Desempeño en memoria de trabajo e indicadores comportamentales: Relaciones entre medidas directas e indirectas

• Lorena Canet-Juric ^[1] ; María Laura Andrés ^[1] ; Ana García-Coni ^[1] ; María M. Richard's ^[1] ; Débora Burin ^[2]
  1. [1] Universidad Nacional de Mar del Plata

     Universidad Nacional de Mar del Plata

     Argentina

     
  2. [2] Universidad Nacional de Buenos Aires (Argentina)
• Localización: Interdisciplinaria: Revista de psicología y ciencias afines = journal of psychology and related sciences, ISSN-e 1668-7027, ISSN 0325-8203, Vol. 34, Nº. 2, 2017, págs. 369-387
• Idioma: español
• Títulos paralelos:
  • Relationship between performance in working memory and behavioral indicators observed in class
• Enlaces
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• Dialnet Métricas: 6 Citas
• Resumen
  • español

    La memoria de trabajo (MT) es un fuerte predictor del desempeño académico por su impacto en la comprensión lectora, la competencia aritmética y los comportamientos necesarios para el aprendizaje escolar. De modo que saber cómo opera la MT en niños de edad escolar y conocer la percepción que los docentes tienen sobre la MT de sus estudiantes es de gran interés. Por eso, los objetivos del trabajo que se informa fueron eva- luar si las observaciones de los docentes sobre las dificultades en la MT de sus alumnos (medidas indirectas) se relacionan con el rendimiento de estos alumnos en pruebas de ejecución de MT (medidas directas) y analizar si estas dificultades percibidas por los docentes se corresponden con la presencia de problemas comportamentales de diversos tipos. Para esto se les administraron a niños de edad escolar pruebas de MT verbal y MT viso-espacial informatizadas, y a sus docentes dos cuestionarios, la Escala Observacional de Memoria de Trabajo -WMRS- y la Guía de Observación Comportamental -GOC-. Los resultados obtenidos muestran asociaciones significativas entre indicadores de fallos en MT y la performance de los niños en la tarea de MT verbal, debidas probablemente a que en los comportamientos explorados en la WMRS el componente verbal está más claramente reflejado (e.g., requiere repeticiones de instrucciones). También se encontró que estos fallos se relacionan con problemas comportamentales reportados por los docentes, como ser dificultades atencionales, hiperactividad y autoagresión. Se considera al estudio realizado como una contribución porque no hay escalas observacionales de MT para uso docente, disponibles en nuestro medio.

  • English

    Working memory (WM) is a strong predictor of academic performance, due to itsimpact in reading comprehension, arithmetic’s competence and the regulated behaviors required for school learning.

    Thus, knowing about WM operation in schoolaged children and teachers’ perception on their students WM is of great value and interest. This is why in the present work we assess whether teachers’reports about theirstudents’WM (indirect measure) is associated with their performance in WM tasks (direct measure), and also to assess whether the difficulties perceived by the teachers correspond to the presence ofstudents’general behavioral issues. For that, we administered computerized verbalWM tasksto school-aged children, in which they had to recall a number of digits (control condition) while saying out loud the color of the items (interference condition), and computerized visual-spatial WM tasks, in which they had to recall the locations of a series of stimuli (control condition) while indicating the color of the stimuli in a color palette (interference condition).

    We also administered two scales to their teachers:

    one of them asks about WM specifically (Working Memory Rating Scale) and is composed of 20 short descriptions of behavior problems that allow dis- criminating between children with poor and average WM skills. The teacher rates how typical a behavior is in each child, in a scale that goes from Not typical at all (0) to Very typical (3). The other asks about diverse behavioral problems (Guide of Behavioral Observation) and is composed of the following sub-scales: Physical and VerbalAggression, Negativism, Transgression, Impulsivity, Hyperactivity, Attention Deficit and Acceptance. The teacher must choose the option that best describes the behavior in the child in terms of frequency (Never, Sometimes or Often). Our results show significant associations between children performance in the verbal WM task (direct measure) and WM failures’indicators(indirect measures), which can be explained by the fact that the verbal component is more clearly reflected in the behaviors explored in the Working Memory Rating Scale (e.g., loses his place in complicated activities, requiresregularrepetition of instructions, depends on neighbor to remind them of the current task).

    We also wanted to look out if there were associations between the WM skills reported by the teachers and the general behavior problems also reported by them, and we found associations between the reported WM difficulties and attention disorders, hyperactivity and self-aggression. This is consistent with the claim that WM and attention deficit in nonclinical population are closely related.

    With respect to hyperactivity, itsrelation with WM is not as clear and has not been so frequently reported. With respect to self-aggression, its relation with WM difficulties can be attributed to these children’s inability to exercise control over the environment, which leads to frustration and low levels of motivation and self-esteem. Lastly, we found associations between children’s performance in the computerized WM tasks and the presence of behavioral problems informed by the teachers.

    Specifically, proper performance in verbal WM tasks associates with less attention difficulties, where as proper performance in visual-spatial WM tasks associates with being accepted by the group.

    This last association could be attributed to the fact that many group gamesrequire several abilitiesthat involve visual-spatial WM, such as the ability to orientate in space and recall different locations. To conclude, we consider that this work constitutes a contribution because, in the first place, there are no WM observation scales for teachers’ use available in our environment, and, in the second place, it addresses the need for teachers to acknowledge WM difficulties and consequently be trained for the implementation of effective strategies to improve WM skills in the classroom.