Memoria de trabajo, metacognición y comprensión lectora en lengua extranjera: una revisión bibliográfica
DOI:
https://doi.org/10.15448/1984-7726.2019.2.32314Palabras clave:
Memoria de trabajo. Procesamiento en lectura. Lectura en lengua extranjera. Metacognición.Resumen
La construcción del sentido en la lectura desde la perspectiva del procesamiento cognitivo presupone una serie de operaciones que conectan los conocimientos conceptual y procedimental (Gagné et al., 1993). Así, la capacidad del lector para articular varios procesos simultáneamente, incluyendo el procesamiento de la información y el monitoreo de la comprensión, es crucial para la construcción de la representación mental de un texto. Esta revisión bibliográfica tiene como objetivo esbozar discusiones teóricas sobre la relación entre el procesamiento de la lectura, apoyada en la memoria de trabajo (MT) y mediada por la capacidad de memoria de trabajo (CMT), la metacognición y los procesos componenciales inherentes a la comprensión. Se concluye que existe una relación entre la maduración de la MT y el desarrollo de la metacognición, lo que influye en la comprensión lectora. Por lo tanto, como leer en una lengua extranjera es una tarea más compleja y que también implica y depende de otras variables, consideramos que esta actividad se ve afectada por las limitaciones de MT.
Descargas
Citas
AFFLERBACH, Peter; PEARSON, P. David; PARIS, Scott G. Clarifying differences between readings kills and reading strategies. The Reading Teacher, Newark, v. 61, n. 5, p. 364-373, 2008. Available in: http://northfieldtownshipschools.pbworks.com/f/Difference+between+reading+skills+and+strategies.pdf. Access in: May 26, 2018. https://doi.org/10.1598/RT.61.5.1
ARCHILLA-SUERTE, Pilar; ZEVIN, Jason; HERNANDEZ, Arturo E. The effect of age of acquisition, socioeducational status, and proficiency on the neural processing of second language speech sounds. Brain & Language, Amsterdam, v. 141, p. 35-49, Feb. 2015. Available in: https://www.ncbi.nlm.nih.gov/pubmed/25528287. Access in: Sept. 1, 2018. https://doi.org/10.1016/j.bandl.2014.11.005
BADDELEY, Alan. The concept of episodic memory. Philosophical Transactions of the Royal Society of London: Series B, Biological Sciences, London, v. 356, n. 1413, p. 1345-1350, Sept. 2001. Available in: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1088518/. Access in: Apr. 23, 2018. https://doi.org/10.1098/rstb.2001.0957
BADDELEY, Alan. Working memory. Current Biology, London, v. 20, n. 4, p. 136-140, Feb. 2010. Available in: https://www.ncbi.nlm.nih.gov/pubmed/20178752. Access in: Jun. 3, 2018. https://doi.org/10.1016/j.cub.2009.12.014
BADDELEY, Alan. Working memory in second language learning. In: WEN, Zhisheng Edward; MOTA, Mailce Borges; MCNEIL, Arthur (ed.). Working memory in second language acquisition and processing. Bristol: Multilingual Matters, 2015. p. 17-28. https://doi.org/10.21832/9781783093595-005
BADDELEY, Alan. Working memory: theories, models, and controversies. Annual Review of Psychology, Palo Alto, v. 63, p. 1-29, 2012). Available in: https://www.annualreviews.org/doi/pdf/10.1146/annurev-psych-120710-100422. Access in: Jan. 28, 2018.
BADDELEY, Alan; LOGIE, R. H. The multiplecomponent model. In: MIYAKE, Akira; SHAHH, Priti (ed.). Models of working memory: mechanisms of active maintenance and executive control. New York: Cambridge University Press, 1999. p. 28-61. https://doi.org/10.1017/CBO9781139174909.005
BAILER, Cyntia; TOMITCH, Lêda Maria Braga; D’ELY, Raquel Carolina Souza Ferraz. Working memory capacity and attention to form and meaning. Letras de Hoje, Porto Alegre, v. 48, n. 1, p. 139-147, jan./mar. 2013. Available in: https://pdfs.semanticscholar.org/3389/e1c0d4565a3e4e5a32dc18746e3e0b8171f7.pdf. Access in: Jul. 15, 2018.
