsychology, 20, 407-428.

  24. Marchand, Y., Lefebvre, C. D., & Connolly, J. F. (2006). Correlating digit span performance and event-related potentials to assess working memory. International Journal of Psychophysiology, 62, 280-289.

  25. Marchesi, A. (1984). El pensamiento preoperatorio. En J. Palacios, A. Marchesi, & M. Carretero (Comps.), Psicología Evolutiva 2. Desarrollo cognitivo y social del niño (pp. 181-205). Madrid: Alianza.

  26. Matute, E., Rosselli, M., Ardila, A., & Ostrosky-Solís, F. (2007). Evaluación Neuropsicológica Infantil (ENI). Manual de Aplicación. México: Editorial El Manual Moderno.

  27. Melzter, L. & Krishnan, K. (2007). Executive function difficulties and learning disabilities: Understandings and misunderstandings. En L. Melzter (Ed.), Executive function in education: From theory to practice (pp. 77-105). New York: Guilford Press.

  28. Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (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.

  29. Papazian, O., Alfonso, I., & Luzondo, R. J. (2006). Trastornos de las funciones ejecutivas. Revista de Neurología, 42, S45–S50.

  30. Piaget, J. & Inhelder, B. (1971). Psicología del niño. Madrid: Morata.

  31. Pineda, D. (2000). La función ejecutiva y sus trastornos. Revista de Neurología, 30, 764–768.

  32. Savage, R., Lavers, N., & Pillay, V. (2007). Working Memory and Reading Difficulties : What We Know and What We Don’t Know About the Relationship. Educational Psychology Review, 19, 185- 221.

  33. Stuss, D. T., Floden, D., Alexander M. P., Levine B., & Katz D. (2001). Stroop performance in focal lesion patients: dissociation of processes and frontal lobe lesion location. Neuropsychologia, 39, 771–786.

  34. Swanson, H. L., Ashbaker, M. H., & Lee, C. S (1996). Short-term memory and working memory operations and their contribution to reading in adolescents with and without learning disabilities. Journal of Abnormal Child Psychology, 17, 745-746.

  35. Swanson, H. L. & Ashbaker, M. H. (2000). Working Memory, Shortterm Memory, Speech Rate, Word Recognition and Reading Comprehension in Learning Disabled Readers: Does the Executive System Have a Role? Intelligence, 28, 1-30.

  36. Vivas, J. (2004). Método Distsem: procedimiento para la evaluación de distancias semánticas. Revista Perspectivas en Psicología. Revista de Psicología y Ciencias Afines, 1, 84–94.

  37. Vivas, J., Comesaña, A., & Vivas, L. (2007). Evaluación de las redes semánticas de conceptos académicos en estudiantes universitarios. PsicoUSF, 12, 111–119

  38. Weyandt, L. L. (2005). Executive Function in Children, Adolescents, and Adults with Attention Deficit Hyperactivity Disorder: Introduction to the Special Issue. Developmental Neuropsychology, 27, 1–10.

  39. Wickelgren, I. (1997). Getting a Grasp on Working Memory. Science, 275, 1580–1582.

  40. Woolfolk, A. (2006). Psicología Educativa (9ª ed.). México: Pearson Educación.

  41. Zar, J. H. (1999). Biostatistical analisis (4ª ed.). Upper Saddle River: Prentice–Hall.




2020     |     www.medigraphic.com