Memoria de trabajo y cociente de inteligencia: ¿cuál predice mejor el logro escolar?
DOI:
https://doi.org/10.15448/1980-8623.2018.4.27943Palabras clave:
Memoria de trabajo, Rendimiento escolar, Función ejecutiva, Gc, Cociente de inteligencia (IQ).Resumen
La memoria de trabajo (WM) se refiere a la capacidad de almacenar y manipular información durante un período de tiempo, y existe evidencia de una relación cercana entre la memoria de trabajo y el aprendizaje. El objetivo de este estudio fue investigar la relación entre la memoria de trabajo, la inteligencia (IQ) y el rendimiento escolar. La evaluación individual se realizó siguiendo un protocolo específico. El logro escolar se evaluó mediante la prueba de Logro escolar (TDE), con subpruebas en lectura, escritura y aritmética. Los componentes de la memoria de trabajo se evaluaron utilizando versiones anteriores y posteriores de Digit Span y las pruebas de bloqueo de tapado de Corsi. El IQ estimado se evaluó mediante las subpruebas Vocabulary and Block Design de Wechsler Intelligence Scale for Children III. El estudio incluyó a 227 niños de 7 a 12 años (M = 9.87, SD = 1.34), de los cuales 119 eran mujeres, de escuelas privadas y públicas en Salvador, Bahía, Brasil. El análisis de los datos incluyó estadística descriptiva e inferencial. Las pruebas estadísticas utilizadas fueron el análisis de regresión lineal (enter) y la correlación de Pearson. Los resultados mostraron que los mejores predictores de Logros Escolares fueron el Digit Span hacia adelante, hacia atrás y Corsi bloquean las tareas hacia adelante y hacia atrás. Se probó la hipótesis de no multicolinealidad y se verificó que las construcciones eran independientes (VIF < 10 y Tolerancia > 0.20). La variación en el rendimiento académico explicada por el modelo de memoria de trabajo fue ΔR = 0.12. Se observaron correlaciones significativas entre los componentes de la memoria de trabajo y el TDE. La puntuación de la memoria de trabajo (Digit Span Backward + Corsi Block Backward) y el TDE se correlacionaron (r = 0.28 **). Estos resultados indican que la memoria de trabajo es un buen predictor del rendimiento escolar que el coeficiente intelectual y es consistente con otros hallazgos que muestran que la memoria de trabajo es un predictor del aprendizaje o el potencial de aprendizaje. Este resultado tiene implicaciones importantes para la educación, particularmente con respecto a la intervención.
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