BAKER, Linda; BEALL, Lisa Carter. Metacognitive processes and reading comprehension. In: ISRAEL, Susan E.; DUFFY, Gerald G. (ed.). Handbook of research on reading comprehension. Oxon: Routledge, 2009. p. 373-388.
BAKER, Linda; BROWN, A. L. Metacognitive skills and reading. In: PEARSON, P. D. et al (Eds.). Handbook of reading research. New York: Longman, 1984. p. 353-394.
BAKER, Linda; ZELIGER-KANDASAMY, Alisa; DE WYNGAERT, Laura U. Neuroimaging evidence of comprehension monitoring. Psychological
Topics, Baltimore, v. 23, n. 1, p. 167-187, 2014. Available in: https://pdfs.semanticscholar.org/d948/cbafd757680c295c14be2daeac6d1c9be46b.pdf. Access in: Aug. 10, 2018.
BENTON, Stephen L. et al. Cognitive capacity differences among writers. Journal of Educational Psychology, Washington, v. 76, n. 5, p. 820-834, 1984. Available in: http://psycnet.apa.org/record/1985-10774-001. Access in: August 27, 2018. https://doi.org/10.1037/0022-0663.76.5.820
BONDY, Elizabeth. Encouraging children’s use of metacognitive processes: thinking about thinking. Childhood Education, London, v. 60, n. 4, p. 234-38, 1984. Available in: https://www.tandfonline.com/doi/abs/10.1080/00094056.1984.10520655?journalCode=uced20. Access in: Jun. 3, 2018. https://doi.org/10.1080/00094056.1984.10520655
COWAN, Nelson. Activation, attention, and short-term memory. Memory & Cognition, New York, v. 21, n. 2, p. 162-167, Mar. 1993. Available in: https://link.springer.com/article/10.3758/BF03202728. Access in: Jun. 17, 2018. https://doi.org/10.3758/BF03202728
COWAN, Nelson. An embedded-processes model of working memory. In: MIYAKE, Akira; SHAH, Priti (ed.). Models of working memory: mechanisms of active maintenance and executive control. New York: Cambridge University Press, 1999. p. 62-101. https://doi.org/10.1017/CBO9781139174909.006
COWAN, Nelson. Second language use, theories of working memory and the vennian mind. In: WEN, Zhisheng Edward; MOTA, Mailce Borges; NECNAIL, Arthur. (ed.). Working memory in second language acquisition and processing. Bristol: Multilingual Matters, 2015. p. 224-246. https://doi.org/10.21832/9781783093595-006
COWAN, Nelson. What are the differences between long-term, short-term and working memory? Progress in Brain Research, Amsterdam, p. 323-338, 2008a. Available in: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2657600/. Access in: Mar. 22, 2018. https://doi.org/10.1016/S0079-6123(07)00020-9
COWAN, Nelson. Working memory. In: SALKIND, Neil J. (ed.). Encyclopedia of educational psychology. London: Sage, 2008b. v. 2, p. 1015-1016.
COWAN, Nelson. Working memory underpins cognitive development, learning and education. Educational Psychology Review, New York, v. 26, n. 2, p. 197-223, June 2014. Available in: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207727/. Access in: Feb. 23, 2018. https://doi.org/10.1007/s10648-013-9246-y
DANEMAN, Meredyth; CARPENTER, Patricia A. Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, Washington, v. 9, n. 4, p. 561-584, 1983. https://doi.org/10.1037//0278-7393.9.4.561
DANEMAN, Meredyth; GREEN, Ian. Individual differences in comprehending and producing words in context. Journal of Memory and Language, Amsterdam, v. 25, n. 1, p. 1-18, Feb. 1986. Available in: https://www.sciencedirect.com/science/article/pii/0749596X86900185. Access in: May 30, 2018. https://doi.org/10.1016/0749-596X(86)90018-5
GAGNÉ, Ellen D.; YEKOVICH Carol Walker; YEKOVICH, Frank R. The cognitive psychology of school learning. New York: Harper Collins, 1993.
HAGEN, Åste M.; BRAASCH, Jason L. G.; BRÅTEN, Ivar. Relationships between spontaneous note-taking, self-reported strategies and comprehension when reading multiple texts indifferent task conditions. Journal of Research in Reading, Hoboken, v. 37, n. S1, p. 141-157, Mar. 2014. Available in: https://doi.org/10.1111/j.1467-9817.2012.01536.x.
