Resumen de Atención e inteligencia lógica

Roberto Ratón Gago

• español

  Este estudio analiza las relaciones entre la inteligencia lógica y dos componentes de la atención: atención sostenida y calidad atencional, en una muestra de 75 escolares españoles de 11 a 12 años. La inteligencia lógica fue evaluada a través de las Escalas Magallanes de Razonamiento (EMR) y los componentes atencionales mediante las Escalas Magallanes de Atención Visual (EMAV). Los análisis de correlación revelan que no existe una correlación significativa entre el nivel de desarrollo de las habilidades de inteligencia lógica y los dos componentes de la atención evaluados. Se concluye que los instrumentos y la metodología de evaluación, o el tamaño de la muestra, pueden ser variables que afecten a la diversidad de resultados en los estudios que analizan la relación entre atención e inteligencia lógica.

• English

  This study analizes the relationships between logical intelligence and two components of attention, sustained attention and attentional quality, in a sample of 75 11-12 year old Spanish students. Logical intelligence was evaluated through the Magallanes Scales of Logical Intelligence (EMR) and attentional components through the Magallanes Scales of visual attention (EMAV). The correlation analysis reveal that there is no significant correlation between the level of development of logical intelligence skills and that of sustained attention. Similarly, they expose there is no significant correlation between the level of development of logical intelligence skills and attentional quality either. The conclusion reached is that the instruments and the evaluation methodology, or the size of the sample, could be variables that affect the diversity of the results in the studies that analyze the relationship between attention and logical intelligence. This situation shows the necessity to clarify independence of these constructs aiming at improving the assessment of factors that have a lot to do with the development/growth of children and teenagers; it is of special importance when dealing with children with difficulties in academic learning.