Access in: Jun. 13, 2018. https://doi.org/10.1111/j.1467-9817.2012.01536.x
JUST, Marcel A.; CARPENTER, Patricia A. A capacity theory of comprehension: Individual differences in working memory. Psychological Review, Washington, v. 99, n. 1, p. 122-149, 1992. Available in: http://psycnet.apa.org/record/1992-15357-001. Access in: Jun. 17, 2018. https://doi.org/10.1037//0033-295X.99.1.122
KIEWRA, Kenneth A.; BENTON, Stephen L. The relationship between information-processing ability and notetaking. Contemporary Educational Psychology, Amsterdam, v. 13, n. 1, p. 3-44, Jan. 1988. Available in: https://www.sciencedirect.com/science/article/pii/0361476X88900045. Access in: May 20, 2018. https://doi.org/10.1016/0361-476X(88)90004-5
KING, Jonathan; JUST, Marcel A. Individual differences in syntactic processing: the role of working memory. Journal of Memory and Language, Amsterdam, v. 30, n. 5, p. 580-602, 1991. Available in: http://psycnet.apa.org/record/1992-07864-001. Access in: Mar. 13, 2018. https://doi.org/10.1016/0749-596X(91)90027-H
KOMORI, Mie. Effects of working memory capacity on metacognitive monitoring: A study of group differences using a listening span test. Frontiers in Psychology, Brussels, v. 7, p. 1-7, Mar. 2016. Available in: https://www.ncbi.nlm.nih.gov/pubmed/26973577. Access in: Oct. 1, 2018. https://doi.org/10.3389/fpsyg.2016.00285
LINDERHOLM, Tracy; VAN DEN BROEK, Paul. The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, Washington, v. 94, n. 4, p. 778-784, 2002. Available in: http://psycnet.apa.org/record/2002-06506-012. Access in: Aug. 10, 2018. https://doi.org/10.1037//0022-0663.94.4.778
LOGIE, Robert H. Visuo-spatial working memory. Hove: Erlbaum, 1995.
MANOLI, Polyxeni; PAPADOPOULOU, Maria. Reading strategies versus reading skills: two faces of the same coin. Procedia: Social and Behavioral Sciences, Amsterdam, v. 46, p. 817-821, 2012. Available in: https://www.sciencedirect.com/science/article/pii/S1877042812013341. Access in: Apr. 28, 2018. https://doi.org/10.1016/j.sbspro.2012.05.205
MATSUMOTO, Hiroyuki; NAKAYAMA, Akira; HIROMORI, Tomohito. Exploring the development of individual difference profiles in L2 reading. System, Amsterdam, v. 41, n. 4, p. 994-1005, Dec. 2013. Available
in: https://www.sciencedirect.com/science/article/pii/S0346251X13001243#!. Access in: Mar. 2, 2018. https://doi.org/10.1016/j.system.2013.09.008
MIYAKE, Akira; SHAHH, Priti (ed.). Models of working memory: mechanisms of active maintenance and executive control. New York: Cambridge University Press, 1999. p. 442- 481. https://doi.org/10.1017/CBO9781139174909
NELSON, T. O.; NARENS, L. Why investigate metacognition? In: METCALFE, Janet; SHIMAMURA, Arthur P. (ed.). Metacognition: knowing about knowing Cambridge: MIT Press, 1994, p. 1-25.
OLIVEIRA, Davi Alvez. Working memory capacity and mental translation in EFL reading comprehension. 2016. Dissertation (Master in Inglês) – Universidade Federal de Santa Catarina, Florianópolis, 2016. Available in: https://repositorio.ufsc.br/handle/123456789/168075. Access in: Jul. 13, 2018.
POSTLE, Bradley R. WM as an emergent property of the mind. Neuroscience, Washington, v. 139, n. 1, p. 23-38, Apr. 2006. Available in: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1428794/. Access in: Jul. 25, 2018. https://doi.org/10.1016/j.neuroscience.2005.06.005
PROCAILO, Leonilda. Reading digital texts in L2 working memory capacity, text mode, and reading condition accounting for differences in processes and products of reading. Thesis (Doctorate in Inglês) – Universidade Federal de Santa Catarina, Florianópolis, 2017. Available in: https://repositorio.ufsc.br/handle/123456789/187261. Access in: Aug. 27, 2018.
RUMELHART, David E. Schemata: the building blocks of cognition. In: SPIRO, Rand J.; BRUCE, Bertram C.; BREWER, William F. (ed.). Theoretical issues in reading and comprehension. Hillsdale: Routledge, 1980. p. 33-58. https://doi.org/10.4324/9781315107493-4
RUMELHART, David E. Understanding understanding. In: FLOOD, James (ed.). Understanding reading comprehension. Newark: International Reading Association, 1984.
RUMELHART, David E.; MCCLELLAND, J. L. Interactive processing through spreading activation. In: PERFETTI, C.; LESGOLD, A. (ed.). Interactive processes in reading. Hillsdale: [s. n.], 1981.
SEARLEMAN, Alan; HERRMANN, Douglas. Memory from a broader perspective. Singapore: McGraw-Hill College, 1994.
SPARKS, Richard L. Individual differences in L2 learning and long-term L1-L2 relationships. Language Learning, Michigan, v. 62, n. 2, p. 5-27, Aug. 2012. Available in: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-9922.2012.00704.x. Access in: Jul. 12, 2018. https://doi.org/10.1111/j.1467-9922.2012.00704.x
TOMITCH, Leda Maria Braga. Memorial de atividades acadêmicas. Memorial apresentado ao Departamento de Língua e Literatura Estrangeiras da Universidade Federal de Santa Catarina como requisito parcial para inscrição ao Concurso de Professor Titular da Carreira do Magistério Superior. Florianópolis: UFSC, 2014.
TOMITCH, Leda Maria Braga. Reading: text organization perception and working memory capacity. 1995. Thesis (Doctorade in Linguística Aplicada) – Universidade Federal de Santa Catarina, Florianópolis, 1995. Available in: https://repositorio.ufsc.br/handle/123456789/157902. Access in: Dec. 14, 2017.
TREVISOL, Juliane Regina; TOMITCH, Lêda Maria Braga. The relationship between bilingualism and working memory: a review. Revista do GELNE, Natal, v. 19, n. 1, p. 39-51, 2017. Available in: https://periodicos.ufrn.br/gelne/article/view/11263. Access in: Jun. 26, 2018.
VAN DEN BROEK, Paul et al. The effects of readers’ goals on inference generation and memory for texts. Memory & Cognition, New York, v. 29, n. 8, p. 1081-1087, Dec. 2001. Available in: https://link.springer.com/article/10.3758/BF03206376. Access in: Jan. 20, 2018. https://doi.org/10.3758/BF03206376
VEENMAN, M. V. J. Metacognition. In: AFFLERBACH, Peer. Handbook of individual differences in reading: reader, text, and context. Palo Alto: Routledge, 2015.
WOELFER, Sidenei Werner. Constructing meaning from cartoons: the effects of EFL reading proficiency and working memory capacity on the processing of verbal and pictorial information. 2016. Dissertation (Master
in Inglês) – Universidade Federal de Santa Catarina, Florianópolis, 2016. Available in: https://repositorio.ufsc.br/handle/123456789/167472. Access in: Mar. 13, 2018.
ZWAAN, Rolf A.; BROWN, Carol M. The influence of language proficiency and comprehension skill on situationmodel construction. Discourse Processes, Washington, v. 21, n. 3, p. 289-327, May/June 1996. Available in: https://eric.ed.gov/?id=EJ525861. Access in: Aug. 14, 2018. https://doi.org/10.1080/01638539609544960
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2019 Letras de Hoje
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de Autor
La sumisión de originales para la Letras de Hoje implica la transferencia, por los autores, de los derechos de publicación. El copyright de los artículos de esta revista es el autor, junto con los derechos de la revista a la primera publicación. Los autores sólo podrán utilizar los mismos resultados en otras publicaciones indicando claramente a Letras de Hoje como el medio de la publicación original.
Creative Commons License
Excepto donde especificado de modo diferente, se aplican a la materia publicada en este periódico los términos de una licencia Creative Commons Atribución 4.0 Internacional, que permite el uso irrestricto, la distribución y la reproducción en cualquier medio siempre y cuando la publicación original sea correctamente citada.
